2013 Senior Survey Results

Size: px
Start display at page:

Download "2013 Senior Survey Results"

Transcription

1 2013 Senior Survey Results Key Findings 1. The Senior Survey had a response rate of about 72% and demographics of respondents were similar to 12 th grade demographics in MMSD overall. 2. The most common intended career clusters for MMSD seniors are Health Science; Science, Technology, Engineering, & Mathematics; and Arts, Audio/Video Technology, & Communications. 3. Almost 90% of seniors plan on enrolling in a two- or four-year college or university. 4. Career and educational plans vary by race, income, and gender. This report presents results of the 2013 MMSD Senior Survey, administered to the graduating class of The questions reflected in this report were selected by Career & Technical Education staff. Additional school-level results are available in the appendices. The Senior Survey is completed in May and June and covers students high school experience and post-high school plans. Survey completion is optional. Respondent Characteristics A total of 1,297 students responded to the Senior Survey out of 1, graduates, for a response rate of about 72%. A table showing the demographic breakdown of respondents compared to students enrolled in Grade 12 at the end of the school year appears below. Demographic information is missing for 40 students who entered an invalid Student ID number. In addition, the sum of school totals will not always match the district total because a small number of respondents were enrolled in alternative programs or chose not to disclose their school. Respondent Number Respondent Percent District Grade 12 White % 52.3% African American % 16.1% Hispanic % 14.2% Asian % 9.7% Two or more races 9 6.9% 7.4% Free/reduced lunch % 39.3% Female % 4.1% East % 19.0% La Follette % 1.2% Memorial % 23.3% West % 29.1% Overall, the demographic characteristics of survey respondents are similar to the composition of 12 grade in MMSD overall. White students were slightly more likely and African American students slightly less likely to respond to the survey. Prepared by Bo McCready and Beth Vaade 1 Report

2 Intended Career Clusters and Post-Graduation Plans Career Cluster By Demographic Group White African American Hispanic Asian Two or more races Free/reduced lunch Agriculture, Food, & Natural Resources 5% 3% 2% 1% 2% 3% 4% Architecture & Construction 2% 5% 7% 1% 6% 4% 3% Arts, Audio/Video Technology, & Communications 16% 12% 14% 13% 10% 13% 14% Business Management & Administration 10% 12% 7% 9% 12% 10% 10% Education & Training % 11% 10% 3% 10% 9% % Finance 2% 1% 0% 1% 1% 0% 1% Government & Public Administration 3% 2% 1% 1% 1% 2% 2% Health Science 17% 29% 21% 34% 25% 24% 21% Hospitality & Tourism 1% 3% 0% 3% 0% 2% 1% Human Services 7% 5% 11% 3% % % 7% Information Technology 2% 2% 2% 5% 3% 2% 3% Law, Public Safety, Corrections, & Security 6% 5% 7% 2% 6% 6% 6% Manufacturing 1% 2% 1% 0% 0% 1% 1% Marketing, Sales & Service 2% 4% 2% 3% 2% 2% 2% Science, Technology, Engineering, & Mathematics 17% 6% 14% 21% 11% 9% 16% Transportation, Distribution, & Logistics 1% 1% 1% 0% 2% 2% 1% Overall, the most common intended career clusters for MMSD seniors are Health Science (21%); Science, Technology, Engineering, & Mathematics (16%); and Arts, Audio/Video Technology, & Communications (14%). Health Science was the most common answer across all student subgroups. Post-grad plans White African American Hispanic Asian Two or more races Free/reduced lunch 2-year UW System campus 0% 4% 1% 0% 3% 1% 1% Madison College (MATC) 24% 46% 50% 35% 2% 51% 32% Other vocational/technical college 0% 6% 2% 1% 0% 3% 1% In-state 4-year college/university 40% 26% 29% 3% 44% 25% 37% Out-of-state 4-year college/university 25% 5% % 17% 11% 5% 19% Continuing employment I already have, or looking for employment. 1% 1% 2% 1% 1% 2% 1% Job training program 1% 2% 1% 1% 1% 1% 1% Military enlistment 1% 3% 1% 1% 3% 2% 1% Other 4% 6% 6% 3% 3% 5% 4% Undecided 3% 2% 1% 4% 4% 4% 3% Altogether, almost 90% of all seniors plan to enroll in postsecondary education. About 34% plan on enrolling in a 2-year college or university and about 55% plan on enrolling in a 4-year college or university. Low-income students had the highest percentage who intended on enrolling at MATC (51%). Total Total Prepared by Bo McCready and Beth Vaade 2 Report

3 By Gender Career Cluster Male Female Post-grad plans Male Female Agriculture, Food, & Natural Resources 4% 3% 2-year UW System campus 1% 1% Architecture & Construction 6% 0% Madison College (MATC) 35% 29% Arts, Audio/Video Technology, & Communications 16% 13% Other vocational/technical college 1% 1% Business Management & Administration 13% 7% In-state 4-year college/university 39% 36% Education & Training 5% 11% Out-of-state 4-year college/university 14% 24% Finance 2% 1% Continuing employment I already have, Government & Public Administration 2% 2% or looking for employment. 1% 1% Health Science 12% 30% Job training program 1% 0% Hospitality & Tourism 1% 2% Military enlistment 2% 0% Human Services 2% 12% Other 4% 5% Information Technology 4% 1% Undecided 2% 3% Law, Public Safety, Corrections, & Security 6% 5% Manufacturing 1% 0% Marketing, Sales & Service 2% 2% Science, Technology, Engineering, & Mathematics 22% 10% Transportation, Distribution, & Logistics 2% 0% The largest gender disparities in intended career clusters include Transportation, Distribution, & Logistics (15 times as common for males); Architecture & Construction (more than 12 times as common for males); and Human Services (more than five times as common for females). For male students, Science, Technology, Engineering, & Mathematics was the most common intended career cluster (22%). Female students were less than half as likely to choose STEM (10%). Female students most commonly chose Health Science (30%), which was less than half as common for male students (12%). Male and female students plan to pursue postsecondary education at similar rates, although females are more likely to attend a four-year college or university than males (60% versus 53%) while male students are more likely to attend a two-year program than females (37% versus 31%). A higher percentage of female students intended to attend an out-ofstate four-year college or university than male students (24% versus 14%). Prepared by Bo McCready and Beth Vaade 3 Report

4 By School Career Cluster East La Follette Memorial West Agriculture, Food, & Natural Resources 4% 3% 2% 5% Architecture & Construction 2% 3% 4% 3% Arts, Audio/Video Technology, & Communications 13% 12% 14% 17% Business Management & Administration 10% 13% 10% 7% Education & Training 11% % % 7% Finance 0% 1% 1% 2% Government & Public Administration 1% 2% 1% 3% Health Science 20% 20% 26% 19% Hospitality & Tourism 3% 1% 1% 1% Human Services % % 6% % Information Technology 2% 2% 2% 3% Law, Public Safety, Corrections, & Security 5% 9% 5% 3% Manufacturing 0% 1% 1% 1% Marketing, Sales & Service 3% 2% 2% 1% Science, Technology, Engineering, & Mathematics 15% 12% 14% 20% Transportation, Distribution, & Logistics 0% 2% 1% 1% Post-grad plans East La Follette Memorial West 2-year UW System campus 3% 0% 0% 1% Madison College (MATC) 36% 33% 33% 24% Other vocational/technical college 1% 3% 1% 1% In-state 4-year college/university 34% 43% 40% 34% Out-of-state 4-year college/university 14% % 17% 31% Continuing employment I already have, or looking for employment. 1% 2% 1% 1% Job training program 0% 1% 1% 1% Military enlistment 1% 2% 1% 1% Other 5% 3% 4% 4% Undecided 5% 3% 1% 3% Prepared by Bo McCready and Beth Vaade 4 Report

5 College Choice Intended College or University The table below shows the number of MMSD seniors reporting that they will attend each in-state college or university. To protect student privacy, colleges and universities listed fewer than six times are not reported. School Students Madison Area Technical College (MATC) 411 UW-Madison 196 UW-Milwaukee 63 UW-Whitewater 31 Edgewood College 31 UW-Eau Claire 25 UW-La Crosse 24 UW-Oshkosh 19 UW-Stevens Point 12 UW-Platteville 11 Lawrence University 7 Beloit College 6 Only three out-of-state colleges were listed by more than five students: the University of Minnesota (2), Macalester College (10), and Boston University (6). Reasons Students Chose MATC Students planning to attend MATC were asked to name the three most important factors in making this decision. Respondents 405 I can live at home. 5% I can afford to go to Madison College (MATC). 55% I want to stay in or near Madison. 4% I have friends or family members who did attend/are attending/will attend Madison College (MATC). 22% Madison College (MATC) has a program I'm interested in. 22% A teacher or my counselor recommended that I attend Madison College (MATC). 14% Madison College (MATC) has a good reputation. 10% I like the size (number of students) of Madison College (MATC). 10% I participated in a program at Madison College (MATC) while in high school. 6% I received a scholarship/financial aid from Madison College (MATC). 5% Graduates from Madison College (MATC) get good jobs. 4% I can play on an athletic team. 4% I like the racial ethnic diversity of Madison College (MATC). 2% I like the social atmosphere of Madison College (MATC). 2% I'm a fan of Madison College's (MATC) athletic teams. 0% Students identified the ability to live at home, affordability, and the ability to stay in or near Madison as the three most important factors in choosing MATC. These were by far the most common choices, as the third most common response (4%) was identified more than twice as often as the fourth most common response (22%). Prepared by Bo McCready and Beth Vaade 5 Report

6 Reasons Students Chose In-State College or University Students planning to attend an in-state college or university were asked to name the three most important factors in making this decision. Respondents 471 This college/university has a good reputation. 41% This college/university has a program I'm interested in. 37% I want to stay in or near Madison. 32% I like the size (number of students) of this college/university. 2% I can afford to go to this college/university. 27% I like the social atmosphere of this college/university. 25% I received a scholarship/financial aid from this college/university. 22% I have friends or family members who did attend/are attending/will attend this college/university. 20% Graduates from this college/university get good jobs. 14% I can play on an athletic team. 11% I participated in a program at this college/university while in high school. 10% I like the racial/ethnic diversity of this college/university. 4% I want to live at home. 4% A teacher or my counselor recommended that I attend this college/university. 3% I'm a fan of this college's/university's athletic teams. 3% Students most commonly chose an in-state college or university because of its good reputation. Very few students identified a desire to live at home as one of the most important factors in their choice. For both MATC and other instate colleges and universities, being a fan of athletic teams and racial/ethnic diversity were uncommon responses. Responses were more evenly distributed for in-state colleges and universities than for MATC. Prepared by Bo McCready and Beth Vaade 6 Report

7 Other Questions Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q Q9 Q10 Q11 I can describe several things that I'm good at (in other words, I know my strengths). I believe that knowing my strengths is important in helping me choose a future career. I can describe several things that I like to do (my hobbies, interests, passions). I believe that knowing my interests is important in helping me choose a future career. I've spent time in high school learning about at least one career that I'm interested in for my future. I can describe why the career I m most interested in would be a good match for me. I know what training or additional education I need to have in order to achieve my career(s) of interest. During high school I developed a plan for how to achieve my goals for future training or education. During high school I developed a plan for how to achieve my goals for a future career. I'm excited about the education and/or career plans I have for after high-school graduation. I feel confident that I know how to continue developing and changing my education and career plans after I've left high school. Prepared by Bo McCready and Beth Vaade 7 Report

8 Other Questions Q12 Q13 Q14 Q15 Q16 Q17 Q1 Q19 Q20 Q21 I feel confident that I know what I need to do in order to be able to pay for college. I feel confident that I know how to manage a budget and choose work that will allow me to pay all my bills when I'm living on my own. I believe that the academic information I learned in my high-school classes will allow me to achieve my education and career goals. I believe that the school skills that I learned in high school (for example, how to study, how to stay organized, how to write papers, how to take notes, etc.) will allow me to achieve my education and career goals. I believe that the extracurricular activities I did in high school (clubs, sports, music, part-time job, etc.) helped me in deciding on my future education or career goals. I believe that my grades in high school will have an impact on how well I'll perform in what I'm going to do right after high school (for example college, work, military, etc.). I believe that my experiences with other high-school students will allow me to work successfully with a wide range of people in my future career. During high school I was given the information I needed in order to apply successfully for a job. I have a résumé that I could use to apply for a job. I feel confident about my ability to interview for a job. Prepared by Bo McCready and Beth Vaade Report

9 Appendix A: East 2013 Senior Survey Results By Demographic Group Career Cluster White African American Hispanic Asian Two or more races Free/reduced lunch Agriculture, Food, & Natural Resources 5% 3% 4% 0% 9% 6% 4% Architecture & Construction 2% 0% 0% 3% 9% 2% 2% Arts, Audio/Video Technology, & Communications 15% 13% 12% 10% 9% 12% 13% Business Management & Administration 9% 19% % 7% 9% 14% 10% Education & Training 12% 6% 15% 7% 1% 10% 11% Finance 1% 0% 0% 0% 0% 0% 0% Government & Public Administration 2% 3% 0% 0% 0% 1% 1% Health Science 14% 25% 23% 3% 1% 24% 20% Hospitality & Tourism 2% 6% 0% 7% 0% 4% 3% Human Services 11% 9% % 0% 5% 4% % Information Technology 0% 0% 0% 10% 5% 2% 2% Law, Public Safety, Corrections, & Security 5% 3% 12% 0% 9% % 5% Manufacturing 0% 3% 0% 0% 0% 1% 0% Marketing, Sales & Service 4% 3% 0% 0% 5% 2% 3% Science, Technology, Engineering, & Mathematics 19% 6% 19% 17% 5% % 15% Transportation, Distribution, & Logistics 1% 0% 0% 0% 0% 0% 0% Post-grad plans White African American Hispanic Asian Two or more races Free/reduced lunch 2-year UW System campus 1% 6% 4% 0% 9% 2% 3% Madison College (MATC) 26% 50% 54% 4% 27% 52% 36% Other vocational/technical college 0% 0% 0% 3% 0% 1% 1% In-state 4-year college/university 37% 22% 27% 31% 50% 24% 34% Out-of-state 4-year college/university 22% 13% % 7% 0% 6% 14% Continuing employment I already have, or looking for employment. Total Total 2% 0% 0% 0% 0% 1% 1% Job training program 0% 0% 0% 0% 0% 0% 0% Military enlistment 0% 0% 0% 3% 5% 2% 1% Other 5% 6% 4% 3% 5% 5% 5% Undecided 6% 3% 4% 3% 5% 7% 5% Prepared by Bo McCready and Beth Vaade 9 Report

10 By Gender Career Cluster Male Female Post-grad plans Male Female Agriculture, Food, & Natural Resources 5% 4% 2-year UW System campus 3% 3% Architecture & Construction 4% 1% Madison College (MATC) 46% 26% Arts, Audio/Video Technology, & Communications 11% 15% Other vocational/technical college 1% 0% Business Management & Administration 14% 6% In-state 4-year college/university 32% 36% Education & Training % 15% Out-of-state 4-year college/university % 21% Finance 0% 1% Continuing employment I already have, or looking for employment. 0% 2% Government & Public Administration 0% 3% Job training program 0% 0% Health Science 17% 24% Military enlistment 1% 1% Hospitality & Tourism 2% 4% Other 6% 5% Human Services 5% 12% Undecided 4% 6% Information Technology 4% 0% Law, Public Safety, Corrections, & Security 6% 5% Manufacturing 1% 0% Marketing, Sales & Service 3% 3% Science, Technology, Engineering, & Mathematics 21% 10% Transportation, Distribution, & Logistics 1% 0% Prepared by Bo McCready and Beth Vaade 10 Report

11 East 2013 Senior Survey Results (continued) 0% 10% 20% 30% 40% 50% 60% 70% 0% 90% 100% Q Q Q Q Q Q Q Q Q Q Q Strongly Disagree Somewhat Disagree Unsure Somewhat Agree Strongly Agree Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q Q9 Q10 Q11 I can describe several things that I'm good at (in other words, I know my strengths). I believe that knowing my strengths is important in helping me choose a future career. I can describe several things that I like to do (my hobbies, interests, passions). I believe that knowing my interests is important in helping me choose a future career. I've spent time in high school learning about at least one career that I'm interested in for my future. I can describe why the career I m most interested in would be a good match for me. I know what training or additional education I need to have in order to achieve my career(s) of interest. During high school I developed a plan for how to achieve my goals for future training or education. During high school I developed a plan for how to achieve my goals for a future career. I'm excited about the education and/or career plans I have for after high-school graduation. I feel confident that I know how to continue developing and changing my education and career plans after I've left high school. Prepared by Bo McCready and Beth Vaade 11 Report

12 East 2013 Senior Survey Results (continued) 0% 10% 20% 30% 40% 50% 60% 70% 0% 90% 100% Q Q Q Q Q Q Q Q Q Q Strongly Disagree Somewhat Disagree Unsure Somewhat Agree Strongly Agree Q12 Q13 Q14 Q15 Q16 Q17 Q1 Q19 Q20 Q21 I feel confident that I know what I need to do in order to be able to pay for college. I feel confident that I know how to manage a budget and choose work that will allow me to pay all my bills when I'm living on my own. I believe that the academic information I learned in my high-school classes will allow me to achieve my education and career goals. I believe that the school skills that I learned in high school (for example, how to study, how to stay organized, how to write papers, how to take notes, etc.) will allow me to achieve my education and career goals. I believe that the extracurricular activities I did in high school (clubs, sports, music, part-time job, etc.) helped me in deciding on my future education or career goals. I believe that my grades in high school will have an impact on how well I'll perform in what I'm going to do right after high school (for example college, work, military, etc.). I believe that my experiences with other high-school students will allow me to work successfully with a wide range of people in my future career. During high school I was given the information I needed in order to apply successfully for a job. I have a résumé that I could use to apply for a job. I feel confident about my ability to interview for a job. Prepared by Bo McCready and Beth Vaade 12 Report

13 Appendix B: La Follette 2013 Senior Survey Results Career Cluster By Demographic Group White African American Hispanic Asian Two or more races Free/reduced lunch Agriculture, Food, & Natural Resources 3% 5% 3% 5% 0% 4% 3% Architecture & Construction 2% 11% 0% 0% 0% 2% 3% Arts, Audio/Video Technology, & Communications 13% 5% 9% 24% 9% 12% 12% Business Management & Administration 12% 1% 9% 14% 1% 12% 13% Education & Training % 11% 11% 0% 5% 9% % Finance 1% 0% 0% 0% 0% 0% 1% Government & Public Administration 2% 0% 3% 5% 0% 3% 2% Health Science 15% 29% 23% 29% 32% 27% 20% Hospitality & Tourism 2% 0% 0% 5% 0% 2% 1% Human Services % 0% 17% 5% 14% 10% % Information Technology 1% 5% 3% 0% 0% 2% 2% Law, Public Safety, Corrections, & Security 12% 5% 11% 5% 0% 7% 9% Manufacturing 2% 0% 0% 0% 0% 1% 1% Marketing, Sales & Service 2% 3% 0% 5% 0% 2% 2% Science, Technology, Engineering, & Mathematics 13% % 11% 5% 1% 7% 12% Transportation, Distribution, & Logistics 3% 0% 0% 0% 5% 2% 2% Total Post-grad plans White African American Hispanic Asian Two or more races Free/reduced lunch 2-year UW System campus 0% 3% 0% 0% 0% 1% 0% Madison College (MATC) 32% 37% 40% 3% 14% 39% 33% Other vocational/technical college 1% 11% 3% 0% 0% 5% 3% In-state 4-year college/university 47% 39% 34% 33% 64% 3% 43% Out-of-state 4-year college/university 12% 0% 6% 5% 5% 4% % Continuing employment I already have, or looking for employment. Total 1% 0% 3% 0% 5% 1% 2% Job training program 1% 3% 3% 5% 0% 1% 1% Military enlistment 1% 5% 0% 0% 5% 3% 2% Other 1% 3% 11% 5% 5% 5% 3% Undecided 3% 0% 0% 14% 5% 5% 3% Prepared by Bo McCready and Beth Vaade 13 Report

14 By Gender Career Cluster Male Female Post-grad plans Male Female Agriculture, Food, & Natural Resources 4% 2% 2-year UW System campus 1% 0% Architecture & Construction 6% 0% Madison College (MATC) 3% 29% Arts, Audio/Video Technology, & Communications 12% 11% Other vocational/technical college 2% 3% Business Management & Administration 17% 10% In-state 4-year college/university 39% 49% Education & Training 4% 11% Out-of-state 4-year college/university 7% 9% Finance 1% 1% Continuing employment I already have, or looking for employment. 2% 1% Government & Public Administration 3% 1% Job training program 2% 1% Health Science 7% 33% Military enlistment 3% 1% Hospitality & Tourism 0% 3% Other 2% 5% Human Services 2% 14% Undecided 3% 4% Information Technology 3% 1% Law, Public Safety, Corrections, & Security 13% 6% Manufacturing 2% 0% Marketing, Sales & Service 2% 2% Science, Technology, Engineering, & Mathematics 1% 6% Transportation, Distribution, & Logistics 5% 0% Prepared by Bo McCready and Beth Vaade 14 Report

15 La Follette 2013 Senior Survey Results (continued) 0% 10% 20% 30% 40% 50% 60% 70% 0% 90% 100% Q Q Q Q Q Q Q Q Q Q Q Strongly Disagree Somewhat Disagree Unsure Somewhat Agree Strongly Agree Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q Q9 Q10 Q11 I can describe several things that I'm good at (in other words, I know my strengths). I believe that knowing my strengths is important in helping me choose a future career. I can describe several things that I like to do (my hobbies, interests, passions). I believe that knowing my interests is important in helping me choose a future career. I've spent time in high school learning about at least one career that I'm interested in for my future. I can describe why the career I m most interested in would be a good match for me. I know what training or additional education I need to have in order to achieve my career(s) of interest. During high school I developed a plan for how to achieve my goals for future training or education. During high school I developed a plan for how to achieve my goals for a future career. I'm excited about the education and/or career plans I have for after high-school graduation. I feel confident that I know how to continue developing and changing my education and career plans after I've left high school. Prepared by Bo McCready and Beth Vaade 15 Report

16 La Follette 2013 Senior Survey Results (continued) 0% 10% 20% 30% 40% 50% 60% 70% 0% 90% 100% Q Q Q Q Q Q Q Q Q Q Strongly Disagree Somewhat Disagree Unsure Somewhat Agree Strongly Agree Q12 Q13 Q14 Q15 Q16 Q17 Q1 Q19 Q20 Q21 I feel confident that I know what I need to do in order to be able to pay for college. I feel confident that I know how to manage a budget and choose work that will allow me to pay all my bills when I'm living on my own. I believe that the academic information I learned in my high-school classes will allow me to achieve my education and career goals. I believe that the school skills that I learned in high school (for example, how to study, how to stay organized, how to write papers, how to take notes, etc.) will allow me to achieve my education and career goals. I believe that the extracurricular activities I did in high school (clubs, sports, music, part-time job, etc.) helped me in deciding on my future education or career goals. I believe that my grades in high school will have an impact on how well I'll perform in what I'm going to do right after high school (for example college, work, military, etc.). I believe that my experiences with other high-school students will allow me to work successfully with a wide range of people in my future career. During high school I was given the information I needed in order to apply successfully for a job. I have a résumé that I could use to apply for a job. I feel confident about my ability to interview for a job. Prepared by Bo McCready and Beth Vaade 16 Report

17 Appendix C: Memorial 2013 Senior Survey Results Career Cluster By Demographic Group White African American Hispanic Asian Two or more races Free/reduced lunch Agriculture, Food, & Natural Resources 3% 0% 0% 2% 0% 0% 2% Architecture & Construction 2% 6% 11% 0% % 6% 4% Arts, Audio/Video Technology, & Communications 14% 16% 13% 13% 25% 19% 14% Business Management & Administration 13% 9% 4% 6% % 5% 10% Education & Training % 13% 9% 4% 0% 10% % Finance 2% 0% 0% 0% 0% 1% 1% Government & Public Administration 2% 0% 0% 0% % 1% 1% Health Science 22% 22% 32% 42% 25% 25% 26% Hospitality & Tourism 1% 3% 0% 0% 0% 1% 1% Human Services 6% 6% 4% 6% % 7% 6% Information Technology 2% 0% 2% 6% 0% 4% 2% Law, Public Safety, Corrections, & Security 5% 6% 6% 0% 17% 5% 5% Manufacturing 1% 3% 0% 0% 0% 1% 1% Marketing, Sales & Service 2% 3% 2% 4% 0% 4% 2% Science, Technology, Engineering, & Mathematics 16% 9% 13% 17% 0% 7% 14% Transportation, Distribution, & Logistics 1% 3% 4% 0% 0% 5% 1% Post-grad plans White African American Hispanic Asian Two or more races Free/reduced lunch 2-year UW System campus 0% 0% 0% 0% 0% 0% 0% Madison College (MATC) 30% 44% 53% 23% 42% 55% 33% Other vocational/technical college 0% 6% 2% 0% 0% 4% 1% In-state 4-year college/university 45% 22% 21% 50% 42% 23% 40% Out-of-state 4-year college/university 19% 9% 13% 21% % 5% 17% Continuing employment I already have, or looking for employment. Total Total 0% 0% 4% 2% 0% 4% 1% Job training program 1% 3% 2% 0% 0% 2% 1% Military enlistment 0% 3% 2% 0% % 2% 1% Other 3% 13% 2% 2% 0% 5% 4% Undecided 1% 0% 0% 2% 0% 1% 1% Prepared by Bo McCready and Beth Vaade 17 Report

18 By Gender Career Cluster Male Female Post-grad plans Male Female Agriculture, Food, & Natural Resources 1% 4% 2-year UW System campus 0% 0% Architecture & Construction % 1% Madison College (MATC) 33% 35% Arts, Audio/Video Technology, & Communications 17% 12% Other vocational/technical college 1% 1% Business Management & Administration 12% 9% In-state 4-year college/university 4% 34% Education & Training 4% 10% Out-of-state 4-year college/university 11% 22% Finance 3% 1% Continuing employment I already have, or looking for employment. 1% 1% Government & Public Administration 1% 2% Job training program 1% 1% Health Science 1% 33% Military enlistment 2% 0% Hospitality & Tourism 1% 1% Other 2% 5% Human Services 1% 10% Undecided 1% 2% Information Technology 4% 1% Law, Public Safety, Corrections, & Security 5% 5% Manufacturing 2% 0% Marketing, Sales & Service 3% 2% Science, Technology, Engineering, & Mathematics 19% 11% Transportation, Distribution, & Logistics 3% 1% Prepared by Bo McCready and Beth Vaade 1 Report

19 Memorial 2013 Senior Survey Results (continued) 0% 10% 20% 30% 40% 50% 60% 70% 0% 90% 100% Q Q Q Q Q Q Q Q Q Q Q Strongly Disagree Somewhat Disagree Unsure Somewhat Agree Strongly Agree Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q Q9 Q10 Q11 I can describe several things that I'm good at (in other words, I know my strengths). I believe that knowing my strengths is important in helping me choose a future career. I can describe several things that I like to do (my hobbies, interests, passions). I believe that knowing my interests is important in helping me choose a future career. I've spent time in high school learning about at least one career that I'm interested in for my future. I can describe why the career I m most interested in would be a good match for me. I know what training or additional education I need to have in order to achieve my career(s) of interest. During high school I developed a plan for how to achieve my goals for future training or education. During high school I developed a plan for how to achieve my goals for a future career. I'm excited about the education and/or career plans I have for after high-school graduation. I feel confident that I know how to continue developing and changing my education and career plans after I've left high school. Prepared by Bo McCready and Beth Vaade 19 Report

20 Memorial 2013 Senior Survey Results (continued) 0% 10% 20% 30% 40% 50% 60% 70% 0% 90% 100% Q Q Q Q Q Q Q Q Q Q Strongly Disagree Somewhat Disagree Unsure Somewhat Agree Strongly Agree Q12 Q13 Q14 Q15 Q16 Q17 Q1 Q19 Q20 Q21 I feel confident that I know what I need to do in order to be able to pay for college. I feel confident that I know how to manage a budget and choose work that will allow me to pay all my bills when I'm living on my own. I believe that the academic information I learned in my high-school classes will allow me to achieve my education and career goals. I believe that the school skills that I learned in high school (for example, how to study, how to stay organized, how to write papers, how to take notes, etc.) will allow me to achieve my education and career goals. I believe that the extracurricular activities I did in high school (clubs, sports, music, part-time job, etc.) helped me in deciding on my future education or career goals. I believe that my grades in high school will have an impact on how well I'll perform in what I'm going to do right after high school (for example college, work, military, etc.). I believe that my experiences with other high-school students will allow me to work successfully with a wide range of people in my future career. During high school I was given the information I needed in order to apply successfully for a job. I have a résumé that I could use to apply for a job. I feel confident about my ability to interview for a job. Prepared by Bo McCready and Beth Vaade 20 Report

21 Appendix D: West 2013 Senior Survey Results By Demographic Group Career Cluster White African American Hispanic Asian Two or more races Free/reduced lunch Agriculture, Food, & Natural Resources 7% 4% 2% 0% 0% 1% 5% Architecture & Construction 2% 0% 13% 0% 10% 9% 3% Arts, Audio/Video Technology, & Communications 19% 20% 17% % 10% 10% 17% Business Management & Administration 7% 0% 9% 10% 10% 9% 7% Education & Training 7% 16% 6% 0% 14% 9% 7% Finance 3% 0% 0% 3% 5% 0% 2% Government & Public Administration 4% 4% 2% 0% 0% 1% 3% Health Science 16% 36% 11% 30% 19% 24% 19% Hospitality & Tourism 0% 4% 0% 3% 0% 3% 1% Human Services 6% % 15% 3% 10% 11% % Information Technology 4% 0% 0% 3% 5% 3% 3% Law, Public Safety, Corrections, & Security 3% 4% 2% 5% 0% 4% 3% Manufacturing 0% 0% 2% 0% 0% 0% 1% Marketing, Sales & Service 0% 4% 4% 3% 5% 3% 1% Science, Technology, Engineering, & Mathematics 21% 0% 17% 35% 14% 14% 20% Transportation, Distribution, & Logistics 1% 0% 0% 0% 0% 0% 1% Total Post-grad plans White African American Hispanic Asian Two or more races Free/reduced lunch 2-year UW System campus 0% % 0% 0% 5% 3% 1% Madison College (MATC) 11% 52% 49% 35% 33% 59% 24% Other vocational/technical college 0% 4% 0% 0% 0% 3% 1% In-state 4-year college/university 36% 24% 36% 3% 29% 19% 34% Out-of-state 4-year college/university 43% 0% 6% 23% 24% 5% 31% Continuing employment I already have, or looking for employment. 0% 4% 0% 0% 0% 1% 1% Job training program 1% 0% 0% 0% 5% 0% 1% Military enlistment 1% 4% 0% 0% 0% 3% 1% Other 5% 4% 6% 3% 0% 4% 4% Undecided 3% 0% 2% 3% 5% 4% 3% Total Prepared by Bo McCready and Beth Vaade 21 Report

22 By Gender Career Cluster Male Female Post-grad plans Male Female Agriculture, Food, & Natural Resources 6% 3% 2-year UW System campus 1% 1% Architecture & Construction 6% 1% Madison College (MATC) 25% 22% Arts, Audio/Video Technology, & Communications 19% 15% Other vocational/technical college 1% 1% Business Management & Administration 11% 3% In-state 4-year college/university 3% 31% Education & Training 4% 10% Out-of-state 4-year college/university 26% 3% Finance 3% 1% Continuing employment I already have, or looking for employment. 1% 1% Government & Public Administration 2% 4% Job training program 2% 0% Health Science 10% 2% Military enlistment 1% 1% Hospitality & Tourism 0% 2% Other 5% 3% Human Services 2% 13% Undecided 2% 3% Information Technology 4% 2% Law, Public Safety, Corrections, & Security 3% 3% Manufacturing 1% 0% Marketing, Sales & Service 1% 2% Science, Technology, Engineering, & Mathematics 2% 13% Transportation, Distribution, & Logistics 1% 0% Prepared by Bo McCready and Beth Vaade 22 Report

23 West 2013 Senior Survey Results (continued) 0% 10% 20% 30% 40% 50% 60% 70% 0% 90% 100% Q Q Q Q Q Q Q Q Q Q Q Strongly Disagree Somewhat Disagree Unsure Somewhat Agree Strongly Agree Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q Q9 Q10 Q11 I can describe several things that I'm good at (in other words, I know my strengths). I believe that knowing my strengths is important in helping me choose a future career. I can describe several things that I like to do (my hobbies, interests, passions). I believe that knowing my interests is important in helping me choose a future career. I've spent time in high school learning about at least one career that I'm interested in for my future. I can describe why the career I m most interested in would be a good match for me. I know what training or additional education I need to have in order to achieve my career(s) of interest. During high school I developed a plan for how to achieve my goals for future training or education. During high school I developed a plan for how to achieve my goals for a future career. I'm excited about the education and/or career plans I have for after high-school graduation. I feel confident that I know how to continue developing and changing my education and career plans after I've left high school. Prepared by Bo McCready and Beth Vaade 23 Report

24 West 2013 Senior Survey Results (continued) 0% 10% 20% 30% 40% 50% 60% 70% 0% 90% 100% Q Q Q Q Q Q Q Q Q Q Strongly Disagree Somewhat Disagree Unsure Somewhat Agree Strongly Agree Q12 Q13 Q14 Q15 Q16 Q17 Q1 Q19 Q20 Q21 I feel confident that I know what I need to do in order to be able to pay for college. I feel confident that I know how to manage a budget and choose work that will allow me to pay all my bills when I'm living on my own. I believe that the academic information I learned in my high-school classes will allow me to achieve my education and career goals. I believe that the school skills that I learned in high school (for example, how to study, how to stay organized, how to write papers, how to take notes, etc.) will allow me to achieve my education and career goals. I believe that the extracurricular activities I did in high school (clubs, sports, music, part-time job, etc.) helped me in deciding on my future education or career goals. I believe that my grades in high school will have an impact on how well I'll perform in what I'm going to do right after high school (for example college, work, military, etc.). I believe that my experiences with other high-school students will allow me to work successfully with a wide range of people in my future career. During high school I was given the information I needed in order to apply successfully for a job. I have a résumé that I could use to apply for a job. I feel confident about my ability to interview for a job. Prepared by Bo McCready and Beth Vaade 24 Report

ILLINOIS DISTRICT REPORT CARD

ILLINOIS DISTRICT REPORT CARD -6-525-2- HAZEL CREST SD 52-5 HAZEL CREST SD 52-5 HAZEL CREST, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD

More information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS DISTRICT REPORT CARD -6-525-2- Hazel Crest SD 52-5 Hazel Crest SD 52-5 Hazel Crest, ILLINOIS 2 8 ILLINOIS DISTRICT REPORT CARD and federal laws require public school districts to release report cards to the public each year.

More information

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District Report Submitted June 20, 2012, to Willis D. Hawley, Ph.D., Special

More information

Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March Prepared for: Conducted by:

Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March Prepared for: Conducted by: Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March 2004 * * * Prepared for: Tulsa Community College Tulsa, OK * * * Conducted by: Render, vanderslice & Associates Tulsa, Oklahoma Project

More information

Demographic Survey for Focus and Discussion Groups

Demographic Survey for Focus and Discussion Groups Appendix F Demographic Survey for Focus and Discussion Groups Demographic Survey--Lesbian, Gay, and Bisexual Discussion Group Demographic Survey Faculty with Disabilities Discussion Group Demographic Survey

More information

Status of Women of Color in Science, Engineering, and Medicine

Status of Women of Color in Science, Engineering, and Medicine Status of Women of Color in Science, Engineering, and Medicine The figures and tables below are based upon the latest publicly available data from AAMC, NSF, Department of Education and the US Census Bureau.

More information

Quantitative Study with Prospective Students: Final Report. for. Illinois Wesleyan University Bloomington, Illinois

Quantitative Study with Prospective Students: Final Report. for. Illinois Wesleyan University Bloomington, Illinois Quantitative Study with Prospective Students: Final Report for Illinois Wesleyan University Bloomington, Illinois September 25, 2007 Table of Contents INTRODUCTION & BACKGROUND 1-2 ASSIGNMENT 1 RESEARCH

More information

Like much of the country, Detroit suffered significant job losses during the Great Recession.

Like much of the country, Detroit suffered significant job losses during the Great Recession. 36 37 POPULATION TRENDS Economy ECONOMY Like much of the country, suffered significant job losses during the Great Recession. Since bottoming out in the first quarter of 2010, however, the city has seen

More information

Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION

Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION We seek to become recognized for providing bright and curious

More information

EDUCATIONAL ATTAINMENT

EDUCATIONAL ATTAINMENT EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.

More information

SCHOOL. Wake Forest '93. Count

SCHOOL. Wake Forest '93. Count Count ID 43 256 VALID N 256 Q.1A ACTIVITIES YEAR FOLLOWING GRADUATION? Primary Employed full-time 157 61.6% Employed part-time 12 4.7% Unemployed, by choice 3 1.2% Unemployed, seeking employment 7 2.7%

More information

Executive Summary. Hialeah Gardens High School

Executive Summary. Hialeah Gardens High School Miami-Dade County Public Schools Dr. Louis Algaze, Principal 11700 Hialeah Gardens Blvd Hialeah Gardens, FL 33018 Document Generated On March 19, 2014 TABLE OF CONTENTS Introduction 1 Description of the

More information

Transportation Equity Analysis

Transportation Equity Analysis 2015-16 Transportation Equity Analysis Each year the Seattle Public Schools updates the Transportation Service Standards and bus walk zone boundaries for use in the upcoming school year. For the 2014-15

More information

Wisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP)

Wisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP) Wisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP) Main takeaways from the 2015 NAEP 4 th grade reading exam: Wisconsin scores have been statistically flat

More information

Undergraduates Views of K-12 Teaching as a Career Choice

Undergraduates Views of K-12 Teaching as a Career Choice Undergraduates Views of K-12 Teaching as a Career Choice A Report Prepared for The Professional Educator Standards Board Prepared by: Ana M. Elfers Margaret L. Plecki Elise St. John Rebecca Wedel University

More information

Iowa School District Profiles. Le Mars

Iowa School District Profiles. Le Mars Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the public school district. The report utilizes

More information

File Print Created 11/17/2017 6:16 PM 1 of 10

File Print Created 11/17/2017 6:16 PM 1 of 10 Success - Key Measures Graduation Rate: 4-, 5-, and 6-Year 9. First-time, full-time entering, degree-seeking, students enrolled in a minimum of 12 SCH their first fall semester who have graduated from

More information

Enrollment Trends. Past, Present, and. Future. Presentation Topics. NCCC enrollment down from peak levels

Enrollment Trends. Past, Present, and. Future. Presentation Topics. NCCC enrollment down from peak levels Presentation Topics 1. Enrollment Trends 2. Attainment Trends Past, Present, and Future Challenges & Opportunities for NC Community Colleges August 17, 217 Rebecca Tippett Director, Carolina Demography

More information

Educational Attainment

Educational Attainment A Demographic and Socio-Economic Profile of Allen County, Indiana based on the 2010 Census and the American Community Survey Educational Attainment A Review of Census Data Related to the Educational Attainment

More information

NATIONAL SURVEY OF STUDENT ENGAGEMENT

NATIONAL SURVEY OF STUDENT ENGAGEMENT NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE 2004 Results) Perspectives from USM First-Year and Senior Students Office of Academic Assessment University of Southern Maine Portland Campus 780-4383 Fall 2004

More information

STEM Academy Workshops Evaluation

STEM Academy Workshops Evaluation OFFICE OF INSTITUTIONAL RESEARCH RESEARCH BRIEF #882 August 2015 STEM Academy Workshops Evaluation By Daniel Berumen, MPA Introduction The current report summarizes the results of the research activities

More information

Kansas Adequate Yearly Progress (AYP) Revised Guidance

Kansas Adequate Yearly Progress (AYP) Revised Guidance Kansas State Department of Education Kansas Adequate Yearly Progress (AYP) Revised Guidance Based on Elementary & Secondary Education Act, No Child Left Behind (P.L. 107-110) Revised May 2010 Revised May

More information

Supply and Demand of Instructional School Personnel

Supply and Demand of Instructional School Personnel Supply and Demand of Instructional School Personnel Presentation to the 82 nd Annual Virginia Middle and High School Principals Conference and Exposition Mrs. Patty S. Pitts Assistant Superintendent of

More information

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report Moving the Needle: Creating Better Career Opportunities and Workforce Readiness Austin ISD Progress Report 2013 A Letter to the Community Central Texas Job Openings More than 150 people move to the Austin

More information

Student Mobility Rates in Massachusetts Public Schools

Student Mobility Rates in Massachusetts Public Schools Student Mobility Rates in Massachusetts Public Schools Introduction The Massachusetts Department of Elementary and Secondary Education (ESE) calculates and reports mobility rates as part of its overall

More information

READY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE

READY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE READY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE Michal Kurlaender University of California, Davis Policy Analysis for California Education March 16, 2012 This research

More information

SAT Results December, 2002 Authors: Chuck Dulaney and Roger Regan WCPSS SAT Scores Reach Historic High

SAT Results December, 2002 Authors: Chuck Dulaney and Roger Regan WCPSS SAT Scores Reach Historic High ABOUT THE SAT 2001-2002 SAT Results December, 2002 Authors: Chuck Dulaney and Roger Regan WCPSS SAT Scores Reach Historic High The Scholastic Assessment Test (SAT), more formally known as the SAT I: Reasoning

More information

UW RICHLAND. uw-richland richland.uwc.edu

UW RICHLAND. uw-richland richland.uwc.edu UW RICHLAND The University of Wisconsin-Richland offers a high-quality University of Wisconsin education in a supportive environment where you will work directly with professors who are dedicated to teaching.

More information

CAREER SERVICES Career Services 2020 is the new strategic direction of the Career Development Center at Middle Tennessee State University.

CAREER SERVICES Career Services 2020 is the new strategic direction of the Career Development Center at Middle Tennessee State University. CAREER SERVICES 2020 Career Services 2020 is the new strategic direction of the Career Development Center at Middle Tennessee State University. CONTENTS: Background Summary of New Strategic Initiatives

More information

The Condition of College & Career Readiness 2016

The Condition of College & Career Readiness 2016 The Condition of College and Career Readiness This report looks at the progress of the 16 ACT -tested graduating class relative to college and career readiness. This year s report shows that 64% of students

More information

EDUCATIONAL ATTAINMENT

EDUCATIONAL ATTAINMENT EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.

More information

Bellevue University Admission Application

Bellevue University Admission Application Bellevue University Admission Application Bellevue University is an open admissions university. Once you submit your application, we will begin the process of evaluating your credits and developing your

More information

Psychometric Research Brief Office of Shared Accountability

Psychometric Research Brief Office of Shared Accountability August 2012 Psychometric Research Brief Office of Shared Accountability Linking Measures of Academic Progress in Mathematics and Maryland School Assessment in Mathematics Huafang Zhao, Ph.D. This brief

More information

2012 ACT RESULTS BACKGROUND

2012 ACT RESULTS BACKGROUND Report from the Office of Student Assessment 31 November 29, 2012 2012 ACT RESULTS AUTHOR: Douglas G. Wren, Ed.D., Assessment Specialist Department of Educational Leadership and Assessment OTHER CONTACT

More information

Executive Summary. Gautier High School

Executive Summary. Gautier High School Pascagoula School District Mr. Boyd West, Principal 4307 Gautier-Vancleave Road Gautier, MS 39553-4800 Document Generated On January 16, 2013 TABLE OF CONTENTS Introduction 1 Description of the School

More information

Appendix K: Survey Instrument

Appendix K: Survey Instrument Journal of Southeast Asian American Education and Advancement Volume Article 12 2011 Appendix K: Survey Instrument Wayne E. Wright University of Texas, San Antonio, wewright@purdue.edu Sovicheth Boun The

More information

The number of involuntary part-time workers,

The number of involuntary part-time workers, University of New Hampshire Carsey School of Public Policy CARSEY RESEARCH National Issue Brief #116 Spring 2017 Involuntary Part-Time Employment A Slow and Uneven Economic Recovery Rebecca Glauber The

More information

Updated: December Educational Attainment

Updated: December Educational Attainment Updated: Educational Attainment Among 25- to 29-year olds, the proportions who have attained a high school education, some college, or a bachelor s degree are all rising, according to longterm trends.

More information

California State University, Los Angeles TRIO Upward Bound & Upward Bound Math/Science

California State University, Los Angeles TRIO Upward Bound & Upward Bound Math/Science Application must be completed in black or blue ink only. STUDENT INFORMATION Name: Social Security # - - First Middle Last Address: Apt.# Phone: ( ) City: State: Zip Code: Date of Birth: Place of Birth:

More information

Institution of Higher Education Demographic Survey

Institution of Higher Education Demographic Survey Institution of Higher Education Demographic Survey Data from all participating institutions are aggregated for the comparative studies by various types of institutional characteristics. For that purpose,

More information

What We Are Learning about Successful Programs In College Calculus

What We Are Learning about Successful Programs In College Calculus What We Are Learning about Successful Programs In College Calculus David Bressoud St. Paul, MN Knox College Galesburg, IL May 15, 2014 A pdf file of this PowerPoint is available at www.macalester.edu/~bressoud/talks

More information

John F. Kennedy Middle School

John F. Kennedy Middle School John F. Kennedy Middle School CUPERTINO UNION SCHOOL DISTRICT Steven Hamm, Principal hamm_steven@cusdk8.org School Address: 821 Bubb Rd. Cupertino, CA 95014-4938 (408) 253-1525 CDS Code: 43-69419-6046890

More information

Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview.

Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview. Cabarrus\Kannapolis Early College High School Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview. Student Name Student Number Middle

More information

Student Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation

Student Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation Student Support Services Evaluation Readiness Report By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist and Bethany L. McCaffrey, Ph.D., Interim Director of Research and Evaluation Evaluation

More information

Miami-Dade County Public Schools

Miami-Dade County Public Schools ENGLISH LANGUAGE LEARNERS AND THEIR ACADEMIC PROGRESS: 2010-2011 Author: Aleksandr Shneyderman, Ed.D. January 2012 Research Services Office of Assessment, Research, and Data Analysis 1450 NE Second Avenue,

More information

Testimony in front of the Assembly Committee on Jobs and the Economy Special Session Assembly Bill 1 Ray Cross, UW System President August 3, 2017

Testimony in front of the Assembly Committee on Jobs and the Economy Special Session Assembly Bill 1 Ray Cross, UW System President August 3, 2017 Office of the President 1700 Van Hise Hall 1220 Linden Drive Madison, Wisconsin 53706-1559 (608) 262-2321 Phone (608) 262-3985 Fax e-mail: rcross@uwsa.edu website: www.wisconsin.edu/ Testimony in front

More information

Missouri 4-H University of Missouri 4-H Center for Youth Development

Missouri 4-H University of Missouri 4-H Center for Youth Development Missouri 4-H University of Missouri 4-H Center for Youth Development Missouri 4-H Key Award Purpose To Encourage: A quality educational programs for all members. A safe environment where all youth feel

More information

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7 Table of Contents Section Page Internship Requirements 3 4 Internship Checklist 5 Description of Proposed Internship Request Form 6 Student Agreement Form 7 Consent to Release Records Form 8 Internship

More information

Evaluation of Teach For America:

Evaluation of Teach For America: EA15-536-2 Evaluation of Teach For America: 2014-2015 Department of Evaluation and Assessment Mike Miles Superintendent of Schools This page is intentionally left blank. ii Evaluation of Teach For America:

More information

Shelters Elementary School

Shelters Elementary School Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 23-24 educational progress for the Shelters

More information

Race, Class, and the Selective College Experience

Race, Class, and the Selective College Experience Race, Class, and the Selective College Experience Thomas J. Espenshade Alexandria Walton Radford Chang Young Chung Office of Population Research Princeton University December 15, 2009 1 Overview of NSCE

More information

Aalya School. Parent Survey Results

Aalya School. Parent Survey Results Aalya School Parent Survey Results 2016-2017 Parent Survey Results Academic Year 2016/2017 September 2017 Research Office The Research Office conducts surveys to gather qualitative and quantitative data

More information

Abu Dhabi Indian. Parent Survey Results

Abu Dhabi Indian. Parent Survey Results Abu Dhabi Indian Parent Survey Results 2016-2017 Parent Survey Results Academic Year 2016/2017 September 2017 Research Office The Research Office conducts surveys to gather qualitative and quantitative

More information

Abu Dhabi Grammar School - Canada

Abu Dhabi Grammar School - Canada Abu Dhabi Grammar School - Canada Parent Survey Results 2016-2017 Parent Survey Results Academic Year 2016/2017 September 2017 Research Office The Research Office conducts surveys to gather qualitative

More information

AMERICA READS*COUNTS PROGRAM EVALUATION. School Year

AMERICA READS*COUNTS PROGRAM EVALUATION. School Year AMERICA READS*COUNTS PROGRAM EVALUATION School Year 2014-15 October 2015 ABOUT THE LEDUC CENTER FOR CIVIC ENGAGEMENT The University of Massachusetts Dartmouth seeks to prepare students for life as active

More information

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) 2008 H. Craig Petersen Director, Analysis, Assessment, and Accreditation Utah State University Logan, Utah AUGUST, 2008 TABLE OF CONTENTS Executive Summary...1

More information

National Survey of Student Engagement Spring University of Kansas. Executive Summary

National Survey of Student Engagement Spring University of Kansas. Executive Summary National Survey of Student Engagement Spring 2010 University of Kansas Executive Summary Overview One thousand six hundred and twenty-one (1,621) students from the University of Kansas completed the web-based

More information

FACTORS THAT INFLUENCE THE COLLEGE CHOICE PROCESS FOR AFRICAN AMERICAN STUDENTS. Melanie L. Hayden. Thesis submitted to the Faculty of the

FACTORS THAT INFLUENCE THE COLLEGE CHOICE PROCESS FOR AFRICAN AMERICAN STUDENTS. Melanie L. Hayden. Thesis submitted to the Faculty of the FACTORS THAT INFLUENCE THE COLLEGE CHOICE PROCESS FOR AFRICAN AMERICAN STUDENTS by Melanie L. Hayden Thesis submitted to the Faculty of the Virginia Polytechnic Institute and State University In partial

More information

African American Male Achievement Update

African American Male Achievement Update Report from the Department of Research, Evaluation, and Assessment Number 8 January 16, 2009 African American Male Achievement Update AUTHOR: Hope E. White, Ph.D., Program Evaluation Specialist Department

More information

Harrassment: offensive, hostile, or intimidating conduct that interfered unreasonably with their ability to work or learn on campus.

Harrassment: offensive, hostile, or intimidating conduct that interfered unreasonably with their ability to work or learn on campus. Harrassment: offensive, hostile, or intimidating conduct that interfered unreasonably with their ability to work or learn on campus. 17 % of respondents believed that they had personally experienced harassment

More information

Organization Profile

Organization Profile Preview Form This is an example of the application questions with which you will be presented. It is recommended that you compose the answers to the paragraph questions in a word processing program and

More information

DUAL ENROLLMENT ADMISSIONS APPLICATION. You can get anywhere from here.

DUAL ENROLLMENT ADMISSIONS APPLICATION. You can get anywhere from here. DUAL ENROLLMENT ADMISSIONS APPLICATION SM You can get anywhere from here. Please print or type: DUAL ENROLLMENT APPLICATION Last Name First Name Maiden/Middle Social Security # Local Address (include apt.

More information

Data Diskette & CD ROM

Data Diskette & CD ROM Data File Format Data Diskette & CD ROM Texas Assessment of Academic Skills Fall 2002 through Summer 2003 Exit Level Test Administrations Attention Macintosh Users To accommodate Macintosh systems a delimiter

More information

SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION

SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION Report March 2017 Report compiled by Insightrix Research Inc. 1 3223 Millar Ave. Saskatoon, Saskatchewan T: 1-866-888-5640 F: 1-306-384-5655 Table of Contents

More information

Principal vacancies and appointments

Principal vacancies and appointments Principal vacancies and appointments 2009 10 Sally Robertson New Zealand Council for Educational Research NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH TE RŪNANGA O AOTEAROA MŌ TE RANGAHAU I TE MĀTAURANGA

More information

Frank Phillips College. Accountability Report

Frank Phillips College. Accountability Report Frank Phillips College Accountability Report January 2016 Accountability System, January 2016 1 of 22 Participation - Key Measures Enrollment 1. Fall Headcount (Unduplicated) Fall 2000 Fall 2014 Fall 2015

More information

Academic Advising and Career Exploration. PLTW State Conference 2015 Bayless School District

Academic Advising and Career Exploration. PLTW State Conference 2015 Bayless School District Academic Advising and Career Exploration PLTW State Conference 2015 Bayless School District Bayless PLTW Academic Advising and Career Exploration Professional School Counselors are critical to the success

More information

JOB OUTLOOK 2018 NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS

JOB OUTLOOK 2018 NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE JOB OUTLOOK 2018 NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS 62 Highland Avenue, Bethlehem, PA 18017 www.naceweb.org 610,868.1421 TABLE OF CONTENTS

More information

OFFICE OF ENROLLMENT MANAGEMENT. Annual Report

OFFICE OF ENROLLMENT MANAGEMENT. Annual Report 2014-2015 OFFICE OF ENROLLMENT MANAGEMENT Annual Report Table of Contents 2014 2015 MESSAGE FROM THE VICE PROVOST A YEAR OF RECORDS 3 Undergraduate Enrollment 6 First-Year Students MOVING FORWARD THROUGH

More information

A Guide to Finding Statistics for Students

A Guide to Finding Statistics for Students San Joaquin Valley Statistics http://pegasi.us/sjstats/ 1 of 2 6/12/2010 5:00 PM A Guide to Finding Statistics for Students CV Stats Home By Topic By Area About the Valley About this Site Population Agriculture

More information

SFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation

SFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation SFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation Report to the Legislature as required by 2016 Minnesota Session Laws, Chapter 189, H.F. 2749, Article

More information

Serving Country and Community: A Study of Service in AmeriCorps. A Profile of AmeriCorps Members at Baseline. June 2001

Serving Country and Community: A Study of Service in AmeriCorps. A Profile of AmeriCorps Members at Baseline. June 2001 Serving Country and Community: A Study of Service in AmeriCorps Cambridge, MA Lexington, MA Hadley, MA Bethesda, MD Washington, DC Chicago, IL Cairo, Egypt Johannesburg, South Africa A Profile of AmeriCorps

More information

YOUR FUTURE IN IB. Why is the International Baccalaureate a great choice for you? Mrs. Debbie Woolard IB Director Marietta High School

YOUR FUTURE IN IB. Why is the International Baccalaureate a great choice for you? Mrs. Debbie Woolard IB Director Marietta High School YOUR FUTURE IN IB Why is the International Baccalaureate a great choice for you? Mrs. Debbie Woolard IB Director Marietta High School MHS 11 TH & 12 TH GRADE ACADEMIC OPTIONS Full IB Diploma IB Career

More information

National Survey of Student Engagement

National Survey of Student Engagement National Survey of Student Engagement Report to the Champlain Community Authors: Michelle Miller and Ellen Zeman, Provost s Office 12/1/2007 This report supplements the formal reports provided to Champlain

More information

The University of Wisconsin Library System

The University of Wisconsin Library System The University of Wisconsin Library System A Presentation to the UW Board of Regents April 4, 2002 Ken Frazier Speaking for the Council of UW Libraries Budget Increase for Collections 1999-2000 First state-funded

More information

MAJORS, OPTIONS, AND DEGREES

MAJORS, OPTIONS, AND DEGREES MAJORS, OPTIONS, AND DEGREES This is a list of the majors, options, and degrees authorized for the University of Wisconsin-Madison. For each major, any applicable option and the degree or degrees to which

More information

Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students

Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Critical Issues in Dental Education Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Naty Lopez, Ph.D.; Rose Wadenya, D.M.D., M.S.;

More information

ANALYSIS: LABOUR MARKET SUCCESS OF VOCATIONAL AND HIGHER EDUCATION GRADUATES

ANALYSIS: LABOUR MARKET SUCCESS OF VOCATIONAL AND HIGHER EDUCATION GRADUATES ANALYSIS: LABOUR MARKET SUCCESS OF VOCATIONAL AND HIGHER EDUCATION GRADUATES Authors: Ingrid Jaggo, Mart Reinhold & Aune Valk, Analysis Department of the Ministry of Education and Research I KEY CONCLUSIONS

More information

BENCHMARK TREND COMPARISON REPORT:

BENCHMARK TREND COMPARISON REPORT: National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST

More information

Clark Lane Middle School

Clark Lane Middle School 152-51 STRATEGIC SCHOOL PROFILE 2010-11 Middle and Junior High School Edition Clark Lane Middle School Waterford School District MICHAEL LOVETERE, Principal LYNN M. LYNCH, Asst. Principal Telephone: (860)

More information

Facts and Figures Office of Institutional Research and Planning

Facts and Figures Office of Institutional Research and Planning Facts and Figures 2008-2009 Office of Institutional Research and Planning Office of Institutional Research Fall 2009 Facts at a Glance Credit Headcount Enrollments Headcount Ethnicity Headcount Percent

More information

REQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT

REQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT REQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT Saint Paul Public Schools Independent School District # 625 360 Colborne Street Saint Paul MN 55102-3299 RFP Superintendent Search Consultant, St.

More information

Bellehaven Elementary

Bellehaven Elementary Overall istrict: Albuquerque Public Schools Grade Range: KN-05 Code: 1229 School Grade Report Card 2013 Current Standing How did students perform in the most recent school year? are tested on how well

More information

What Is The National Survey Of Student Engagement (NSSE)?

What Is The National Survey Of Student Engagement (NSSE)? National Survey of Student Engagement (NSSE) 2000 Results for Montclair State University What Is The National Survey Of Student Engagement (NSSE)? US News and World Reports Best College Survey is due next

More information

Annual Report to the Public. Dr. Greg Murry, Superintendent

Annual Report to the Public. Dr. Greg Murry, Superintendent Annual Report to the Public Dr. Greg Murry, Superintendent 1 Conway Board of Education Ms. Susan McNabb Mr. Bill Clements Mr. Chuck Shipp Mr. Carl Barger Dr. Adam Lamey Dr. Quentin Washispack Mr. Andre

More information

National Survey of Student Engagement (NSSE) Temple University 2016 Results

National Survey of Student Engagement (NSSE) Temple University 2016 Results Introduction The National Survey of Student Engagement (NSSE) is administered by hundreds of colleges and universities every year (560 in 2016), and is designed to measure the amount of time and effort

More information

A Diverse Student Body

A Diverse Student Body A Diverse Student Body No two diversity plans are alike, even when expressing the importance of having students from diverse backgrounds. A top-tier school that attracts outstanding students uses this

More information

RtI: Changing the Role of the IAT

RtI: Changing the Role of the IAT RtI: Changing the Role of the IAT Aimee A. Kirsch Akron Public Schools Akron, Ohio akirsch@akron.k12.oh.us Urban Special Education Leadership Collaborative November 3, 2006 1 Introductions Akron Public

More information

Wright Middle School Charter For Board and District review Final Draft, May 2001

Wright Middle School Charter For Board and District review Final Draft, May 2001 Wright Middle School Charter For Board and District review Final Draft, May 2001 A. Vision and Philosophy Wright Middle School will provide an academically strong but individualized and flexible program.

More information

UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions

UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions November 2012 The National Survey of Student Engagement (NSSE) has

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary

More information

Graduate Division Annual Report Key Findings

Graduate Division Annual Report Key Findings Graduate Division 2010 2011 Annual Report Key Findings Trends in Admissions and Enrollment 1 Size, selectivity, yield UCLA s graduate programs are increasingly attractive and selective. Between Fall 2001

More information

Port Graham El/High. Report Card for

Port Graham El/High. Report Card for School: District: Kenai Peninsula Grades: K - 12 School Enrollment: 20 Title I School? No Title 1 Program: Accreditation: Report Card for 2008-2009 A Title 1 school receives federal money in support low-achieving

More information

AC : DEVELOPMENT OF AN INTRODUCTION TO INFRAS- TRUCTURE COURSE

AC : DEVELOPMENT OF AN INTRODUCTION TO INFRAS- TRUCTURE COURSE AC 2011-746: DEVELOPMENT OF AN INTRODUCTION TO INFRAS- TRUCTURE COURSE Matthew W Roberts, University of Wisconsin, Platteville MATTHEW ROBERTS is an Associate Professor in the Department of Civil and Environmental

More information

U VA THE CHANGING FACE OF UVA STUDENTS: SSESSMENT. About The Study

U VA THE CHANGING FACE OF UVA STUDENTS: SSESSMENT. About The Study About The Study U VA SSESSMENT In 6, the University of Virginia Office of Institutional Assessment and Studies undertook a study to describe how first-year students have changed over the past four decades.

More information

Lesson M4. page 1 of 2

Lesson M4. page 1 of 2 Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

More information

Learn & Grow. Lead & Show

Learn & Grow. Lead & Show Learn & Grow Lead & Show LAKE WINDWARD ELEMENTARY STRATEGIC PLAN SY 2015/16 SY 2017/18 APPROVED AUGUST 2015 SECTION I. Strategic Planning Background and Approach In May 2012, the Georgia Board of Education

More information

University of Utah. 1. Graduation-Rates Data a. All Students. b. Student-Athletes

University of Utah. 1. Graduation-Rates Data a. All Students. b. Student-Athletes University of Utah FRESHMAN-COHORT GRADUATION RATES All Students Student-Athletes # 2009-10 Graduation Rate 64% 64% Four-Class Average 61% 64% Student-Athlete Graduation Success Rate 87% 1. Graduation-Rates

More information

Effectiveness of McGraw-Hill s Treasures Reading Program in Grades 3 5. October 21, Research Conducted by Empirical Education Inc.

Effectiveness of McGraw-Hill s Treasures Reading Program in Grades 3 5. October 21, Research Conducted by Empirical Education Inc. Effectiveness of McGraw-Hill s Treasures Reading Program in Grades 3 5 October 21, 2010 Research Conducted by Empirical Education Inc. Executive Summary Background. Cognitive demands on student knowledge

More information

Charter School Performance Comparable to Other Public Schools; Stronger Accountability Needed

Charter School Performance Comparable to Other Public Schools; Stronger Accountability Needed April 2005 Report No. 05-21 Charter School Performance Comparable to Other Public Schools; Stronger Accountability Needed at a glance On average, charter school students are academically behind when they

More information