5 Important Questions to Ask about End-of-Year Data 

Educators, counselors, and administrators often treat end-of-year data as a finality. Many use it to evaluate whether the current year was successful and view it as a mechanism to assess whether articulated goals were met. Oftentimes, when certain data points fall short of school aspirations, administrative teams make decisions to try to put additional support directly targeting improvements. And with successful data outcomes, many celebrate and take it as a cue to simply continue doing what works. 

Absent from these conversations and decisions, however, is often a more nuanced look at the data to understand why certain trends are occurring and how this analysis can inform the expansion or modification of efforts going forward–especially for programs that are, in fact, catalyzing growth and success. This process can also be incredibly rewarding for educators as it can help to identify bright spots of practice even with data points that seem to show stagnation or challenges. 

As counselors and administrators use this data to evaluate college and career readiness (CCR) efforts, they can ask these questions to more deeply understand trends and glean powerful insights to drive long-term, iterative change. 

Who is participating? 

This is a critical question to ask of nearly all programs and opportunities, especially when assessing whether a school’s CCR efforts are succeeding for all students. Counselors and administrators should look closely at the profile of students participating in work-based learning, job shadowing, apprenticeships, and career pathway programs and whether they reflect the full diversity of the student body. For instance, are participation rates weighted evenly between students headed to college after graduation and those likely to go straight to a career? Or, are the numbers skewed more heavily toward one group? Considering gender, socioeconomic status, and racial and ethnic demographics can also help counselors identify groups that are under-represented and may need additional outreach or efforts to feel welcome. 

What are notable trends in attendance and behavioral data across different programs or different times of the year?  

Attendance patterns and data on disciplinary issues are often used as a key indicator of school climate and can be tied to accountability systems and funding streams. Drilling down beyond the overall rates and overlaying the data onto different programs can provide administrators and counselors with key information on what practices and experiences might inspire higher rates of engagement and, therefore, yield stronger attendance and reduce behavioral referrals. Do students participating in certain programs have higher rates of attendance or lower disciplinary issues? Do periods of stress like finals and state testing correlate with behavioral issues in any way? Do different types of hands-on, work-based, and other programs that include applied learning show any particular trends in attendance or behavioral data? Counselors and administrators can use these insights to inform future planning around providing additional supports during high-stress times or encouraging students who have struggled to consider pathways that might be engaging to them. 

Which courses, programs, and work-based learning opportunities have had the most success, and why?

It is critical to understand what types of CCR experiences are most conducive to student learning to determine which programs should be expanded, how successful offerings can be replicated across industries or fields of study, and how district resources can have the greatest impact. Beyond looking at general data about participation in CCR programs, take time to evaluate individual courses and programs. Which programs allow students to earn industry certifications or other types of professional credentials they can use in the field? Are participating students in certain programs more likely to secure a job or a spot in a sought-after training program within the industry? Which programs have attracted partnerships with local businesses? Are students and families interested and engaged in the program as shown by waitlists, high participation at informational sessions, or other related events? Using these metrics to evaluate programs can help counselors to grow CCR opportunities that are aligned to meaningful learning, student engagement, and future success. 

‍How does this year's data compare over several years?

Change often takes time and the impact from programs or new practices may only be seen when looking at data over the course of several years. As part of the process of evaluating this year’s data, counselors and administrators might compare metrics over multiple school years and take into account when different programs, interventions, and other opportunities for students were introduced or removed. Use that timeline to consider possible correlations with different trends. You might look at cohorts over time or individual student data across four years of high school. This longitudinal perspective can provide a critical understanding of trends and allow the administrative team to really hone in on what is working for students. 

What do you feel proud of this year? 

When looking through all of the data points, pause and reflect on which accomplishments or indicators of progress you are excited about. The most significant markers of growth or success are not always the most obvious. Consider making a list of students you met with throughout the year or families you helped to connect to critical resources. Look closely at a new course or program and consider how it grew and evolved over the school year. Think about new colleagues you mentored or new partnerships that were formed. Ask students for feedback on what information, support, events, or programs made the biggest difference. When counselors take the time to connect what they do with data, they are better able to understand the far-reaching impact of their efforts.