Guiding Admissions With Data 1
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Guiding Admissions With Data 1

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Guiding Admissions With Data 1 Guiding Admissions With Data 1 Presentation Transcript

    • Guiding With Data
    • Understanding the Score Report
  • Understanding the Score Report
    • Over 300 points of data on each student
      • Cognitive Data
      • Non-Cognitive Data
    • Cognitive Data
      • More than just a score!
        • ACT National Curriculum Survey
        • ACT College Readiness Standards
    Understanding the data you receive: Cognitive Data
  • Understanding the data you receive: Cognitive 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: Cognitive 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: Cognitive 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 Subject Area Test College Course(s)
  • Understanding the data you receive: Cognitive Data
  • Understanding the data you receive: Cognitive Data
  • Understanding the data you receive: Cognitive Data
  • Understanding the data you receive: Cognitive Data
  • Understanding the data you receive: Cognitive 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 years
    • Mathematics: At least 3 years Natural Sciences: At least 3 years
    Understanding the data you receive: Cognitive Data
  • Understanding the data you receive: Cognitive Data
  • Understanding the data you receive: Cognitive Data
    • Non-Cognitive
  • Non-Cognitive: Score Report Information
    • Major/degree interests
    • Type of institution/interests
      • Extracurricular activities
      • In HS and for postsecondary
    • School choice/size
    • Needs (academic and otherwise)
    • World of Work Map
  • World 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 Map
    • Importance of Releasing Names to Colleges/Universities
  • Enrollment Rates by Number of Purchases
  • Enrollment Rates by Number of Purchases, African Americans
  • Enrollment Rates by Number of Purchases, Hispanics
    • 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%
    Senior Names Much Less Likely to be Purchased Jr Not Purch Sr Not Purch ACT 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
    Senior Names Much Less Likely to be Purchased (by the Numbers) Jr Not Purch Sr Not Purch ACT Composite 18,295 44,566
  • Senior Names Also Much Less Likely to be Purchased Frequently
      • 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 Counseling
    • 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 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 Counseling