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

Data-­‐Driven Practices
A Blueprint for Success
Data are collected annually, typically in association with the summer program. Because in the past
the programming stopped at 9th grade, the high school and college graduation data were only loosely
connected to program activities. As the program has expanded to support students through high
school and (in the future) college, data collection is also expanding to ensure that each new grade
level is effectively supported. Specifically, data are used in four ways to improve practices.
First, data permit identification of students who are off-track, so that interventions may
occur. For example, at an alumni visit day recently, program staff identified three high school
freshmen who are already off-track for high school graduation. Program staff are now
working with these students to help them enroll in smaller high schools where they will get
more individualized attention and support.
Second, program staff look at grade-level data to gauge the effectiveness of all program
components. For example, the High School Transition Program is focused directly on
increasing the percentage of rising 9th graders who enroll in high-quality college preparatory
high schools. The baseline data (prior to program supports) was 20 percent. The first year
data (with only minimal supports in the fall) was 30 percent. The second year data (with
both summer and fall supports) rose to 50 percent. With the current class, who are receiving
more focused supports in summer and fall plus a family education piece, the program hopes
to improve this percentage to 70 percent.
Third, annual family surveys provide information to guide program improvement and
expansion, and also show the areas where families are pleased with programming. For
example, both the Middle School Academic-Year Program and the College Transition
Program were added in response to the summer 2010 family survey.
Fourth, surveys help gauge student and family satisfaction with various program
components, from the nutrition program to field trips to individual classes. With regard to
the last of these three, survey data helps determine where to focus supports and instructional
guidance for faculty.
With the shift in the focus of the program from high school completion, then college access, and
now college completion, the need for reliable data has increased. With prior and current cohorts of
students, however, there has never been an expectation of commitment to a 10-year program. This
has resulted in some gaps in the data regarding alumni success in college. Therefore, some data efforts
work to provide insight into the accuracy of the overall data program (i.e., seeking to find lost
alumni, who are ultimately likely to have less-successful outcomes than those who respond to the
surveys and calls). Moving forward, the program intends to clearly indicate to entering students in
6 th grade that this is a long-term, college-completion program and to track student outcomes data
through to college completion.
Educational Policy Institute 98 www.educationalpolicy.org