A BluePrint for Success: Case Studies of Successful - Educational ...

Data-­‐Driven Practices
A Blueprint for Success
HCF sees the value in being a data-driven organization and, while obtaining funding for external
evaluations has been a major obstacle, the organization internally collects a wide range of information
on its programs and students. Currently, HCF tracks high school graduation and collegegoing
rates, students’ career interests, and volunteer activities that directly connect with the program
goals. Examples of other indicators include students’ hopes and confidence, and whether students
have mentors.
To collect student information, HCF administers various surveys at different times throughout the
year. During the summer kick-off program, pre-and post- surveys are conducted as soon as students
arrive on campus for the program and upon its completion. The pre- and post- surveys ask students
about their college aspirations, college knowledge, and information regarding financial aid resources.
The surveys are designed to measure the immediate impact of the kick-off program and provide staff
with feedback for improving the program. Every spring, HYI also conducts an alumni survey containing
nearly 70 questions about students’ college enrollment and persistence. Information collected
from the alumni survey allows program staff to track the program’s progress towards the long-term
goals and a majority of the program’s long-term data is acquired through the alumni surveys. The
challenge, however, is that as students get older (i.e., and are out of the program for longer durations),
they tend to be less responsive. The highest recent response rate for the alumni surveys was
about 22 percent, according to the National Director of Pre-College Programs, Stina Augustsson.
Other surveys are administered to program volunteers, such as the near-peer mentors who work with
students. HCF is currently investigating the option to track students through the National Student
Clearinghouse to expand its ability to track student progress.
Following each of the summer programs, the HCF staff holds an annual meeting with team members
from across the country to examine the feedback from surveys and engage in discussions with
the program planning committees. HYI emphasizes the critical need to focus on continuous program
improvement and make the students’ voice an essential part of those improvements. Moreover, Ms.
Augustsson explained that collecting data is not enough to improve a program. Rather, all data collected
needs to be used. “Looking at the data is not easy to do,” she noted, “but it helps [us] evolve
and keep the program successful.”
Further, the organization has developed program manuals based on data from prior years, so that
new locations may be developed quickly. This keeps HYI ready to expand the program model to
new regions, with a Board-approved set of minimum criteria for establishing new sites. In order to
start working in a new community, for example, HCF works with its local advocates to raise a minimum
of $100,000, secure a pipeline of funding to support ongoing program operations, and have
strong university and outreach partners such as high schools. Additionally, the program development
materials include a list of the kinds of people who need to be involved in the establishment of a new
site, starting with the local advocates who help bring in the program. Finally, in addition to the pro-
Educational Policy Institute 86 www.educationalpolicy.org