The importance of using real data • Helps mitigate bias; • Helps substantiate what we hear and what we think we know; • Looks good, sounds good, and makes reports easier to write and more credible; • It is extremely important for us to be making policy and financial decisions that are validated by measureable outcomes.
Be picky... • Be careful of random quotes and/or headlines; • Be careful of anything that doesn’t cite a legitimate source; • Be careful of self-‐reported data. It’s always useful to ask questions about sources. • http://www.bbc.co.uk/schools/gcsebitesize/m aths/statistics/representingdata2rev5.shtml
National Sources • National condition of education – http://nces.ed.gov/programs/coe/ – http://nces.ed.gov/programs/coe/indicator_cpa.asp – https://www.edpubs.gov/
• National Student Clearinghouse – http://www.studentclearinghouse.org/about/clearing house_facts.php
• College Board – http://research.collegeboard.org/publications
State level data—favorite sites • Education Quest – https://www.educationquest.org/
• Nebraska Department of Education – http://drs.education.ne.gov/Pages/default.aspx
Keep these with you: • State of Nebraska National Clearinghouse reports • Your high school’s National Clearinghouse reports
Using Data to Inform Program Decisions • College Access Grant Programs – National Student Clearing House Data – Self Reporting student data – Input from Faculty
College Access Grant National Student Clearing House The reports are generated by our Assessment office. College Going Rates reports are run twice a year. Once in late fall and the other in late spring. Each report contains two time frames. Enrolling the fall immediately following graduation. The second is Enrolling anytime during the first year following graduation.
The report changed in 2011 to include breakdown of females verse males
Desegregated by ethnicity: White African-‐American Asian Hispanic/Latino Native-‐American Pacific Islander Two-‐or-‐more Races Middle Eastern students are classified as white
Limitation: Not desegregated by gender -‐ Assessment office can breakdown the data
Free and Reduced numbers are self-‐reported for LPS
Only 2 out of 6 High Schools in LPS have ELL programs
College Graduation Data
By Class College Data
By Class College Data
Where Students are Attending
Student Self Reported Data Initial Student Survey
Annual Student Survey Lincoln North Star College Access Annual Student Survey
North Star High School College Access Program Initial Student Survey
A. Yes B. No C. Not Sure 3. What type of college do you plan to attend? If you selected no in question 2 skip to question 4. A. 2-year Community College B. 2-year Community College with plans to transfer to a 4-year college or university C. Technical or Trade School D. 4-year College or University E. Not Sure 4. Does your future career or job plans require you to attend college? A. Yes B. No C. Not Sure 5. Did your mother go to college? A. B. C. D.
Attended College but did not graduate Graduated College Never Attended Not Sure
6. If your mother attended college, what type of college did she attend? If you answered never attended in question 5 skip to question 7. A. B. C. D.
2-year College 4-year College Tech or Trade School Not Sure
7. Did your father go to college? A. B. C. D.
Attended College but did not graduate Graduated College Never Attended Not Sure
Disagree
Strongly Disagree
2. Are you planning to attend college?
Neutral
9th 10th 11th 12th 5th year
Agree
A. B. C. D. E.
Strongly Agree
1. What is your current Grade?
1. I plan on attending either a 4-year, 2-year, or Technical/Community College or University.
A
B
C
D
E
2. The activities made me think more positively about going to college. – Activities include College Visits, College
Select the response that best answers the statement for you.
A
B
C
D
E
3. I learned something through the activities that will make it more likely that I will attend college.
A
B
C
D
E
4. I learned what college will cost.
A
B
C
D
E
5. I learned ways to help pay for college.
A
B
C
D
E
6. I talked to an adult about going to college.
A
B
C
D
E
7. My friends and I are talking about college.
A
B
C
D
E
8. I am enrolled in classes that will prepare me for college.
A
B
C
D
E
9. I believe a college education will make me more successful.
A
B
C
D
E
Club, Homework Zone, ACT Prep class, College Prep Academy...
Rate the following college access activities and how much help they were in preparing you for or understanding college. 10. Completing the FAFSA 11. Completing the College Funding Estimator 12. Conducting a scholarship search 13. Completing a college application 14.
Visiting a college
15. Attending a College Fair 16. Attending an Educational Planning Program 17. Attending a Financial Aid Presentation 18. Taking the ACT, SAT or equivalent 19. Participated in advanced placement or dual credit classes offered at my school
Much Help
Some Help
Little Help
No Help
Did not Participate
A
B
C
D
E
A
B
C
D
E
A A
B B
C C
D D
E E
A
B
C
D
E
A
B
C
D
E
A
B
C
D
E
A
B
C
D
E
A
B
C
D
E
A
B
C
D
E
Then what? • Review the information continuously • Include data at faculty meetings, leadership retreats, etc. • Keep data accessible; make others more comfortable with it • In policy discussions, always ask what the data show • If you obtain your own data, be careful about the methods—especially if in survey format (validity, reliability, etc.)