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Using Data in Your College Admission Counseling Program

Using Data in Your College Admission Counseling Program. ASCA Annual Conference July 4, 2010. Agenda. Why do we use data Types of data related to college admission counseling Collecting data Analyzing data Reporting of data Cautions about using data Questions & conversation.

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Using Data in Your College Admission Counseling Program

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  1. Using Data in Your College Admission Counseling Program ASCA Annual Conference July 4, 2010

  2. Agenda • Why do we use data • Types of data related to college admission counseling • Collecting data • Analyzing data • Reporting of data • Cautions about using data • Questions & conversation

  3. Why Do We Use Data? • It improves our programs and the services for students and families • Students benefit from it • You probably already have it • Others are using it • We are accountable • Why not?

  4. Important Questions.. • What is the purpose of the college admission counseling program at your school? • What are the desired outcomes or results? • What is being done to achieve results? • What evidence is there that the objectives have been met? • Is the program making a difference?

  5. ASCA National Model

  6. Challenges… Most school counselors • are not comfortable using data • do not have the training or resources to collect and analyze data • Think that working with data is too time consuming considering everything else they have to do; not important enough • Are uncomfortable reporting data to and advocating with policy makers

  7. Types of College Admission Data Student-Achievement Data • Standardized Test Data • SAT and ACT Scores • Grade Point Averages • Completion of College Preparation Requirements (Graduating college eligible)

  8. Types of College Admission Data (continued) Achievement – Related Data • Course enrollment patterns • Number of students taking PSAT/SAT/ACT • Discipline referrals • Extracurricular activities

  9. Types of College Admission Data (continued) • Standards and Competency-Related Data • Percentage of students who demonstrate: • Knowledge of college requirements • Skill to set goals • Belief (attitude) in importance of taking rigorous courses

  10. Collecting data • Commercial programs • Naviance • www.naviance.com • http://workspacek12.naviance.com • Advocate • www.inresonance.com • Connectedu • www.connectedu.net • PrepHQ • www.myfootpath.com

  11. Other Options to Organize College Admission data • Access • Excel • Create your own method of record keeping

  12. Access Database fields

  13. Excel Spreadsheet

  14. Analyzing Data • EZ-Analyze • www.ezanalyze.com • Using Access or Excel • Test Wiz, Data Warehouse, etc • Locally developed program

  15. Reporting of Data • Scattergrams • Grade Point Average (x axis) vs. SAT’s (y axis) • Other reports • Access Report • Placement percentages

  16. Scattergram Example

  17. Placement Report Example

  18. Placement Data Report

  19. Evaluation of your College Admission Counseling Program • Surveys, questionnaires • Online vs. paper • www.suverymonkey.com • www.counselingsurveys.org • Pre & post surveys • Gives immediate feedback about the need or impact of your program/intervention

  20. Pre & Post Survey Examples

  21. What to measure (ASK) • What do you want me to know that I didn’t know before, • What do you want me to believe that I did not believe before • What do you want me to demonstrate that I did not demonstrate before?

  22. Program Evaluation Data • Process data • Perception data • Results data

  23. Process data • “What you did for whom” • Evidence that event occurred • Example: Counselors taught students how to fill out a college application

  24. Students Know Language Requirements

  25. Perception Data • Attitudes or Beliefs • 32% believe they will succeed in college • 42 % believe they have enough money to attend college • Competency Achievement (Skills) • Every student in grades 9-12 completed a 4 year plan • Every 10th grade student completed an interest inventory • Knowledge Gained • 89% of students demonstrate knowledge of college entrance requirements

  26. What type of question? • “I believe” is an Attitude so use a scale • Application/Demonstration = Skill • Information or answer = Knowledge (clear answer – not scale)

  27. What Do Students Believe (Attitude)? 100% agree or strongly agree 98% agree or strongly agree I believe that understanding the college preparation requirements will help me be successful in school…

  28. What Can Students Demonstrate? (Skills) What is your GPA based on a 4.0 weighted scale?

  29. Students Understand Options After High School (Knowledge)

  30. Results Data • “So WHAT” data • Hard data – application data • Have your activities contributed to students ability to utilize the knowledge, attitudes and skills to effect behavior? • Attendance • Behavior • Academic achievement (graduating college eligible: College going rate improved 14% over three years)

  31. # of AP Exams Has Increased!

  32. 4 Year Adjusted Cohort Graduation Rates are UP!

  33. Increased College Post Secondary Plans!

  34. Data Over Time • Immediate • Change course offerings • Intermediate • Change course selection pattern • Long range (Impact Over Time) • Improve college placement rates

  35. Results Report How are students different as a RESULT of what you do? • What does the data tell you? • Was the program successful? • What worked? • What did NOT work? • What needs to be changed?

  36. Sharing Your Data • Celebrate what you find • School Profile • Accountability Report Card • MARC of Excellence • http://www.masca.org/pdf_05_06/Marc%20edits%20rev3gray.doc • SPARC - www.sparconline.net • Press release, faculty meeting or school board presentation, parent programs, etc. • NCLB Report Card

  37. Cautions About Using Data • Data doesn’t always give you the information you want • College admissions is not an exact science • Data shouldn’t take the place of human connection/intervention

  38. Resources to assist you with data • Evidence-Based School Counseling: Making a Difference With Data-Driven Practices • Dimmitt, Carey & Hatch • Making Data Work: An ASCA National Model Publication • Kaffenberger & Young

  39. Resources to assist you with data (continued) • Center for Excellence in School Counseling & Leadership • www.cescal.org • Center for School Counseling Outcome Research • www.cscor.org

  40. Next steps • Create an action plan • Pick one item to do upon your return to school • Educate your colleagues about what you learned • Get other stakeholders on board • Attend further training about using data • Celebrate your accomplishment(s) • Use your results to improve your program!

  41. Questions & conversations • What is not clear? • What more do you need? • How can we help each other? • Who wants to share a success with data?

  42. Bob Bardwell School Counselor & Director of Guidance Monson High School 55 Margaret Street Monson, MA 01057 413.267.4589x1107 bardwellr@monsonschools.com Sheila Deam Director of Guidance East Longmeadow High School 180 Maple Street East Longmeadow, MA 01028 413.525.5462 sheiladeam@hotmail.com To contact us…

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