ENGAGE Your Students! ENGAGE Your Students! April Hansen ACT Client Relations In College and Career Readiness.

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<ul><li> Slide 1 </li> <li> ENGAGE Your Students! ENGAGE Your Students! April Hansen ACT Client Relations In College and Career Readiness </li> <li> Slide 2 </li> <li> The level of preparation a student needs to be ready to enroll and succeed inwithout remediationa first-year, credit-bearing course at two- or four-year institutions or in trade or technical schools. Adopted by the Common Core State Standards Initiative ACTs Definition of College and Career Readiness </li> <li> Slide 3 </li> <li> How do we define college and career readiness? Test College Course EXPLORE Grade 8 EXPLORE Grade 9 PLAN Grade 10 ACTCompass English English Composition 1314151877 Math College Algebra 1718192252 Reading Social Science 1516172288 Science Biology 20 2123NA Empirically derived scores needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or a 75% chance of obtaining a C or higher in the corresponding first-year credit-bearing college course. </li> <li> Slide 4 </li> <li> Slide 5 </li> <li> Students who are college/career ready when they leave high school have a significantly higher likelihood of: Enrolling in college the fall following high school graduation Persisting to a second year at the same institution Earning a grade of B or higher in first-year college courses Earning a first-year college GPA of 3.0 or higher Not needing to take a remedial courses Graduating within 150% of time Entering the job market with significantly higher lifetime earning potential. Regardless of ethnicity and SES </li> <li> Slide 6 </li> <li> Why Should We Care? </li> <li> Slide 7 </li> <li> 7 Many students are not prepared to meet the hurdles they face throughout the academic pipeline, and they dont persist and succeed. NCES 2010 Enter 9 th grade HS Graduate Enter College College Graduate (Bachelors) ~100%96.9%74.9%52.5%29.0% Leaky Educational Pipeline </li> <li> Slide 8 </li> <li> Our Challenge Between 2008 and 2018 29 million students will graduate from public high schools 34 million jobs will need to be filled due to retiring or transitioning workers 10 million of the 29 million public high school graduates will be underrepresented students who traditionally have been underserved by K-12 education. To fill workforce demands, it is critical that each student graduate from high school ready for college and career. Source: Business Roundtable, Dec. 2009 </li> <li> Slide 9 </li> <li> Pop Quiz Whats the number of American high school students who drop out of school, every day, bored, frustrated, or so far behind that theyve given up? 6,000 Leaky Educational Pipeline </li> <li> Slide 10 </li> <li> $26,000 Average annual salary difference between college and high school graduates Source: 2008 Census Bureau Earnings Potential </li> <li> Slide 11 </li> <li> Slide 12 </li> <li> What if you had an assessment that would: evaluate students personal, behavioral, and academic skills critical to high school and college achievement determine their levels of academic risk apply specific interventions to help them persist in their studies and achieve academic success identify student strengths and areas for improvement in student motivation, social engagement, and self-regulation predict college retention for each incoming freshman </li> <li> Slide 13 </li> <li> You Do! </li> <li> Slide 14 </li> <li> Research is the Foundation 14,000 Students at 48 postsecondary institutions Thousands of students in grades 6-9 Reviewed meta-analysis of 109 studies that examined predictors of academic performance and retention </li> <li> Slide 15 </li> <li> Research is the Foundation 1.The strongest predictors of college persistence and degree completion are: prior academic achievement and course selection (rigorous high school classes). 2.Prior academic achievement and cognitive ability surpass all other factors in their influence on student performance. 3.Non-academic factors can influence academic performance, retention and persistence, but cannot substitute for it. </li> <li> Slide 16 </li> <li> Slide 17 </li> <li> 106 questions; 30 minutes </li> <li> Slide 18 </li> <li> 108 questions; 30-40 minutes </li> <li> Slide 19 </li> <li> Slide 20 </li> <li> Slide 21 </li> <li> Retention Index: likelihood of graduating from high school or returning for the next year Academic Success Index: likelihood of a GPA of 2.0 or higher 2 Predictive Indices </li> <li> Slide 22 </li> <li> 1.Monitor student behavior: goal-setting, feelings management, social connection, etc. 2. Promote appropriate curriculum activities, career planning, understanding of financial aid, work experiences and school activities. 3.Place the highest priority on their strengths, but also provide suggestions for progress. 4.Add up to 30 local items. 5.Test online and run reports immediately. What You Can Do: </li> <li> Slide 23 </li> <li> 6.Track students progress and assess the effectiveness of activities and interventions. 7.Administer at orientation/beginning of school year and have reports for early in the semester. 8.Target known at-risk groups. 9.Create a cross walk of scales to your services and use within an existing framework of services. 10. Consider the whole student. What You Can Do: </li> <li> Slide 24 </li> <li> Reports: Student Advisor Roster Aggregate Resources: User Guide Student Tool shop Reports and Resources </li> <li> Slide 25 </li> <li> 2012 by ACT, Inc. All rights reserved.25 Profile of scores Success Indices (only on Advisor Report) Interpretive feedback, sorted from strengths to needs </li> <li> Slide 26 </li> <li> 2012 by ACT, Inc. All rights reserved.26 ENGAGE: Sample Interpretative Reports </li> <li> Slide 27 </li> <li> Slide 28 </li> <li> Slide 29 </li> <li> Slide 30 </li> <li> Slide 31 </li> <li> 2012 by ACT, Inc. All rights reserved.31 </li> <li> Slide 32 </li> <li> Case Studies McPherson Unified School District, McPherson, Kansas Enrolls 2,400 students McPherson assesses students in grade 6 as a baseline and grade 9 to confirm they are on track Based on scores, have targeted three groups of students for intervention Staff review academic/non-academic, student advisors meet with students to create plans and develop their skills </li> <li> Slide 33 </li> <li> 2012 by ACT, Inc. All rights reserved.33 Sample Crosswalk of Resources ScaleDefinitionResources Academic DisciplineEffort put into school work and the degree to which students see themselves as hardworking and conscientious. Learning Center Office of Exploring Majors Math Tutor Lab Student Writing Lab Social ConnectionFeelings of connection and involvement with school and community. Off-Campus Student Services Transfer Center Residence Life Recreation Center Academic Self-ConfidenceBelief in ability to perform well in school. Learning Center Counseling and Testing Office of Exploring Majors </li> <li> Slide 34 </li> <li> Slide 35 </li> <li> www.act.org/engage </li> </ul>


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