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

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.

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

Meeting Labor Market Needs By the year 2020, 70% of the jobs in Michigan will require formal postsecondary education. The Georgetown Center on Education and the Workforce shows how crucial the Big Goal is to our economy. It projects the shortfall of degrees nationally to be 3 million by 2018. Further, it’s data shows that by 2020, 70 percent of all jobs will require postsecondary training and degrees. Source: Georgetown Center on Education and the Workforce report, Recovery – Job Growth and Education Requirements Through 2020

Michigan Attainment Rates: Current vs. Need Level of education for Michigan residents, ages 25-64 2014 2020 Source: U.S. Census Bureau, 2014 American Community Survey Source: Georgetown University Center for Education and the Workforce Recovery Job Growth and Education Requirements Through 2020 https://cew.georgetown.edu/wp-content/uploads/StateProjections_6.1.15_agc_v2.pdf

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

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

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

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

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.

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

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)

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

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

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

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

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

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

RHHS Self Assessment Staffing and 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

Student Data

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

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

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

Impact Degree/Certificate completion

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

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

Resources PSAM MCAN Self Assessment MiSchoolData MiSSG Portal 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

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