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AVATAR Common Foundations: Understanding College and Career Readiness and Success. Module 2. http://www.ntp16.notlb.com/avatar. This Module Will Introduce…. SECTION A: College and Career Readiness: Features, Standards, Assessments Defining College and Career Readiness

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Avatar common foundations understanding college and career readiness and success

AVATAR Common Foundations: Understanding College and Career Readiness and Success

Module 2

http://www.ntp16.notlb.com/avatar


This module will introduce

This Module Will Introduce…

SECTION A:

College and Career Readiness: Features, Standards, Assessments

Defining College and Career Readiness

Standards and Assessments for Readiness and Success

SECTION B:

Indicators of Student Readiness and Success

Local Student Performance Data

State Student Performance Data

SECTION C:

Action Planning


Module 2

Section A1:

Defining College

And

Career Readiness


Module 2

Are we really responsible

for getting all students college and career ready?


Module 2

Partners for Student Success


Creating a college ready student

Creating a College Ready Student

  • Read Redefining College Readiness by David T. Conley

  • Discuss

    • Current Means to Determine College Readiness

    • Components in a Comprehensive Definition of College Readiness

    • A Definition of College Readiness

    • Possible Ways to Measure the Dimensions of College Readiness

    • Implications of the Definition

    • What Schools and Students Can Do to Foster College Readiness

    • What Students Can Do to Develop Their College Readiness

Document Available on the AVATAR site: http://www.ntp16.notlb.com/avatar/files/resources


Creating a college ready student1

Creating a College Ready Student

  • Small Group Discussion

    • Introduction (pp. 5-6)

      • Group 1 - Current Means to Determine College Readiness (pp.8-11)

      • Group 2 - Components in a Comprehensive Definition of College Readiness

        (pp. 12-17)

      • Group 3 - A Definition of College Readiness (pp. 18-19)

      • Group 4 - Possible Ways to Measure the Dimensions of College Readiness

        (pp. 20-22)

      • Group 5 - Implications of the Definition (p. 23)

      • Group 6 - What Schools and Students Can Do to Foster College Readiness

        (pp. 25-27)

    • What Students Can Do to Develop Their College Readiness (p. 28)


Redefining college readiness by david t conley

Redefining College Readiness by David T. Conley

Following reading, reflection, and small group discussion, participants

will:

  • Report key report findings.

  • Discuss strengths of the secondary and postsecondary systems in developing college and career readiness.

  • Identify secondary and postsecondary opportunities for improvement.


Group discussion your past education experiences

Group Discussion: Your Past Education Experiences

How knowledgeable were you about career expectations when you finished high school?

How focused on preparing for college were you in high school?

Why did you want to go to college?


Creating a college ready student2

Creating a College Ready Student

College and Career Ready: Helping all Students

Succeed Beyond High School

by David T. Conley, 2010

Participants will:

  • Read the abstract

  • Discuss the seven principles, utilizing the STEPS project discussion document

Discussion Document Available on AVATAR site: http://www.ntp16.notlb.com/avatar/files/resources and the seven principles are discussed in more detail in PowerPoint of Conley’s at https://epiconline.org/files/pdf/20110228_ASU.pdf


Conley s key principles of college readiness

Conley’s Key Principles of College Readiness

  • Principle 1: Create and maintain a college-going culture in the school.

  • Principle 2: Create a core academic program that is aligned with and leads to college readiness by the end of 12th grade.

  • Principle 3: Teach key self-management skills, require students to use them, and provide students with feedback on how well they are developing these skills.

  • Principle 4: Make college real by preparing students for the complexity of applying to college.


Conley s key principles of college readiness1

Conley’s Key Principles of College Readiness

  • Principle 5: Create assignments and grading policies that more closely approximate college expectations each successive year of high school.

  • Principle 6: Make the senior year meaningful and challenging.

  • Principle 7: Build partnerships with and connections to postsecondary programs and institutions.


Creating a college ready student debrief

Creating a College Ready Student Debrief

Please complete the following thoughts in groups of 2 to 3

I used to think…

And now I think…


Participation preparedness

Participation & Preparedness

Regular academic attendance

Engagement in learning environment

Volunteer information

Take initiative participating in class discussion

Self advocacy

Come to class with materials

Assigned reading completed

Homework completed and turned in on time

Test and quiz ready

Research complete for in-class project participation

HS vs. College vs. Career:


Work completion study skills

Work Completion & Study Skills

Homework completed on time

Original work done and turned in

Follow through with all project requirements

Organization

Time management

Note-taking

Memory building

Test taking skills

Stress management

Goal Setting

HS vs. College vs. Career:


Writing abilities

Writing Abilities

Planning

Brainstorming

Mapping

Outlining

Graphic organizers

Note taking

Drafting the paper

Following assignment requirements

Evaluation

Making necessary adjustments/corrections

Revision

HS vs. College vs. Career:


Reading abilities

Reading Abilities

Listen to and read a variety

of texts while applying:

Comprehension strategies

An extension of understanding on a personal level

An analysis of the text

Contextual analysis

Increase word knowledge through vocabulary development and application

HS vs. College vs. Career:


Speaking abilities

Speaking Abilities

Communicate supported

ideas through various

mediums

Listen critically and

respond appropriately to

various information both

in and out of an academic

context

HS vs. College vs. Career:


Career readiness skills

Career Readiness Skills

WorkKeys®

Sample Questions

The National Career Readiness Certificate Assessments

The National Career Readiness Certificate program is composed of these three WorkKeys assessments

Applied Mathematics

Reading for Information

Locating Information

Other Foundational Skills Assessments

Applied Technology

Business Writing

Listening for Understanding

Teamwork

http://www.act.org/workkeys/assess/


Module 2

Elbow Partner Conversations

  • Create a list of the top five, necessary career skills that you believe employers cite.


Top 10 career skills

Top 10 Career Skills

  • Communication = exceptional ability to listen, write, and speak effectively

  • Analytical/Research = assesses situations seeking multiple perspectives

  • Computer/Technology Literacy = extensive software abilities

  • Flexibility/Adaptability/Managing Multiple Priorities = thrives on juggling multiple tasks and projects

  • Interpersonal Abilities = proven relationship builder

  • Leadership/Management Skills = goal driven, motivational leader

  • Multicultural Sensitivity/Awareness = personable rapport builder

  • Planning/Organizing = results driven, detail oriented achiever

  • Problem-Solving/Reasoning/Creativity= innovative problem solver

  • Teamwork = resourceful team player


Critical questions in building a culture of college and career readiness

Critical Questions in Building a Culture of College and Career Readiness

  • What do we want our students to know?

  • What do we want our students to be able to do?

  • How will we know when each student has learned it?


Module 2

Section A2:

Standards and Assessments for Readiness and Success


Module 2

CONNECTIONS

INSTRUCTION

STANDARDS

ASSESSMENT

Standards require a change in both teaching and assessment. Standards and assessment are intertwined and need to be integral parts of the curriculum and the program of instruction.

Steiner, J. (1998). Why have a standards-based curriculum and what are the implications for the teaching-

learning-assessment process? Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html


Curriculum standards

Curriculum Standards

  • In the field of education, standards is a term which defines a cumulative body of knowledge and set of competencies that is the basis for quality education.

  • They express what all pupils should know and be able to do, but do not dictate pedagogy (Ravitch, 1996).

  • Standards in and of themselves are meaningless. What counts are the steps that educators and others take to help pupils reach them(Fiske, 1998).

Ravitch, D., (1996). 50 states, 50 standards - The continuing need for national voluntary standards in education.

The Brookings Review, 14, 1-9.

Fiske, E.B. (1998). Quest for standards splits US Educators. International. Herald Tribune. Feb. 9. Foreign Language Standards.

Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html


Texas essential knowledge and skills

Texas Essential Knowledge and Skills

Sec. 28.001.

PURPOSE. It is the intent of the legislature that the essential knowledge and skills developed by the State Board of Education under this subchapter shall require all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas. The essential knowledge and skills shall also prepare and enable all students to continue to learn in postsecondary educational, training, or employment settings.

74thLegislative Session (1995)


Module 2

  • What are the TEKS?

    They are state-mandated learning standards for students from elementary through high school in the state; what students should and be able to do in each subject area.

  • Why were the TEKS created?

    Prior to the creation of the TEKS, Essential Elements were used. It was discovered more specific and clear guidelines were needed so teachers are knowledgeable about what to teach and test.

  • Who developed the TEKS?

    Groups of teachers, administrators, parents, businesspeople, and members of the general public make up the subject-specific TEKS writing teams.

Source: Mathematics & Science TEKS Toolkit, Charles A. Dana Center at University of Texas

http://www.utdanacenter.org/


Module 2

  • The College and Career Readiness Standards (CCRS) program is identifying, defining and implementing college and career readiness educational standards in partnership with Texas secondary schools. 

  • The program is a collaboration between the Texas Education Agency and the Texas Higher Education Coordinating Board. 

  • The initiative was formed by the 79th Texas Legislature (3rd Called Session) through House Bill 1, now Section 28.008 of the Texas Education Code.

Sources

House Bill 1: http://www.capitol.state.tx.us/tlodocs/793/billtext/html/HB00001F.htm

Section 28.008: http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.28.htm


Assessment

Assessment

In a standards-based curriculum, assessment is viewed not only as a final product (summative), but also as a continual process (formative) that provides pupil performance data to teachers and students regarding their progress towards achieving the standards.

Therefore, it is necessary to move beyond testing methods which concentrate on memory, and develop those which measure understanding and application (Genesee, et.al., 1998; Winters, 1995). 

Genesee, F. Gottlieb, M. Katz, A. Malone, M. Managing the assessment process. (1998). Virginia: TESOL

Winters, R.E. (1995). National Standards in Education: How we should arrive at them, why we should arrive at them and why we have not arrived at them yet. The Claremont Graduate School.

Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html


What are the assessments

What are the Assessments?

  • Texas Assessment of Knowledge and Skills (TAKS)

  • State of Texas Assessment of Academic Readiness (STAAR)

    • Grades 3-8

    • End of Course (EOC)

  • Texas Success Initiative (TSI)


Phasing in of staar eoc assessments

Phasing in of STAAR EOC Assessments

Source: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741


What s the difference

What’s the Difference?

Source: House Bill 3 Transition Plan, Chapter One

http://www.tea.state.tx.us/student.assessment/hb3plan/


State of texas assessment of academic readiness staar

State of Texas Assessment of Academic ReadinessSTAAR

How will this change affect students?

  • Students’ score on each EOC assessment will be worth 15% of the students’ final grade for the course tested.

  • The test will be administered (3) times, allowing for retesting opportunities and choice when to take the STAAR.

  • Graduation Requirements

Source: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741


Module 2

State of Texas Assessment of Academic ReadinessSTAAR

Graduation Requirements

Minimum High

School Program:

Must meet the minimum cumulative score requirement

in each of the four core content areas.

Recommended High

School Program:

In addition to the previous,

must achieve level 2 for

Algebra II and English III.

Distinguished Achievement

High School Program:

In addition to the minimum, must achieve level 3 for Algebra II and English III.

Level 2:

Satisfactory

Academic

Performance

Level 1:

Unsatisfactory

Academic

Performance

Level 3:

Advanced

Academic

Performance

Minimum Score

Source: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741


What can h appen t o s tudents who are n ot c ollege r eadied

What Can Happen To Students Who Are Not College Readied?

  • Endanger the GPA needed to stay at college,

  • Double tuition costs by retaking the same course,

  • Risk penalties incurred by “Three-peat,” “Six-Drops,” and “Excess hours” legislation,

  • Delay progress toward graduation,

  • Contribute to drop-out probability, and/or

  • Move back home


Why d oes p lacement t esting m atter

Why Does Placement Testing Matter?

  • Placement tests provide an indication of whether the student is preparedto succeed in college courses.

  • Failure rates in first-year college courses can be very high.

  • Retaking courses can be expensive.

  • The more semesters of developmental courses taken, the less likely passing college-credit courses and earning a degree.

Source: The Tipping Point in Developmental Education (McCoy & Mejia)

retrieved from: http://www.mheducation.com/uar/Developmental_Ed_White_Paper.pdf


What is the tsi

What is the TSI?

  • Texas Success Initiative (TSI) requires all students enrolling in public colleges and universities to take an approved test to demonstrate readiness for college-level work, unless otherwise exempt.

  • Currently approved tests include: ACCUPLACER, ASSET, COMPASS, AND THEA

    • Minimum state standards are set for each test, yet institutions may set higher standards and/or require additional departmental placement tests

Source: The Tipping Point in Developmental Education (McCoy & Mejia)

retrieved from: http://www.mheducation.com/uar/Developmental_Ed_White_Paper.pdf


Upcoming tsi changes

Upcoming TSI Changes

Texas Education Code

Chapter 4, Subchapter C, Section 453.3

Assessment--the use of a Board-approved instrument to determine the academic skills of each entering undergraduate student and the student's readiness to enroll in freshman-level academic coursework.

What does this mean?

  • The Commissioner will recommend a uniform performance standard for college readiness, placement in Developmental Education or Adult Basic Education.

  • With the one test, there will be one cutoff score that determines college readiness to be in place by Fall 2013.

  • Institutions may not set a higher standard.


Timeline of new tsi

Timeline of New TSI

Fall 2012

Field Testing with current ACCUPLACER Users

January/February 2013

Standard Setting

March/April 2013

THECB Approval

May – July 2013

College and University Training

First day of AY 2013

IMPLEMENTATION

Note: Majority of 2013 students will have current standards applied


What are the potential outcomes

What Are the Potential Outcomes?

  • One test and one score (in each area) will provide targets for students and educators

  • Higher standards

    • Current THEA cut score is 230

    • New score expected to approach 270 equivalence

  • Expect more students to require developmental education – but only in the short run


The connection staar and tsi implementation

The Connection:STAAR and TSI Implementation


Other considerations in college and career readiness

Other Considerations in College and Career Readiness…

  • Advanced Placement (AP) & International Baccalaureate (IB) programs

    • Many more participating in courses

    • Performance still trailing number of attempts

  • Dual Credit

    • High rates of participation

    • Quality and rigor difficult to monitor

  • Early College High Schools

    • Proficiency and graduation rates higher than local high schools

    • Stronger student performance linked to ECHSs located on college campuses

    • Not all college credits earned transfer to college by institution upon graduation from a ECHS

Source: Six Years and Counting: The ECHSI Mature, 2009

http://www.earlycolleges.org/publications.html#earlycollege:researchandevaluations


Module 2

What is the recipe for successful achievement? To my mind there are just four essential ingredients: Choose a career you love.... Give it the best there is in you.... Seize your opportunities.... And be a member of the team.

Benjamin F. Fairless


Group debrief

Group Debrief

  • Three things I learned today,

  • Two topics I want to know more about, and

  • One action I can start next week to incorporate what I’ve learned


Module 2

Section B1:

Local Student Performance Data


What is the purpose of studying and collecting student data

What is the Purposeof Studying and Collecting Student Data?

  • Uses data as the basis for key AVATAR decision-making.

  • Provides opportunity for comparison of regional data to state data by Vertical Alignment Teams.

  • Provides commonly accepted rational for key AVATAR actions


As you examine the data please consider

As You Examine the Data, Please Consider:

  • To what extent do local students progress from high school to college?

  • Are there differences by discipline in college readiness?

  • How does student readiness for college vary by ethnicity? What factors contribute to the gaps?

  • What colleges do local students attend?


As you examine the data please consider1

As You Examine the Data, Please Consider:

  • To what extent do local students take advantage of college readiness programs (AP/IB, dual credit, core completion)?

  • How does developmental education influence college readiness and success locally?

  • How do local students fare when they transfer to other institutions?

  • How do local data compare the that of the state? (A separate PowerPoint is available to address this question.)


Module 2

Region 16:

Working to Scaffold Student Success

West Texas A&M University

Panhandle

P-16Council

Amarillo High School

Frank Phillips College

Region 16 ESC

Region

16

Please note: Amarillo is in Potter County.

Frank Phillips College is in Hutchinson County.

West Texas A&M University is in Randall County.


Aeis data from tea amarillo high school 2010 11

AEIS Data from TEAAmarillo High School, 2010-11

  • Student Body:

*State Comparison:

Minimum 17.2%

Recommended 82.8%


Aeis data from tea amarillo high school 2010 111

AEIS Data from TEAAmarillo High School, 2010-11

  • Ethnicity of Student Body in Percentages:


Aeis data from tea amarillo high school 2010 112

AEIS Data from TEAAmarillo High School, 2010-11

  • Other Descriptors of Student Body in Percentages:

*At risk of dropping out of school based on performance and status indicators listed in the AEIS Glossary.


Aeis data from tea amarillo high school 2010 113

AEIS Data from TEAAmarillo High School, 2010-11

  • Percent Enrolled in Advanced Course/Dual Enrollment:


Aeis data from tea amarillo high school 2010 114

AEIS Data from TEAAmarillo High School, 2010-11

  • AP/IB Percentage Tested

  • IP PercenAP/IP Percentage Tested

  • tageTestedAP/IP Percentage Tested

  • AP/IP Percentage Tested

  • AP/IB Percent Examinees Met or Exceeded Criteria


Aeis data from tea amarillo high school 2010 115

AEIS Data from TEAAmarillo High School, 2010-11

  • Texas Success Initiative, English Lang Arts, Percent Passing

  • IP PercenAP/IP Percentage Tested

  • tageTestedAP/IP Percentage Tested

  • AP/IP Percentage Tested

  • Texas Success Initiative, Math, Percent Passing


Aeis data from tea amarillo high school 2010 116

AEIS Data from TEAAmarillo High School, 2010-11

  • Percentage College Ready Graduates, Class of 2010


P 16 data from thecb amarillo high school 2011

P-16 Data from THECBAmarillo High School, 2011


P 16 data from thecb amarillo high school 20111

P-16 Data from THECBAmarillo High School, 2011

  • Public Higher Education First Year Grades of High School Graduates in FY 2010


Student migration data from thecb frank phillips college 2011 fall 2009 to fall 2010

Student Migration Data from THECBFrank Phillips College, 2011Fall 2009 to Fall 2010


Module 2

Academic Performance of Transfer Students fromFrank Phillips College, 2011Developmental Education vs. No Developmental Education, Fall 2009


Module 2

Academic Performance of Transfer Students fromWest Texas A&M University, 2011Developmental Education vs. No Developmental Education, Fall 2009


Module 2

Academic Performance of Transfer Students fromWest Texas A&M University, 2011Developmental Education vs. No Developmental Education, Fall 2009


Module 2

Academic Performance of Transfer Students fromWest Texas A&M University, 2011Core Curriculum Completed Prior to Transfer, Fall 2009


Module 2

Academic Performance of Transfer Students fromWest Texas A&M University, 2011Earned Associate of Arts Degree Prior to Transfer, Fall 2009


Module 2

Academic Performance of Transfer Students fromFrank Phillips College, 2011Academic or Technical Associate Degrees, Fall 2009


Module 2

Success Data from THECBWest Texas A&M University, 2011Developmental Education, Fall 2008 Cohort Tracked for 2 years

First time in college


Module 2

Success Data from THECBFrank Phillips College, 2011Percent of Students Transferred or Employed with Peer Comparison

  • Student Transfer and Completer Percentages


Module 2

Success Data from THECBTexas A&M University, 2011Graduation Rate of First-time, Full-Time Degree-seeking Students

  • Student Baccalaureate Success Rate


Data sources

Data Sources

  • High school data are from the Texas Education Agency, Testing and Accountability, AEIS.

  • K-12 and higher education data are from the Texas Higher Education Coordinating Board, Data Resources and Tools.

  • If your partner IHE is a private institution, you may need to ask for local data.


Group discussion analyzing the data

Group Discussion: Analyzing the Data

  • What patterns do you see among students who advance to the next education level and those who fall behind in your pipeline?

  • What factors may be influencing the data?

  • What supports to college and career readiness are available in your region? (ECHS, Dual Credit, Non-Profits)


Group discussion analyzing the data1

Group Discussion: Analyzing the Data

  • What are our region’s top vertical alignment concerns?

  • How can we use these to influence our work over the next year?

  • How can we directly affect this data with our action plan?


Module 2

Section B2:

State Student Performance Data


What is the purpose of studying and collecting student data1

What is the Purposeof Studying and Collecting Student Data?

  • Uses data as the basis for key AVATAR decision-making.

  • Provides opportunity for comparison of regional data to state data by Vertical Alignment Teams.

  • Provides commonly accepted rational for key AVATAR actions


Aeis data from tea all texas public high schools 2010 11

AEIS Data from TEAAll Texas Public High Schools, 2010-11

  • Student Body:

*State Comparison:

Minimum 17.2%

Recommended 82.8%


Aeis data from tea all texas public schools 2010 11

AEIS Data from TEAAll Texas Public Schools, 2010-11

  • Ethnicity of Student Body in Percentages:


Aeis data from tea all texas public schools 2010 111

AEIS Data from TEAAll Texas Public Schools, 2010-11

  • Other Descriptors of Student Body in Percentages:

*At risk of dropping out of school based on performance and status indicators listed in the AEIS Glossary.


Aeis data from tea all texas public high schools 2010 111

AEIS Data from TEAAll Texas Public High Schools, 2010-11

  • Percent Enrolled in Advanced Course/Dual Enrollment:


Aeis data from tea all texas public high schools 2010 112

AEIS Data from TEAAll Texas Public High Schools, 2010-11

  • AP/IB Percentage Tested

  • IP PercenAP/IP Percentage Tested

  • tageTestedAP/IP Percentage Tested

  • AP/IP Percentage Tested

  • AP/IB Percent Examinees Met or Exceeded Criteria


Aeis data from tea all texas public high schools 2010 113

AEIS Data from TEAAll Texas Public High Schools, 2010-11

  • Texas Success Initiative, English Lang Arts, Percent Passing

  • IP PercenAP/IP Percentage Tested

  • tageTestedAP/IP Percentage Tested

  • AP/IP Percentage Tested

  • Texas Success Initiative, Math, Percent Passing


Aeis data from tea all texas public high schools 2010 114

AEIS Data from TEAAll Texas Public High Schools, 2010-11

  • Percentage College Ready Graduates, Class of 2010


P 16 data from thecb all texas public high schools 2011

P-16 Data from THECBAll Texas Public High Schools, 2011

*Includes GED recipients as well as high school graduates.


P 16 data from thecb all texas public high schools 20111

P-16 Data from THECBAll Texas Public High Schools, 2011

  • Public Higher Education First Year Grades of High School Graduates in FY 2010

  • These data are available by school district and high school for schools with more than 25 students. State level data are not available.


Participation data from thecb first time undergraduates 2011

Participation Data from THECBFirst Time Undergraduates, 2011

  • Enrollment Total & by Ethnicity, Summer/Fall, ‘11


Participation data from thecb statewide enrollment 2011

Participation Data from THECBStatewide Enrollment, 2011

  • Enrollment Totals by Institutional Type, Fall, 2011


P 16 data from thecb dual credit enrollment by type of texas public ihe 2011

P-16 Data from THECBDual Credit Enrollment by Type of Texas Public IHE, 2011

  • IHE Students by Prior Dual Credit Enrollment


Module 2

Participation Data from THECBAll Texas Institutions, 2011Developmental Education, First time Cohort Tracked for 3 years; 2008 cohort for 2-year IHEs and 2005 cohort for 4-year

*First time in college


Student migration data from thecb statewide summary 2011 fall 2009 to fall 2010

Student Migration Data from THECBStatewide Summary, 2011Fall 2009 to Fall 2010


Module 2

Academic Performance of Transfer Students fromTexas Colleges, 2011Developmental Education vs. No Developmental Education, Fall 2010

Fall 2010 Transfers


Module 2

Academic Performance of Transfer Students fromTexas Colleges, 2011Academic and Technical Associate Degree Transfers, 2010

Fall 2010 Transfers


Module 2

Academic Performance of Transfer Students fromTexas Colleges, 2011Core Curriculum and Field of Study Complete, 2010

Fall 2010 Transfers


Success data from thecb 6 year graduation rate and persistence for fall 2004 cohort

Success Data from THECB6-year graduation rate and persistence for Fall 2004 Cohort

  • Degree-seeking fulltime and part-time undergraduates


Module 2

Success Data from THECB6-Year Baccalaureate Graduation Rate of First-time, Full-Time Degree-seeking Students, 2005 entry


Data sources1

Data Sources

  • High school data are from the Texas Education Agency, Testing and Accountability, AEIS.

  • K-12 and higher education data are from the Texas Higher Education Coordinating Board, Data Resources and Tools.


Group discussion analyzing the data2

Group Discussion: Analyzing the Data

  • After comparing our region to the state, do our top vertical alignment concerns remain the same?

  • How have your opinions about the pipeline in our region changed?


Module 2

Section C:

Action Planning


Group discussion analyzing the data3

Group Discussion: Analyzing the Data

  • How do the local and state data influence our work?

  • How might the data influence the steps in our action plan?

  • Do we need to edit our action plan?


Purposes of action planning

Purposes of Action Planning

  • Guide action planning process and action.

  • Provide basis for working with local institutional research (IR) officers to collect additional data.

  • Identify benchmarks for evaluation of progress in implementation of goals over time.

  • Offer rationale to motivate action for the region.


Where can i go for help with local data

Where can I go for help with local data?

Consult your local expert!

  • Each Independent School District (ISD) and Institution of Higher Education (IHE) has an employee who is responsible for providing data to TEA or THECB or the governing board and accreditors of the IHE. We refer to this individual or department as the Institutional Research officer.


Where can i go for help with local data1

Where can I go for help with local data?

The following Institutional Research Officers consulted in preparation of the slides that follow:

  • Anne Rusher, Director, Accountability and Data Quality, Fort Worth ISD

  • Terri Day, Executive Director, Institutional Research and Planning, Tarrant College District

  • Mary Barton, Director, Institutional Research, University of North Texas


Suggestions from the experts

Suggestions from the experts

An example of local data collection and sharing.

A chemistry vertical alignment team asks what grades were earned in the introductory college chemistry course by students from one school district.

  • UNT and TCD would provide group data if > 5 students; no names would be provided unless students had given prior informed consent (due to FERPA).

  • Would want several weeks notice.

  • Other data might also be of interest, i.e., retention, developmental education, ethnicity (Achieving the Dream).


Suggestions from the experts1

Suggestions from the experts

An example of local data collection and sharing.

A chemistry vertical alignment team asks what grades were earned in the introductory college chemistry course by students from one school district who had completed high school chemistry with and without Algebra II .

  • ISD could provide high school transcript data and would share group data with IHE through an MOU.

  • Would want several weeks notice.

  • Other data might also be of interest, i.e., grades earned in chemistry and algebra, data on number of course attempts, EOC results, attendance, disciplinary data.

  • FWISD administers an annual student survey with potentially relevant questions.


Suggestions for collecting data through institutional research

Suggestions for Collecting Data through Institutional Research

  • Know what data you want in detail. Refine your request, and provide a spreadsheet.

  • Institutional Research has busy times of year.

  • Seeking data across institutions may require MOU and involvement of Sponsored Research.

  • Be clear about how the data will help you.


Considerations for local data collection

Considerations for LocalData Collection

  • Collection of data from students requires consideration of FERPA. Institutional Research officers recommend that you secure IRB approval and informed consent.

  • Data warehouses are constantly improving. Be sure to ask whether the data you want are available.


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