Our Metrics

Introduction

Using a combination of metrics set by our Board of Directors and ones commonly used by other institutions, we collect data to assess the effectiveness of our program and to determine our next steps based on the needs of our students.

Quantitative Data

Beginning in high school, we collect data on the number of students who:

• Take the SAT (and on their scores)
• Complete A-G requirements
• Complete FAFSA or the California Dream Act
• Are Cal Grant A eligible
• Apply to college (any type)
• Apply to EOP
• Are accepted to 4-year colleges
• Graduate from 4-year colleges

We also collect data on:

• Students’ estimated family contribution (EFC)
• Amount in scholarships received
• Which teachers they ask for letters of recommendation
• Enrollment
• Whether students are at a “right fit” college, as determined by whether student returned to the same college after their first year
• College persistence and graduation rates

Qualitative Data

Through 1:1 conversations, we also ask students questions about their overall post-high school experience, such as:

• What’s gone well?
• Where have you struggled?
• What do you wish you had known?
• What advice do you have for us as teachers?
• What do you need support with?

How We Use Data

Our Director of College and Career Success collects and analyzes the data, looking for patterns across multiple years in order to develop theories of actions based on trends.

For example, our director noticed that 10-20% of students who decide to attend a CSU often switch to a community college within 1 semester - 2 years after enrolling. This observation led to the inquiry question: What can we do to help students see community college as a viable option and the right choice in high school so that they can save that time and money? To address this problem of practice, our director developed a theory of action that included interventions, such as community college visits, outreach to get information to students about community college, inviting alumni who attend community college to share information with current students, asking questions to encourage students to reflect on what they are looking for in a post-high school experience, and giving students opportunities to review cost comparisons of attending a two vs. four-year college. While it will take several years to collect the necessary data to analyze the effectiveness of these interventions, an underlying principle to this theory was to provide students with the information to empower them to make an informed choice without making decisions for them.

What's Next?

While data cycles are a regular practice, we are still grappling with how we can use data to predict which students will struggle the most, so that we can provide them with more targeted support and intervention.