Guiding Admissions With Data 1

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Guiding Admissions With Data 1

  1. 1. <ul><li>Guiding With Data </li></ul>
  2. 2. <ul><li>Understanding the Score Report </li></ul>
  3. 3. Understanding the Score Report <ul><li>Over 300 points of data on each student </li></ul><ul><ul><li>Cognitive Data </li></ul></ul><ul><ul><li>Non-Cognitive Data </li></ul></ul>
  4. 4. <ul><li>Cognitive Data </li></ul>
  5. 5. <ul><ul><li>More than just a score! </li></ul></ul><ul><ul><ul><li>ACT National Curriculum Survey </li></ul></ul></ul><ul><ul><ul><li>ACT College Readiness Standards </li></ul></ul></ul>Understanding the data you receive: Cognitive Data
  6. 6. Understanding the data you receive: Cognitive Data <ul><li>The ACT is a curriculum-based assessment </li></ul><ul><ul><li>Tests students in core subject areas of English, mathematics </li></ul></ul><ul><ul><li>reading and science </li></ul></ul><ul><ul><li>Assesses student proficiencies in these subject areas </li></ul></ul><ul><ul><li>Informs and affects more than recruitment strategies </li></ul></ul>
  7. 7. <ul><li>ACT National Curriculum Survey </li></ul><ul><ul><li>Survey middle, high school and postsecondary educators </li></ul></ul><ul><ul><li>Determine faculty expectations in English, math, reading and science – then compare these to actual teaching and rigor practices as they tie to college readiness </li></ul></ul><ul><ul><li>Survey is basis and foundation for EPAS </li></ul></ul><ul><ul><ul><li>Tests and promotes college readiness </li></ul></ul></ul><ul><ul><ul><li>Standards are not opinions, but facts based on survey and research </li></ul></ul></ul>Understanding the data you receive: Cognitive Data
  8. 8. <ul><li>ACT College Readiness Standards </li></ul><ul><ul><li>Narrative description of what students need to know and be able to do </li></ul></ul><ul><ul><li>Reflect a common continuum of achievement </li></ul></ul><ul><ul><li>Progressive model of student progress from middle to high school </li></ul></ul><ul><ul><li>Reflect student strengths/weaknesses evaluate student readiness for next levels of learning </li></ul></ul>Understanding the data you receive: Cognitive Data
  9. 9. <ul><li>Readiness Benchmark Scores </li></ul><ul><li>Through collaborative research with postsecondary institutions nationwide, ACT has established the following College Readiness Benchmark Scores: </li></ul><ul><li>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. </li></ul> 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)
  10. 10. Understanding the data you receive: Cognitive Data
  11. 11. Understanding the data you receive: Cognitive Data
  12. 12. Understanding the data you receive: Cognitive Data
  13. 13. Understanding the data you receive: Cognitive Data
  14. 14. Understanding the data you receive: Cognitive Data
  15. 15. <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>ACT Minimum Core </li></ul><ul><li>English: 4 years Social Studies: At least 3 years </li></ul><ul><li>Mathematics: At least 3 years Natural Sciences: At least 3 years </li></ul>Understanding the data you receive: Cognitive Data
  16. 16. Understanding the data you receive: Cognitive Data
  17. 17. Understanding the data you receive: Cognitive Data
  18. 18. <ul><li>Non-Cognitive </li></ul>
  19. 19. Non-Cognitive: Score Report Information <ul><li>Major/degree interests </li></ul><ul><li>Type of institution/interests </li></ul><ul><ul><li>Extracurricular activities </li></ul></ul><ul><ul><li>In HS and for postsecondary </li></ul></ul><ul><li>School choice/size </li></ul><ul><li>Needs (academic and otherwise) </li></ul>
  20. 20. <ul><li>World of Work Map </li></ul>
  21. 21. World of Work Map <ul><li>Promotes effective and data-based career counseling </li></ul><ul><li>Helps students and counselors more specifically discuss aspirations and interests based on a proven measurement </li></ul><ul><li>Focuses discussion on student interests, and if these interests align with selected major </li></ul><ul><li>More impactful counseling for ‘undecided’ students </li></ul>
  22. 22. World of Work Map
  23. 23. <ul><li>Importance of Releasing Names to Colleges/Universities </li></ul>
  24. 24. Enrollment Rates by Number of Purchases
  25. 25. Enrollment Rates by Number of Purchases, African Americans
  26. 26. Enrollment Rates by Number of Purchases, Hispanics
  27. 27. <ul><li>Late Testing </li></ul>
  28. 28. Consequences of Late-Testing <ul><li>Late-testing affects educational opportunities </li></ul><ul><li>Time of first-testing affects likelihood of student names being purchased </li></ul><ul><li>Students whose names are purchased are more likely to enroll in college </li></ul><ul><li>Many students from target populations don’t test first time until senior year </li></ul>
  29. 29. <ul><li>1-12 37% 78% </li></ul><ul><li>13-15 34% 71% </li></ul><ul><li>16-19 15% 45% </li></ul><ul><li>20-23 7% 28% </li></ul><ul><li>24-27 4% 25% </li></ul><ul><li>28-32 3% 24% </li></ul><ul><li>33-36 3% 22% </li></ul><ul><li>Tot 10% 41% </li></ul>Senior Names Much Less Likely to be Purchased Jr Not Purch Sr Not Purch ACT Composite
  30. 30. <ul><li>1-12 2,168 6,305 </li></ul><ul><li>13-15 13,508 36,894 </li></ul><ul><li>16-19 18,912 54,227 </li></ul><ul><li>20-23 10,946 27,504 </li></ul><ul><li>24-27 5,049 12,488 </li></ul><ul><li>28-32 2,054 4,242 </li></ul><ul><li>33-36 246 332 </li></ul><ul><li>Tot 52,883 141,952 </li></ul>Senior Names Much Less Likely to be Purchased (by the Numbers) Jr Not Purch Sr Not Purch ACT Composite 18,295 44,566
  31. 31. Senior Names Also Much Less Likely to be Purchased Frequently <ul><ul><li>More senior-testers not purchased by any college </li></ul></ul><ul><ul><li>More senior-testers purchased by fewer colleges </li></ul></ul><ul><ul><li>Higher frequencies of purchase mean more exposure, more opportunities </li></ul></ul>
  32. 32. <ul><li>Most Important Factors for Effective Counseling </li></ul>
  33. 33. <ul><li>More in-depth knowledge of skills – not just scores </li></ul><ul><ul><li>College Readiness Standards/Benchmarks </li></ul></ul><ul><ul><li>Steer communication, intervention, students services based on cognitive understanding </li></ul></ul><ul><li>Effective personalized communication/counseling using non-cognitive data </li></ul><ul><ul><li>Connect institutional services with students interests and needs </li></ul></ul><ul><ul><li>Career Counseling </li></ul></ul>Most Important Factors for Effective Counseling
  34. 34. <ul><li>Promoting early testing (Junior year) increases access for students and institutions to vital information/data </li></ul><ul><li>Students and Counselors need to understand importance of releasing names </li></ul><ul><li>Making sure students take the right courses!!! </li></ul>Most Important Factors for Effective Counseling

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