Using Data in Your College Using Data in Your College Admission Counseling Admission Counseling

ProgramProgram

Using Data in Your College Using Data in Your College Admission Counseling Admission Counseling

ProgramProgramASCA Annual ConferenceASCA Annual Conference

July 4, 2010July 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

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?

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?

ASCA National Model

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

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)

Types of College Admission Data (continued)

Achievement – Related Data• Course enrollment patterns• Number of students taking

PSAT/SAT/ACT • Discipline referrals• Extracurricular activities

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

Collecting data

• Commercial programs– Naviance

• www.naviance.com• http://workspacek12.naviance.com

– Advocate• www.inresonance.com

– Connectedu• www.connectedu.net

– PrepHQ• www.myfootpath.com

Other Options to Organize College Admission data

• Access• Excel• Create your own method of record

keeping

Access Database fields

Excel Spreadsheet

Analyzing Data

• EZ-Analyze– www.ezanalyze.com

• Using Access or Excel• Test Wiz, Data Warehouse, etc• Locally developed program

Reporting of Data

• Scattergrams– Grade Point Average (x axis) vs.

SAT’s (y axis)

• Other reports– Access Report– Placement percentages

Scattergram ExampleWestfield State College

400

600

800

1000

1200

1400

1600

55 65 75 85 95

Accept

Deny

Placement Report Example

Placement Data Report

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

Pre & Post Survey Examples

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?

Program Evaluation Data

•Process data•Perception data•Results data

Process data

• “What you did for whom” • Evidence that event occurred

• Example: Counselors taught students how to fill out a college application

Students Know Language Requirements

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

What type of question?• “I believe” is an Attitude so use a

scale• Application/Demonstration = Skill• Information or answer =

Knowledge (clear answer – not scale)

What Do Students Believe What Do Students Believe (Attitude)?(Attitude)?

0102030405060708090

100

Strongly Agree Agree

34

6568

32

Pre

Post

I believe that understanding the college preparation requirements will help me be successful in school…

98% agree or strongly agree 100% agree or

strongly agree

What Can Students What Can Students Demonstrate? (Skills)Demonstrate? (Skills)

What is your GPA based on a 4.0 weighted scale?

Students Understand Options After High

School (Knowledge)

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)

# of AP Exams Has Increased!

4 Year Adjusted Cohort Graduation Rates are

UP!

Increased College Post Secondary Plans!

Data Over Time• Immediate

–Change course offerings• Intermediate

–Change course selection pattern

• Long range (Impact Over Time) – Improve college placement rates

Results ReportHow 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?

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

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

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

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

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!

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?

To contact us…

Bob BardwellSchool Counselor &Director of GuidanceMonson High School55 Margaret StreetMonson, MA 01057413.267.4589x1107bardwellr@monsonschools.com

Sheila DeamDirector of GuidanceEast Longmeadow High School180 Maple StreetEast Longmeadow, MA 01028413.525.5462sheiladeam@hotmail.com