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?
READ SLIDE

5. ASCA National Model SO this leads up to the ASCA National Model
As you view the graphic, you will notice there are four areas
FOUNDATION
DELIVERY SYSTEM
MANAGEMENT SYSTEM
ACCOUNTABILTIY
The visual show that the foundation, a program’s core beliefs, philosophy and mission, dictates both how the program is management and how it is delivered.
These two components go hand in hand:
Delivery system is the ways in which counselors deliver services.
The management system ensures that the delivery system is planned, organized, directed and controlled in a systematic fashion for every student.
Both the delivery and management lead to the Accountability component.
And accountability leads back to the foundation because results of our program lead to program improvement, which begins once again with the foundation.

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 Advocate Connectedu
Advocate
Connectedu
PrepHQ

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

15. Reporting of Data Scattergrams Other reports
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
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 Knowledge Gained
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
SPARC -
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
Center for School Counseling Outcome Research

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. To contact us… Bob Bardwell Sheila Deam School Counselor &
Director of Guidance
Monson High School
55 Margaret Street
Monson, MA 01057
x1107
Sheila Deam
Director of Guidance
East Longmeadow High School
180 Maple Street
East Longmeadow, MA 01028