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Sharing College Readiness Data with Key Stakeholders

This article discusses the importance of sharing college readiness data with key stakeholders and provides strategies for building a team to improve college and career readiness in schools.

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Sharing College Readiness Data with Key Stakeholders

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  1. Sharing College Readiness Data with Key Stakeholders Jamie Jacobs Director of Capacity Building

  2. Our Mission To increase college readiness, participation and completion in Michigan, particularly among low-income students, first-generation college-going students, and students of color.

  3. Increase the percentage of Michigan residents with degrees or postsecondary certificates to 60 percent by 2025. Our Goal

  4. Meeting Labor Market Needs By the year 2020, 70% of the jobs in Michigan will require formal postsecondary education. Source: Georgetown Center on Education and the Workforce report, Recovery – Job Growth and Education Requirements Through 2020

  5. Michigan Attainment Rates: Current vs. Need Level of education for Michigan residents, ages 25-64 2014 2020

  6. MCAN’s Strategies • Local College Access Network Development • Advocacy and Leadership • Professional Development • Statewide Initiatives • Coordination and Partnerships

  7. WHEN? WHAT? HOW? Sharing College Readiness data with Key Stakeholders WHO?

  8. Build a Team • College and career readiness IS • central to what it means to prepare students for a successful postsecondary experience • succeed in a credit-bearing entry-level college course at a four-year, two-year college, or in a technical certificate program • without the need to take non-credit-bearing remedial classes • College and career readiness IS NOT • add-on program that a school does in addition to educating its students

  9. Who should be on my team • Principal • Other senior administrator (e.g., AP, Dean) • Instructional or advisory leadership in each of the core content areas (ELA and Math in particular) • School counselor, college counselor, career advisor • College support partner programs (e.g., College Access Program coordinator or advisor) • District data guru • Key community partners/stakeholders

  10. What Will the Team Do • Meet regularly • Accurately assess strengths and challenges • Prioritize the most critical needs around college and career readiness • Identify and align resources for the greatest impact • Develop and implement data-minded action plans to better prepare their students for college and career.

  11. Where to Begin • Coalition of the willing • Some non-negotiable • Collect/gather information to inform discussion • System, school, students • Analyze the data

  12. Data Collection • Postsecondary Asset Mapping (PSAM) • MCAN Self Assessment • Solution to “that’s the counselor’s job” • Student-level data • College Readiness Indicator System (CRIS)

  13. The PSAM Framework Begins with a full building culture and systems self-assessment • Key Transition Knowledge and Skills • What students in my school are doing to build their knowledge and access to college and career. • Key Content Knowledge • What students in my school are doing to build their content knowledge in the core subject areas • Learning Skills and Techniques • What students in my school are doing to take ownership of their learning and develop their learning skills • Cognitive Skills • What students in my school are doing to develop their critical thinking skills • School-wide Systems • What my school is doing to develop and sustain systems for improving college and career outcomes for our students

  14. Key Transition Knowledge and Skills • College admissions requirements and expectations • Different types and kinds of postsecondary institutions (e.g., community, 4-year, state, city) • Career pathways and the gatekeeping and pre-requisite coursework needed • Tuition costs and financial aid options • College-going culture (navigating relationships, understanding expectations, accessing available resources) • Norms, values, and conventions of collaborating and working with peers, professors, co-workers • Expectations of non-remedial level course work

  15. Key Content Knowledge • Understanding key concepts and big ideas • Mastering different writing genres, structures and formats • Content area literacy

  16. Learning Skills and Techniques • Time management • Decision making • Study skills • Self-control and self-monitoring • Setting and tracking goals • Persistence in completing tasks and reaching goals • Student agency over learning

  17. Cognitive Skills • Formulating problems, developing hypotheses, and aligned solutions • Conducting research, collecting data, evaluating sources, using internet sources appropriately • Interpreting and analyzing information and data • Communicating in a variety of modes and modalities • Demonstrating precision and accuracy at every step

  18. School-wide Systems • Can have a significant impact on a school's programs, policies, and culture • Use of data • Diversity and equity • Family engagement • Partnerships with external organizations • Staff development and support

  19. RHHS Self Assessment • Staffing and Capacity • Capacity • Ratio, dedicated college/career counselor, technology • Focus • Counseling vs non counseling, proactive outreach • Professional Development/Training • College-Going Culture and Programs • Team, culture building, programs, data usage

  20. Student Data

  21. Inputs • Demographics • 8th grade academic performance • Grades/GPA • Attendance • Standardized tests • 9th grade academic performance • Grades/GPA • Attendance • Grade promotion • Standardized tests

  22. Outputs • College Entrance Exam Scores/College Readiness Benchmarks • High School Graduation • College credits earned • College Applications • FAFSA Completion • Scholarship Dollars awarded • Acceptances

  23. Outcomes • College Enrollment • Mi School Data • National Student Clearinghouse ($) • Remedial course placement • Mi School Data • Remedial course performance • College partners

  24. Impact • Degree/Certificate completion

  25. College Readiness Indicator Systems Another tool • Brown University, Stanford University, University of Chicago • 3 dimensions of CCR • Academic Preparedness • Academic Tenacity • College Knowledge • 3 levels • Individual • School • System

  26. Data Analysis and Action • What is the data telling us? • Trends, not scientific analysis • 1-3 priority areas • Do something! • Lean on external partners for support • Data disaggregation • Student level data

  27. Resources • PSAM • http://psam-toolkit.fhi360.org/index.html • http://psam-toolkit.fhi360.org/pdfs/PSAMSurvey-FINAL-FHI360-0615.pdf • MCAN Self Assessment • https://michigancollegeaccessnetwork.app.box.com/files/0/f/4679491446/1/f_38113643290 • MiSchoolData • www.mischooldata.org • MiSSG Portal • http://www.michigan.gov/mistudentaid/0,4636,7-128-60969_73336---,00.html • FSA FAFSA Data • http://Studentaid.gov/fafsa-hs-data • CRIS • https://gardnercenter.stanford.edu/publications/college-readiness-indicator-system-cris-resource-series

  28. Questions and Contact Jamie Jacobs, Director of Capacity Buildingjamie@micollegeaccess.org 517-316-1713

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