using data to understand student transitions to college...what does the report narrative tell us?...

Using Data to Understand Student Transitions to College

J O R D A N H O R O W I T Z , V I C E P R E S I D E N T F O U N D AT I O N R E L AT I O N S & P R O J E C T D E V E L O P M E N T

I N S T I T U T E F O R E V I D E N C E - B A S E D C H A N G E

O C TO B E R 2 0 1 2

A change of focus: Trees and Forests

Title, date, and source How many students are included? Do we know who these students are from

this report? What descriptors do you think are important? Columns, rows, cells… Scale

Some General Thoughts About Data

Some General Thoughts About Data What does the report narrative tell us? What do you think of the data? Surprised?

Satisfied? Is there a “big story” here or does

everything not really come together as a single issue?

Do you want additional data? What additional information would help you to make sense of the data?

Does this lead to action?

Looking at the data: When you hear hoof beats….

The Need to Go Beyond High School Metrics

Transparent

Thorough

Timely

Tailored

The Need to Go Beyond High School Metrics

Funded by the James Irvine Foundation Education Sector and the Institute for

Evidence- Based Change Pilot group of four districts representative

of California Input from policy makers and researchers

The High School Feedback Report

The High School Feedback Report General information: Set the context

The High School Feedback Report General information: Set the context Remediation: In and out; math & English

The High School Feedback Report General information: Set the context Remediation: In and out; math & English; Persistence: Benchmarks & to-degree;

transfers from two- to four-year; enrollment patterns (full- & part-time; financial aid; summer term)

The High School Feedback Report General information: Set the context Remediation: In and out; math & English; Persistence: Benchmarks; to-degree;

transfers from two- to four-year Preparation: Remedial-, college- and

transfer-level course patterns; math & English




Four-year institutions: Less information available




Four-year institutions: Less information available

Demographics and status information


Still to come:

Military

Workforce

Trends over time

Digging Deeper

Moving to Action: The EBC Model TM

� Within-discipline, intersegmental faculty groups; academic counselors; others

� Uses student transcript data to drive solution-oriented conversations

� Encourages the development, implementation, and evaluation of innovative interventions that can be scaled up if successful

� Institutionalizes efforts by ensuring buy-in at multiple levels of the partnership (faculty, administrators, counselors, et al.)

Using Data to Understand Student Transitions to College

J O R D A N H O R O W I T Z , V I C E P R E S I D E N T F O U N D AT I O N R E L AT I O N S & P R O J E C T D E V E L O P M E N T

I N S T I T U T E F O R E V I D E N C E - B A S E D C H A N G E

O C TO B E R 2 0 1 2

using data to understand student transitions to college...what does the report narrative tell us?...

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