Sharing College Readiness Data with

Key Stakeholders

Jamie Jacobs

Director of Capacity Building

Our Mission

To increase college readiness, participation and

completion in Michigan, particularly among low-

income students, first-generation college-going

students, and students of color.

Our Goal

Increase the percentage of Michigan

residents with degrees or postsecondary

certificates to 60 percent by 2025.

Meeting Labor Market Needs

By the year 2020, 70% of the jobs in

Michigan will require formal postsecondary

education.

Source: Georgetown Center on Education and the Workforce report, Recovery – Job Growth and Education Requirements Through 2020

Michigan Attainment Rates:

Current vs. Need

2014

Level of education for Michigan residents, ages 25-64

2020

36%

21%4%

10%

18%

11%

High school or less

Some college, no degree

Certificate

Associate degree

Bachelor's degree

Graduate or professional degree

MCAN’s Strategies

• Local College Access Network

Development

• Advocacy and Leadership

• Professional Development

• Statewide Initiatives

• Coordination and Partnerships

Sharing College Readiness data with

Key Stakeholders

HOW? WHAT? WHEN?

WHO?

Build a Team

• College and career readiness IS

– central to what it means to prepare students for a successful postsecondary experience

– succeed in a credit-bearing entry-level college course at a four-year, two-year college, or in a technical certificate program

– without the need to take non-credit-bearing remedial classes

• College and career readiness IS NOT

– add-on program that a school does in addition to educating its students

Who should be on my team

• Principal

• Other senior administrator (e.g., AP, Dean)

• Instructional or advisory leadership in each of the core content areas (ELA and Math in particular)

• School counselor, college counselor, career advisor

• College support partner programs (e.g., College Access Program coordinator or advisor)

• District data guru

• Key community partners/stakeholders

What Will the Team Do

• Meet regularly

• Accurately assess strengths and challenges

• Prioritize the most critical needs around

college and career readiness

• Identify and align resources for the greatest

impact

• Develop and implement data-minded action

plans to better prepare their students for

college and career.

Where to Begin

• Coalition of the willing

– Some non-negotiable

• Collect/gather information to inform

discussion

– System, school, students

• Analyze the data

Data Collection

• Postsecondary Asset Mapping (PSAM)

• MCAN Self Assessment

– Solution to “that’s the counselor’s job”

• Student-level data

• College Readiness Indicator System

(CRIS)

The PSAM Framework

Begins with a full building culture and systems self-assessment

• Key Transition Knowledge and Skills– What students in my school are doing to build their knowledge and

access to college and career.

• Key Content Knowledge– What students in my school are doing to build their content knowledge

in the core subject areas

• Learning Skills and Techniques– What students in my school are doing to take ownership of their learning

and develop their learning skills

• Cognitive Skills– What students in my school are doing to develop their critical thinking

skills

• School-wide Systems– What my school is doing to develop and sustain systems for improving

college and career outcomes for our students

Key Transition Knowledge and Skills

• College admissions requirements and expectations

• Different types and kinds of postsecondary institutions (e.g., community, 4-year, state, city)

• Career pathways and the gatekeeping and pre-requisite coursework needed

• Tuition costs and financial aid options

• College-going culture (navigating relationships, understanding expectations, accessing available resources)

• Norms, values, and conventions of collaborating and working with peers, professors, co-workers

• Expectations of non-remedial level course work

Key Content Knowledge

• Understanding key concepts and big ideas

• Mastering different writing genres,

structures and formats

• Content area literacy

Learning Skills and Techniques

• Time management

• Decision making

• Study skills

• Self-control and self-monitoring

• Setting and tracking goals

• Persistence in completing tasks and

reaching goals

• Student agency over learning

Cognitive Skills

• Formulating problems, developing hypotheses, and aligned solutions

• Conducting research, collecting data, evaluating sources, using internet sources appropriately

• Interpreting and analyzing information and data

• Communicating in a variety of modes and modalities

• Demonstrating precision and accuracy at every step

School-wide Systems

• Can have a significant impact on a

school's programs, policies, and culture

– Use of data

– Diversity and equity

– Family engagement

– Partnerships with external organizations

– Staff development and support

RHHS Self Assessment

• Staffing and Capacity

– Capacity

• Ratio, dedicated college/career counselor,

technology

– Focus

• Counseling vs non counseling, proactive outreach

– Professional Development/Training

• College-Going Culture and Programs

– Team, culture building, programs, data usage

Student Data

Inputs

• Demographics

• 8th grade academic performance

– Grades/GPA

– Attendance

– Standardized tests

• 9th grade academic performance

– Grades/GPA

– Attendance

– Grade promotion

– Standardized tests

Outputs

• College Entrance Exam Scores/College

Readiness Benchmarks

• High School Graduation

• College credits earned

• College Applications

• FAFSA Completion

• Scholarship Dollars awarded

• Acceptances

Outcomes

• College Enrollment

– Mi School Data

– National Student Clearinghouse ($)

• Remedial course placement

– Mi School Data

• Remedial course performance

– College partners

Impact

• Degree/Certificate completion

College Readiness Indicator Systems

Another tool

• Brown University, Stanford University, University of Chicago

• 3 dimensions of CCR– Academic Preparedness

– Academic Tenacity

– College Knowledge

• 3 levels– Individual

– School

– System

Data Analysis and Action

• What is the data telling us?

– Trends, not scientific analysis

• 1-3 priority areas

• Do something!

• Lean on external partners for support

• Data disaggregation

– Student level data

Resources

• PSAM– http://psam-toolkit.fhi360.org/index.html

• http://psam-toolkit.fhi360.org/pdfs/PSAMSurvey-FINAL-FHI360-0615.pdf

• MCAN Self Assessment– https://michigancollegeaccessnetwork.app.box.com/files/0/f/467949144

6/1/f_38113643290

• MiSchoolData– www.mischooldata.org

• MiSSG Portal– http://www.michigan.gov/mistudentaid/0,4636,7-128-60969_73336---

,00.html

• FSA FAFSA Data– http://Studentaid.gov/fafsa-hs-data

• CRIS– https://gardnercenter.stanford.edu/publications/college-readiness-

indicator-system-cris-resource-series

Questions and Contact

Jamie Jacobs, Director of Capacity Buildingjamie@micollegeaccess.org

517-316-1713