P16 Data System

1
P-16 Data System

P-16
2
Present System

• Transcript application starts with the student
• Fills out paper work
• Requests transcript for each college
• Waits for counselors (and hopes)

P-16
3
Present System

• Processed through High School counselor
• Copies for each college
• Manual recording of some information
• Certification by registrar
• Time consuming and staff intensive process

Potential for Delays
P-16
4
P-16
5
Present System

• Transcripts are mailed to each campus, at the
  students request
• Time consuming
• Expensive (especially at large high schools)
• Paper, ink, postage, staff time
• Only as effective as the
• mail service

P-16
6
Present System

• Arrives at Universities, Colleges
• Must go through a lengthy process
• Match to application (is Jim the same as James?)
• Count required credits
• Manually enter a small amount of permanent data
• File the full transcript

P-16
7
Data Graveyard
8
Dilemmas with Current Methods

• Lose tremendous amounts of information
• Emphasis on minimal data, like GPA, reinforces
  unintended negative consequences
• Disincentive to take most rigorous coursework
• Relative measure of grades disadvantages some
  students in some schools
• Inconsistency of grades and low SAT/ACT
  predictive value requires separate placement
  procedures
• Current system is unable to provide standards
  performance data, and colleges unable to accept
  or use it if it was available (on a large scale)

9
A New Way The Integrated Data Transfer System
(IDTS)

• Still student initiated
• Counselor identifies campuses
• Requests extract
• Instant transcript

P-16
10
P-16
11
A New Way The Integrated Data Transfer System
(IDTS)

• Sent to a data-processing center
• Translated to EDI (used by colleges nationwide)
• Routed to colleges through the national EDI server

P-16
12
A New Way The Integrated Data Transfer System
(IDTS)

• Arrives at different colleges simultaneously
• Automated data storage
• Expanded inclusion and maintenance of data

P-16
13
Data Back to High Schools
14
Data Back to High Schools
15
Data Back to High Schools

• What may be possible
• Comparing high school course taking patterns and
  student success
• Comparing combinations of standards met and
  student success
• Reporting placement of students in post-secondary
  courses
• Showing ranges of student achievement in various
  post-secondary courses (including withdrawals)
• Sorting of students who do and do not continue
  past freshman year compared with various high
  school preparation factors

16
Fairness
One Example OUS 2002
17
Fairness
One Example Community Colleges 2002
18
Fairness
Roughly 25 of OUS students in the freshman
classes of 2003 and 2004 never met the 10th-grade
math standards
Roughly 35 of community college students (full
time) in the freshman classes of 2003 and 2004
never met the 10th-grade math standards
19
Fairness

• OUS and CC average math GPAs for students not
  meeting 10th-grade benchmark 2.3

Arithmetic, algebra, geometry, and data (not even
including functions) at the traditional Algebra
II level
20
Advantages for Students

• Fairness
• More complete information provides opportunities
  for better placement and advising
• Could provide better connections to support
• Allows for more honest evaluation of preparation
• Potential reduction in placement exams
• Reduction in the number of mismatched or lost
  records at admissions offices

21
Advantages for K-12

• Reduction in time spent on transcript preparation
• Potentially improved participation and
  performance on state assessments
• Students may be encouraged to continue with
  rigorous coursework
• Improvements made to instructional programs as a
  result of college performance feedback

22
Advantages for CCs and OUS schools

• More completed student files and reduction in
  time spent on data entry
• More comprehensive data available for decision
  making
• Research comparing high school course-taking
  patterns, standards performance, and additional
  data elements with college success
• Provides critical infrastructure for other
  policies and practices targeted toward
• Higher retention/ persistence rates
• Increased graduation rate
• Decrease in the length of time to degree
• Potential increased class capacity if withdraw
  and failure rate are reduced by 10 through
  better preparation 8,560 (in OUS)

23
Integrated Data Transfer System

• Learn more
• http//idts.ous.edu/
• Contact Mark Endsley
• Director K-16 Alignment Program
• mark_endsley_at_ous.edu
• 503-920-5257 (pager)