Creating a College-Going Culture:
How Are We Doing?
How are we doing, according to
educators?
•
College & Career Readiness and Awareness (CCRA) Rubric
•
“To what extent are we enacting indicators of a CCRA-culture in our school”
•
28 total indicators
•
Indicators categorized within one of seven domains
Visibility & Student Resources
Family & Community Support
Strategy & Evaluation
P-20 Collaboration
Inclusiveness
Sustainability
Academics
Visibility & Student Resources
6%, 15
The importance of pursuing postsecondary education is
communicated throughout the school.
45%, 111
49%, 121
7%, 18
College pennants, banners, and posters are visible in most
classrooms and common areas.
College-related information and resources are regularly
updated and readily available in centralized places.
32%, 80
21%, 51
Teachers include visual cues to encourage discussions about
their college experience with their students (e.g., displaying 10%, 25
their college degrees).
61%, 151
52%, 127
46%, 113
27%, 67
44%, 108
Strategy & Evaluation
Our school sets goals or benchmarks for improving Early
College/Career Readiness & Awareness and reports regularly
on progress to educators, staff members, and administrators.
13%, 33
48%, 119
38%, 94
Our school engages all stakeholders (e.g., students, educators,
parents) in creating a college-going culture.
13%, 31
49%, 120
38%, 94
Our school sponsors or provides professional development on
topics of Early College/Career Readiness & Awareness.
23%, 57
44%, 108
33%, 80
Inclusiveness
Our school tries to expose all students to a variety of
10%, 24
postsecondary options.
Educators, administrators, and staff members extend
information about postsecondary opportunities and engage in
college talk with all students.
12%, 28
46%, 111
50%, 120
44%, 107
39%, 93
6%, 14
Educators, administrators, and staff members encourage and
counsel all students about the importance of pursuing
education and training beyond high school.
All students are guided in completing Pre-ECAPs which are
used for high school registration.
50%, 122
15%, 34
30%, 68
44%, 106
56%, 128
Academics
2%, 6
Academics are recognized as the number one priority in our
school and academic achievement is considered a universal…
41%, 100
57%, 138
5%, 13
All students are encouraged to challenge themselves
academically and take rigorous course work.
43%, 104
All students are expected to pursue some form of
14%, 34
postsecondary education and that expectation is conveyed…
Early College/Career Readiness & Awareness activities are
integrated into regular coursework.
Student work is highly visible in the school and there are
opportunities to showcase a wide variety of learning…
52%, 126
45%, 111
14%, 33
41%, 99
54%, 130
9%, 21
57%, 138
32%, 78
35%, 85
1%, 3
Academic support is available to ensure that all students have
the opportunity to succeed in rigorous courses.
43%, 103
55.8%, 134
Family & Community Support
4%, 9
Our school encourages family members to visit and discuss
their child's education.
Community leaders are invited to share their college and
career experiences with students or to mentor students.
39%, 94
27%, 65
Recent alumni return to our school to share their college
experiences and advice.
45%, 110
51%, 124
Community organizations and businesses post information
about college.
A shared vision for high expectations is clearly and widely
communicated within the school and to the broader
community.
58%, 140
45%, 108
13%, 31
28%, 67
37%, 89
39%, 94
43%, 105
12%, 28
16%, 38
44%, 107
P-20 Collaboration
College partnerships are strong, facilitating college-related
activities aimed towards raising awareness of and aspirations
toward college.
Articulation between elementary, middle, and high schools is
seamless - the college message is consistent as students move
through their educational journey.
23%, 55
20%, 47
51%, 121
52%, 126
26%, 63
28%, 68
Sustainability
Early College/Career Readiness & Awareness efforts are
strongly integrated into the operations of our school.
Our school regularly evaluates Early College/Career Readiness
& Awareness efforts, and reports findings to educators, staff,
administrators, and parents.
Best practices and empirical research are regularly reviewed
and applied to existing Early College/Career Readiness &
Awareness efforts.
The need for Early College/Career Readiness & Awareness
efforts are regularly communicated to parents.
14%, 35
27%, 64
23%, 55
20%, 49
50%, 122
35%, 85
49%, 118
48%, 116
57%, 138
24%, 57
29%, 69
22%, 54
College Access Professional (CAP)
Training Class
•
Specific Middle Grade Module has been offered 6 times since 2014
•
In the past year, 46 educators from MGI partnering schools have completed the module.
•
Since 2014, 68 have completed.
•
Average of 9 completers per district. (3 – 18, Median: 5)
•
“In what ways do participants feel more confident in their abilities before and after
completing the CAP Class?”
Prompt
Pre-test Mean Post-test Mean
It is important to focus on College & Career Readiness in the middle grades.
4.6
4.8
I am a part of a team that aims to promote a college-going culture in my
school.
4.4
4.5
I feel confident in my abilities to help create a college-going culture in my
school.
4.1
4.4
I feel confident in my abilities to identify barriers that impact students'
ability to reach their education and career goals.
3.9
4.3
I feel confident in my abilities to apply data-driven best practices to address
at least one barrier to student learning.
3.8
4.3
I feel confident in my abilities to identify and use strategies to help students
set academic goals and monitor progress towards those goals.
3.9
4.5
4.6
4.8
4.4
4.5
4.4
4.3
4.3
4.1
3.9
4.5
3.8
3.9
Prompt
Pre-test Mean Post-test Mean
I feel confident in my abilities to use career interest inventories and other
strategies to re-engage disengaged students
3.8
4.4
I feel confident in my abilities to use state resources to promote career
exploration in my school.
3.5
4.3
I feel confident in my abilities to help students to identify their career
interests.
3.8
4.4
I feel confident in my abilities to provide evidence to students and their
guardians that helps to challenge and dispel cultural, social, and gender
career stereotypes.
3.4
4.2
I feel confident in my abilities to guide students to identify courses needed to
prepare for college and career.
3.7
4.3
I have adequate resources to help promote a college-going culture within my
school.
3.3
4.3
4.4
4.4
4.3
4.2
3.8
3.8
3.5
4.3
4.3
3.7
3.4
3.3