measuring the effectiveness of college & career readiness
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Measuring the Effectivenessof College & Career
Readiness InterventionsCAROLYN BERGER, PH.D.
NOVA SOUTHEASTERN UNIVERSITY
CS453@NOVA.EDU
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Overview
Importance of CCR data
Deciding what data to collect
Established CCR assessments
Developing an action plan
Presenting data to stakeholders
Access full presentation at:
http://bit.ly/EBSC-2016-Berger
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What do you think??
School Counselors must collect all tydata on their counseling program.
Do you think collecting CCR data is
especially important?
Why or why not?
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Importance of CCR data
National attention around CCR issues (Reach Higher, North StarGoal, etc.)
The Center on Education and the Workforce reported that:
By 2020, 65% of jobs in the nation will require some form ofpostsecondary education.
At our current rate of educational attainment, the U.S. will be short5 million workers for jobs that require postsecondary credentials by2020.
School counselors need to demonstrate they can help worktowards national and state goals in CCR areas. It’s our time toshine!
DATA is essential to demonstrate our role in this importantinitiative.
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Deciding what data to collect
There are a lot of different options for CCR data
See following slides for data that corresponds with the 8NOSCA Components of CCR
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Pair & Share
How can school counselors figure out which CCdata their principal or school district would mostwant to see improve?
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Deciding what data to collect
Look at school improvement plan (i.e., school goals
Collect all 3 types of data:
Process (# students)
Perception (e.g., surveys)Outcome (e.g., test scores, grades, attendance, etc
Think about what stakeholders want to see improve
Outcome data is preferred but perception can beused to support
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Deciding what data to collect
Process
Participation in extracurriculars &enrichment activities
# students in leadership positions
Participation in career/interestassessments
Participation in financial aid talks
Student enrollment in advanced courses
Outcome
Attendance
Discipline
Promotion
GPA
Dropout
Reading level
Standardized tests
Enrollment in AP
NOSCA includes a wide variety of PROCESS DATA & OUTCOME DATA
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Deciding what data to collect
Perception data is not included in NOSCA’s list
Several types of assessments that can gather perceptiodata will be addressed
Perception data isn’t usually as preferred by administratas outcome data
However, perception data can give a lot of usefulinformation to best meet students’ CCR needs
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Why is perception data so useful?
Do students perceive that the counseling interventionsare helpful?
Do students perceive that their cognitive skills, attitudesor knowledge levels have been positively impacted as
a result of a counseling intervention? Perception data is useful to demonstrate:
Knowledge of CCR skills (e.g., how to apply, requirements topursue postsecondary education, etc.)
Confidence levels
Career maturity
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Established CCR Perception Assessme(click on links)
Career Beliefs Inventory (CBI)- 96 items, grades 8-12, 5 categories, (e.g. Factoinfluence my decisions)
Career Decision Making Self-Efficacy Scale (CDSE)- long or short forms, high scbroad areas (e.g., self-appraisal)
Career Thoughts Inventory (CTI)- 48 items, 3 scales (e.g., commitment anxiety)school
College Going Self-Efficacy Scale (CGSES)- 30 items, measures beliefs about cattendance and persistence, MS and HS
Career Development Inventory (CDI)- 80 items, four aspects of career maturitycareer planning), 1 hour, high school
Career Maturity Inventory (CMI)- 24 items (agree or disagree), 6th-12th grade, mstudents’ maturity towards making career decisions
http://www.mindgarden.com/78-career-beliefs-inventoryhttp://www.mindgarden.com/78-career-beliefs-inventoryhttp://www.mindgarden.com/79-career-decision-self-efficacy-scalehttp://www.mindgarden.com/79-career-decision-self-efficacy-scalehttp://www.mindgarden.com/79-career-decision-self-efficacy-scalehttp://www4.parinc.com/Products/Product.aspx?ProductID=CTIhttp://www4.parinc.com/Products/Product.aspx?ProductID=CTIhttp://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdfhttp://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdfhttp://www.vocopher.org/ncda2008/data/resources/CDI%20User%20Manual.pdfhttp://www.vocopher.org/ncda2008/data/resources/CDI%20User%20Manual.pdfhttp://www.vocopher.com/ms/cmic/CMI_C_Master.pdfhttp://www.vocopher.com/ms/cmic/CMI_C_Master.pdfhttp://www.vocopher.com/ms/cmic/CMI_C_Master.pdfhttp://www.vocopher.org/ncda2008/data/resources/CDI%20User%20Manual.pdfhttp://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdfhttp://www4.parinc.com/Products/Product.aspx?ProductID=CTIhttp://www.mindgarden.com/79-career-decision-self-efficacy-scalehttp://www.mindgarden.com/78-career-beliefs-inventory
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Career Beliefs Inventory
96 items
grades 8-12
Five Scales:
1. My Current Career Situation2. What Seems Necessary for My Happiness
3. Factors That Influence My Decisions
4. Changes I Am Willing to Make
5. Effort I Am Willing to Initiate
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Career Beliefs Inventory
Manual = $50; Reproducible PDF = $2 per assessment; Online survey = $2 p
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Career Decision Making Self-EfficacyScale
long or short forms (50 vs. 25 items)
high school
5 broad areas:
Self-Appraisal: The ability to accurately appraise one's own abilitiinterests, and values
Occupational Information: The ability to locate sources of informabout college majors and occupations
Goal Selection: The ability to match one's own characteristics to demands and rewards of careers
Planning: Knowing how to implement an educational or career c
Problem Solving: Being able to figure out alternative plans or cop
strategies when plans do not go as intended.
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Career Decision-Making Self Efficacy S
Manual = $50; Reproducible PDF = $2 per assessment; Online survey = $2.4
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Career Thoughts Inventory
Assist in career problem solving and decision making in college students, and (upper) high school students
$59 manual
$74/25 text booklets
Likert scale: Strongly Agree- Agree- Disagree- Strongly D
48 Items; Three scales:
1. Decision Making Confusion
2. Commitment Anxiety
3. External Conflict
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CTI Sample Items
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College-Going Self-Efficacy Scale
Two scales: Attendance Scale & Persistence Scale
30 Items
Links:
Free access to CGSES Information about reliability & validity
http://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdfhttp://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdfhttps://libres.uncg.edu/ir/uncg/f/L_Borders_Measure_2010.pdfhttps://libres.uncg.edu/ir/uncg/f/L_Borders_Measure_2010.pdfhttps://libres.uncg.edu/ir/uncg/f/L_Borders_Measure_2010.pdfhttp://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdf
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CGSES Sample Items
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College-Going Self-Efficacy Scale
For attendance beliefs, school counselors can examine coabout finances, abilities, family, decision-making, and genfeelings about attending college.
For persistence beliefs, school counselors can focus on abfinances, family responsibilities, life skills, and general feelinabout continuing in college.
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Career Development Inventory
Free on Vocopher.com (register for account online); includes a UseManual and research on validity & reliability
80 items
Four Subscales:
1. Career Planning
2. Career Exploration
3. World of Work knowledge
4. Decision Making
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CDI
The Career Development Inventory was created to:
Measure career maturity
Address career concerns in adolescence
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CDI Sample Items
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Career Maturity Inventory
24 Items
Free on Vocopher.com (register for account online)
Surveys attitudes which are important in making career decisions
Asks about attitudes and feelings toward making a career choiceand entering the world of work
Helps counselors see how mature their students are and identifyspecific areas of concern
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CMI Sample Items
ITEM Response
Once you choose a job, you can't chooseanother one.
AGREE orDISAGREE
In order to choose a job, you need to know whatkind of person you are.
AGREE orDISAGREE
I plan to follow the line of work my parentssuggest. AGREE orDISAGREE
I guess everyone has to go to work sooner thanlater, but I don't look forward to it.
AGREE orDISAGREE
You can do any kind of work you want to as longas you try hard.
AGREE orDISAGREE
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CMI Sample results
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Others??
Structured Career Development Interview (Lapan, 2000
Work Adjustment Inventory (Gilliam, 1994)
Occupational Self-Efficacy Scale (Schyns & von Collani
More?
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Recommendations for ChoosingAssessments
Take them yourself in advance
Make sure they measure what you intend tomeasure: what is the main purpose of your
intervention? Pilot with a few students of the same age as
your intended population
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What if I can’t find the assessment I ne
Consult with counselor educators who maybe able to assist you
You may wish to consider Instrument
development but be aware that it is a multi-step process
Important to establish reliability and validity
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Developing an Action Plan
Pair up with a fellow attendee and discuss your ownplans for measuring CCR data at your school
Which types of CCR data do you think youradministration and other stakeholders want to see?
What types of data will you collect?
What assessments do you want to research further andperhaps implement?
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Presenting Data to Stakeholders
Closely tie results to school goals for CCR
Go back to the question, “what does my administrationto see improved?”
If you cannot demonstrate clear results using outcome
utilize perception data to show how the intervention he Always discuss next steps when presenting data
If it works, discuss plan to do more of it.
If it didn’t work that great, what will you change?
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Bowers, J. & Hatch, C. (2012) – Third Edition. The ASCA National Model - A framcounseling programs. Alexandria, VA: The American School Counselor Associa978-1-929289-32-5
The College Board (2010). The College Board National Office for School CounsEight components of college and career readiness counseling. Retrieved frommedia.collegeboard.org/digitalServices/pdf/nosca/11b_4416_8_Components
f Curry, J. & Milsom, A. (2014). Career Counseling in P-12 Schools. New York, NY:
Publishing.
Hatch, T. (2014). The Use of Data in School Counseling. Thousand Oaks, CA: Co
Stone, C. B. & Dahir, C. A. (2011). – Third Edition. School counselor accountabiof student success. Upper Saddle River, NJ: Prentice Hall.
References
https://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b_4416_8_Components_WEB_111107.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b_4416_8_Components_WEB_111107.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b_4416_8_Components_WEB_111107.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b_4416_8_Components_WEB_111107.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b_4416_8_Components_WEB_111107.pdf
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Thank you for coming!!
Full presentation accessible at:
http://bit.ly/EBSC-2016-Berger
Feel free to contact Carolyn Berger at cs453@nova.edu
http://bit.ly/EBSC-2016-Bergerhttp://bit.ly/EBSC-2016-Bergerhttp://bit.ly/EBSC-2016-Berger
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