Guiding Admissions With Data 1
Transcript of Guiding Admissions With Data 1
Guiding With DataGuiding With Data
Understanding the Score ReportUnderstanding the Score Report
Understanding the Score ReportUnderstanding the Score Report
Over 300 points of data on each student Cognitive Data Non-Cognitive Data
Cognitive DataCognitive Data
More than just a score!
ACT National Curriculum Survey
ACT College Readiness Standards
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
- The ACT is a curriculum-based assessment
- Tests students in core subject areas of English, mathematics reading and science
- Assesses student proficiencies in these subject areas
- Informs and affects more than recruitment strategies
ACT National Curriculum Survey Survey middle, high school and postsecondary educators Determine faculty expectations in English, math, reading
and science – then compare these to actual teaching and rigor practices as they tie to college readiness
Survey is basis and foundation for EPAS Tests and promotes college readiness Standards are not opinions, but facts based on survey
and research
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
ACT College Readiness Standards Narrative description of what students need to know and
be able to do Reflect a common continuum of achievement Progressive model of student progress from middle to
high school Reflect student strengths/weaknesses evaluate student
readiness for next levels of learning
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Readiness Benchmark Scores
Through collaborative research with postsecondary institutions nationwide, ACT has established the following College Readiness Benchmark Scores:
A benchmark score is the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.
College Readiness Benchmark Score
English English Composition 18 Math Algebra 22 Reading Social Sciences 21 Science Biology 24
ACT SubjectArea Test
College Course(s)
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Without improving the quality and content of the core, it appears that most students need to take additional higher-level courses to learn what they should have learned from a rigorous core curriculum, with no guarantee even then that they will be prepared for college-level work.
ACT research suggests that students today do not have a reasonable chance of becoming ready for college unless they take additional higher-level courses beyond the minimum core, and even then they are not always likely to be ready for college. This finding is in part a reflection on the quality and intensity—the rigor—of the high school curriculum.
ACT Minimum Core
English: 4 years Social Studies: At least 3 yearsMathematics: At least 3 years Natural Sciences: At least 3 years
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data
Non-CognitiveNon-Cognitive
Non-Cognitive: Score Report Non-Cognitive: Score Report InformationInformation
Major/degree interests
Type of institution/interests Extracurricular activities In HS and for postsecondary
School choice/size
Needs (academic and otherwise)
World of Work MapWorld of Work Map
World of Work MapWorld of Work Map
Promotes effective and data-based career counseling
Helps students and counselors more specifically discuss aspirations and interests based on a proven measurement
Focuses discussion on student interests, and if these interests align with selected major
More impactful counseling for ‘undecided’ students
World of Work MapWorld of Work Map
Importance of Releasing Names to Importance of Releasing Names to Colleges/UniversitiesColleges/Universities
Enrollment Rates by Enrollment Rates by Number of PurchasesNumber of Purchases
50%55%60%65%70%75%80%85%90%95%
0 1 2-3 4-7 8-15 16-30 31+
# Name Purchases
% E
nrol
led
Fall
200
5
15-18 19-21 28-31
Enrollment Rates by Enrollment Rates by Number of Purchases, African Number of Purchases, African AmericansAmericans
50%55%60%65%70%75%80%85%90%95%
0 1 2-3 4-7 8-15 16-30 31+# Name Purchases
% E
nrol
led
Fall
200
5
15-18 19-21 28-31
Enrollment Rates by Enrollment Rates by Number of Purchases, HispanicsNumber of Purchases, Hispanics
50%
55%
60%
65%
70%
75%
80%
85%
90%
0 1 2-3 4-7 8-15 16-30 31+# Name Purchases
% E
nrol
led
Fall
200
5
15-18 19-21 28-31
Late TestingLate Testing
Consequences of Late-Testing Consequences of Late-Testing
Late-testing affects educational opportunities
Time of first-testing affects likelihood of student names being purchased
Students whose names are purchased are more likely to enroll in college
Many students from target populations don’t test first time until senior year
1-12 37% 78%13-15 34% 71%16-19 15% 45%20-23 7% 28%24-27 4% 25%28-32 3% 24%33-36 3% 22%Tot 10% 41%
Jr Not Purch
Senior Names Much Less Likely to Senior Names Much Less Likely to be Purchasedbe Purchased
Sr Not PurchACT Composite
1-12 2,168 6,305
13-15 13,508 36,894
16-19 18,912 54,227
20-23 10,946 27,504
24-27 5,049 12,488
28-32 2,054 4,242
33-36 246 332
Tot 52,883 141,952
Jr Not Purch
Senior Names Much Less Likely to Senior Names Much Less Likely to be Purchased (by the Numbers)be Purchased (by the Numbers)
Sr Not PurchACT Composite
18,295 44,566
Senior Names Also Much Less Likely Senior Names Also Much Less Likely to be Purchased to be Purchased FrequentlyFrequently
More senior-testers not purchased by any college More senior-testers purchased by fewer colleges Higher frequencies of purchase mean more
exposure, more opportunities
Most Important Factors for Effective Most Important Factors for Effective CounselingCounseling
More in-depth knowledge of skills – not just scores College Readiness Standards/Benchmarks Steer communication, intervention, students services
based on cognitive understanding
Effective personalized communication/counseling using non-cognitive data Connect institutional services with students interests and
needs Career Counseling
Most Important Factors for Effective CounselingMost Important Factors for Effective Counseling
Promoting early testing (Junior year) increases access for students and institutions to vital information/data
Students and Counselors need to understand importance of releasing names
Making sure students take the right courses!!!
Most Important Factors for Effective CounselingMost Important Factors for Effective Counseling