AEA365 | A Tip-a-Day by and for Evaluators

CAT | College Access Programs

My name is Susan Kistler and I am AEA’s Executive Director. Although I normally contribute each Saturday’s aea365 post, I am very excited to hand off those duties this week to the Chair of the College Access Programs TIG. One of AEA’s newest TIGs, CAP is building a strong group and program for the conference and they are going to be sponsoring the coming week on aea365. All week long you’ll see great contributions from our CAP colleagues!

My name is Rita O’Sullivan. I teach at the University of North Carolina at Chapel Hill and am the Executive Director of EvAP (Evaluation, Assessment, & Policy Connections). Within AEA, I also serve as the Chair of the College Access Programs TIG.

Evaluating college access programs can be challenging: a) Program participation can differ greatly among students in the same program; b) Measuring the ultimate desired program outcome (i.e. advancement to college) can be difficult, as student data become harder to gather after they leave high school.

Lessons Learned – Tracking Program Participation: Often there are many different opportunities for students to participate in a college access program. For example, they may enroll in tutoring programs and/or take part in organized college visits. They may be part of an intensive Freshman Academy program that meets daily for a year or only attend a one hour career counseling session. Evaluators need to remember that outcomes are usually proportional to program participation, so they need to estimate participation levels. They also need to maintain a balance in terms of the evaluation resources that will be used to gather data about program participation. One college access program had its program coordinators spending 20% of their time (one day per week)collecting and entering program participation data. With all this effort, however, participant turnover made it impossible to draw any conclusions about the relationship of program participation to program outcomes. On the other hand, asking students annually about program participation can result in serious underestimates. A possible compromise might be to ask students quarterly to identify the program-related activities in which they have participated.

Lessons Learned – Tracking Students’ Entrance and Persistence into College: Most college access programs operate through local public school districts in middle schools and/or high schools. Gathering data from high school seniors just before graduation about their “intentions” for the up-coming Fall is common practice in many places. Unfortunately, this practice usually overestimates the desired outcomes. Yet a more accurate alternative can be much more difficult to pursue. The National Student Clearing House keeps such data but charges for its services. Beyond that there’s growing evidence that getting to college is just a first, albeit important, step in finishing college. It’s incumbent on the evaluator to understand the college-going patterns within a given state context, so that a reasonable estimate of college-going can be made. In some states the vast majority of students attend public colleges and universities, so that forging partnerships with these colleges can yield extremely useful estimates by which to measure program outcome accomplishments and even persistence rates. Where this isn’t the case, other strategies, such as the National Student Clearing House, need to be explored.

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My name is Sarah Hug and I am a Research Associate with the Alliance for Technology, Learning and Society (ATLAS) at the University of Colorado at Boulder. I am going to give a few tips regarding “pipeline evaluation” for programs aimed at increasing enrollment and diversity in science, technology, engineering, and math (STEM) fields.

Pipeline programs aim to change the career trajectories of young people in the long term. These goals for youth are often beyond the scope of the evaluation and program timelines- for example, an academic science program targeting middle school students will not be able to collect career data for at least five years, when students have graduated high school. What should  an evaluator study in the meantime?

  1. Student aspirations and interest: Evaluators can focus on student interest in the STEM fields, and their changing or continuing aspirations for STEM careers.
  2. Student knowledge of the fields: Knowledge about careers in technical areas is essential for advancement in STEM, particularly for underrepresented and under-resourced students. Evaluators can focus efforts on program participants’ change in career awareness at all academic stages. Some elements of career awareness evaluators might measure include:  knowledge of the depth and breadth of science careers, knowledge regarding what scientists do, and familiarity with the level of education needed to attain specific careers.
  3. Students’ “next- step behaviors”: Students’ college and career readiness can be influenced by early academic experiences. Discover what students might do at each level of the academic pipeline to further their STEM career readiness. This is often context and even school district specific-for example, are there clubs or camps students might join to advance their careers? What high school course choices could indicate students’ preparation for STEM careers? It is particularly important to consult program directors and school partners to gather ideas for measuring “next-step behaviors”. Comparing your program findings to local or national data for similar groups is essential for showing program impact.

Rad Resource: The National Center for Educational Statistics http://nces.ed.gov/ provides national data on student enrollment, graduation, and academic behavior at all levels of the education pipeline. Check out “The Condition of Education 2010” report, and data exploration tools to understand how students are progressing at different stages of the pipeline.

This contribution is from the aea365 Daily Tips blog, by and for evaluators, from the American Evaluation Association. Please consider contributing – send a note of interest to aea365@eval.org.

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