College Results at Ogden International HS
Designed for school leaders to use in collaboration with their staff, this report provides data on Ogden International HS’s historic trends on indicators that are important for educational attainment. Using this report with your leadership team, your Post- Secondary Leadership team, or your whole faculty can help your school community socialize foundational knowledge on freshman year, form consensus around goals and strategies for improvement, and build an imperative for your school’s collective work supporting student success in the transition to high school.
Freshman Freshman High School College College College Enrollment OnTrack Graduation Enrollment Persistence Completion
187 98% 99% 77% 68% 43%
first-time freshmen of Ogden of Ogden of Ogden of Ogden of Ogden enrolled in Ogden International HS’s International HS’s International HS’s International HS’s International HS’s International HS in 2018–2019 first- 2015–2016 first- 2019 high school 2017 high school 2013 high school 2018–2019 time freshmen were time freshmen graduates enrolled in graduates who graduates who on-track to graduate graduated high college in fall of enrolled in college in immediately from high school in school by spring of 2019. fall of 2017 were enrolled in college 4 years. 2019. continuously completed a degree enrolled through or credential by spring of 2019. spring of 2019.
College Results School Report https://toandthrough.uchicago.edu/tool/ CONTENTS
The To&Through Project 3 Potholes on the Road to College 4 What do we mean by college access? 5 How has access to college changed over time? 6 How has college enrollment changed over time? 7 What are college enrollment rates for students at different levels of college access? 8 How are college results different for young men and young women? 9 How do college enrollment rates differ for young men and young women? 10 Why is college choice important? 11 What colleges did students enroll in? 12 Persisting in College 13 Do students persist in college? 14 How is persistence different for students with different levels of college access? 16 Using This Data at Your School 17 ATLAS Looking at Data Protocol 18 Data-Driven Dialogue Protocol 19
College Results School Report https://toandthrough.uchicago.edu/tool/ 3 The To&Through Project
The To&Through Project is a partnership between the University of Chicago’s Urban Education Institute and the Network for College Success. The Project’s mission is to move more students to and through high school and college with an integration of: research that illuminates what matters most for students’ high school and college success; data that enables education stakeholders to track school and district progress on the milestones that matter most; and professional learning that helps school leaders translate research and data into improved practice. In collaboration with educators, communities, and policymakers, the Project aims to significantly increase the percentage of Chicago Public Schools (CPS) freshmen who go on to earn a college degree and to share the learning from Chicago with education stakeholders across the country.
For more information on the variables, terminology, or calculations used in this report, visit the Data Definitions
College Results School Report https://toandthrough.uchicago.edu/tool/ 4 Potholes on the Road to College
Beginning in 2006, researchers from the University of Chicago Consortium on School Research (UChicago Consortium) began reporting on the post-secondary experiences of CPS graduates. Over a decade of seminal research studies, including the influential report Potholes on the Road to College, a clear evidence-based theory of action has emerged: high school educators have a pivotal role to play in closing the gap between the high aspirations students hold for post-secondary education and their comparatively low levels of post-secondary degree attainment. The role of the high school in this process is two-fold: first, to support students in the classroom to reach higher levels of access to college (primarily measured by GPA), and second, to provide universal systems and structures that guide students through the often opaque and confusing processes of searching for, applying to, and enrolling in college. This work is not easy, and it has not traditionally been the role of the high school to fill the social capital gap that underrepresented students face in the transition to higher education. Even so, as a system, CPS has seen remarkable progress over the last decade in students’ access to higher education.
This report is designed to give educators at Ogden International HS insight into the progress the school community has made to date on several measures of college success and to support ongoing discussion of how your school can improve. We use the most important indicators and concepts from Consortium research on college success, including college access, college enrollment, college choice, and college persistence. While this report can help illustrate high-level trends, there is much more information — such as detailed data about college graduation rates, outcomes disaggregated by race, and information about the foundational research on freshman year — available via the To&Through
College Results School Report https://toandthrough.uchicago.edu/tool/ 5 What do we mean by college access?
Unweighted GPA in Core Courses
< 2.0 2.0–2.4 2.5–2.9 3.0–3.4 3.5–4.0
Missing Two-year Non-selective Somewhat Selective Selective colleges four-year selective colleges colleges SAT colleges colleges
Non-selective Two-year Somewhat Somewhat Selective four-year < 960 colleges selective selective colleges colleges colleges colleges
T Scores Non-selective Somewhat Somewhat Selective / very A Selective four-year selective selective selective 960 – 1050 colleges colleges colleges colleges colleges
Selective / very Selective / very Somewhat Somewhat Selective 1060 – 1150 selective selective selective selective colleges colleges colleges colleges colleges Composite S
Somewhat Selective / very Selective / very Very selective Very selective 1160+ selective selective selective colleges colleges colleges colleges colleges
Students with Selective College Access Students with Somewhat Selective College Access Students with Limited College Access
Understanding what kinds of colleges students are eligible to attend is a critical component of understanding progress on college outcomes. While college admissions is a complex and ever-evolving process, Consortium researchers have used the criteria outlined in this chart to create meaningful groups of students, based on their academic qualifications for college that shape their college access. This general framework for approaching college access provides a case management tool for counselors, who need to use differentiated strategies to support college access for these different groups of students. For purposes of tracking this data at the school level – where groups of students in any one category can be quite small – we combine some of these categories, creating three groups of students: Those who have access to selective or very selective four-year colleges, those who have access to somewhat selective or non-selective four-year colleges, and those who have access to two-year colleges. While it is important to develop strategies to support all students in accessing higher education, students in these three groups have very different college options and require different supports.
College Results School Report https://toandthrough.uchicago.edu/tool/ 6 How has access to college changed over time?
Four-Year High School Graduation and College Access Rates over Time at Ogden International HS
2013 2014 2015 2016 2017 2018 2019 2009–2010’s 2010–2011’s 2011–2012’s 2012–2013’s 2013–2014’s 2014–2015’s 2015–2016’s first-time freshmen first-time freshmen first-time freshmen first-time freshmen first-time freshmen first-time freshmen first-time freshmen
99% 80% 80% 93% 93% 1% 0% 88% 0% 0% 87% 1% 9% 1% 17% 0% 22% 10% 39% 29% 19% 28% 10% 35% 29% 37% 28% 33%
50% 48% 49% 46% 30% 32% 19%
Graduated with College Access Level Not Available Graduated with 2-Year College Access Graduated with Somewhat Selective College Access Graduated with Selective College Access
Questions about your data:
1. What is the largest group of students in your school? What is the smallest? 2. Which groups of students are growing? Which are shrinking? 3. Given what you know about the academic performance of students in all grades in your school right now, how do you expect these numbers to change in the next few years?
Questions about your practice:
1. How has your school addressed the challenge of preparing students for college in the classroom? 2. Can you draw any connections between your college readiness efforts and your college access data? 3. To what extent does your school utilize a case management approach in supporting college application for these different groups of students?
College Results School Report https://toandthrough.uchicago.edu/tool/ 7 How has college enrollment changed over time?
Two- and Four-Year College Enrollment Rates for All Graduates over Time at Ogden International HS
2013 2014 2015 2016 2017 2018 2019 college college college college college college college enrollment enrollment enrollment enrollment enrollment enrollment enrollment
84% 80% 77% 71% 86% 23% 65% 64% 15% 22% 13% 9% 9% 22%
62% 65% 61% 64% 65% 56% 42%
Graduates enrolled in a 2-year college Graduates enrolled in a 4-year college
Questions about your data:
1. What is the general trend in college enrollment? 2. What do you notice about your trends for four-year vs. two-year enrollment? 3. Given what you know about your most recent cohort(s) not pictured here, do you think these trends will continue or change in some way?
Questions about your practice:
1. What programs, initiatives, or practices has your school employed to help students make a successful post-secondary transition? 2. What goal would you set for yourself for college enrollment of this year’s freshmen? What do you have to change about your school practice to achieve that goal? 3. When, how, and with whom does your school talk about college application and enrollment data? Do you have a team? How is your team functioning?
College Results School Report https://toandthrough.uchicago.edu/tool/ 8 What are college enrollment rates for students at different levels of college access?
College Enrollment Rates by College Access Level at Ogden International HS
78% of graduates with somewhat selective college access enrolled in a 2/4-year college
64% CPS 69% at Comparison Schools
81% of graduates with selective college access enrolled in a 2/4-year college
66% at Comparison Schools 81% CPS
Visit the To&Through
For a description of how “comparison schools” are generated, see the Data Definitions in the To&Through
Questions about your data:
1. Which students are more likely to enroll in college? 2. For which students is your school performing better or worse than the district or comparison schools? 3. Which group of students would you most like to improve for next year?
Questions about your practice:
1. Does your team provide differentiated supports for students with different levels of college access? 2. How are finite counseling resources divided across students? Do some groups of students receive more support? Are there groups of students who might need more support in order to have equitable access to college?
College Results School Report https://toandthrough.uchicago.edu/tool/ 9 How are college results different for young men and young women?
Across the city, we see differences in college enrollment rates for young men and young women, with young women more likely to enroll in any college and in four-year colleges specifically. Part of this trend is due to differences in college access at graduation – a greater percentage of young women in CPS have access to four-year colleges in general and to selective and very selective colleges in particular. As a result, we recommend that when examining gender differences in enrollment rates, you also look at gender differences in college access at graduation. Even so, some of this difference is due to the different ways in which young women and young men experience high school, and this is an important opportunity for post-secondary teams to pay attention to differences in performance by gender and consider potential supports.
College Results School Report https://toandthrough.uchicago.edu/tool/ 10 How do college enrollment rates differ for young men and young women?
College Enrollment Rates by Gender at Ogden International HS
70% of graduating young men enrolled in a 2/4-year college
57% CPS 71% at Comparison Schools
85% of graduating young women enrolled in a 2/4-year college
68% CPS 76% at Comparison Schools
Visit the To&Through
Questions about your data:
1. How big are the gaps in enrollment for young men and young women? 2. How do these gaps compare to gaps in college access at graduation? 3. In what areas is your school performing better or worse than the district or comparison schools?
Questions about your practice:
1. What about the experiences of young men and young women in the college application and enrollment process might be leading to any gaps in enrollment rates? 2. How explicitly has your Post-Secondary Leadership team discussed gender gaps? In what ways could you make gender breakouts a part of your regular data conversations? 3. How might the implicit biases of adults at your school affect any gender gaps in the data?
College Results School Report https://toandthrough.uchicago.edu/tool/ 11 Why is college choice important?
An important factor that can inform students’ college choice is a college’s institutional graduation rate. Research from the UChicago Consortium shown here demonstrates how students with the same academic background have very different graduation rates depending on the college in which they enroll. Some school teams have also benefited from using the idea of college match – an indicator of the alignment between a student’s academic qualifications for college and the selectivity of an institution – as a guide in advising students on their post-secondary options. It is important to remember that none of these frameworks are perfect predictors of student success for many reasons: institutional graduation rates vary among sub-groups of students within a college; colleges of the same selectivity vary widely in their graduation rates; and it is certainly true that many factors that we cannot measure help determine what college is the best fit for an individual student. Still, college choice is strongly associated with the likelihood that students will achieve a post-secondary degree. This is true for all students, and it is especially true for students with strong academic records: college choice matters the most for students with the most college options.
100% Northwestern University 90% Loyola University Chicago
80% Devry University-Illinois Roosevelt University 70% Illinois State University
ate 60% University Of Illinois At Chicago 50% University Of Illinois At Urbana-Champaign 40% Western Illinois University Columbia College Chicago 30% Graduation R Chicago State University 20% Southern Illinois University-Carbondale 10% Northeastern Illinois University 0% 2.0 2.5 3.0 3.5 4.0 High School GPA (Unweighted)
Note: This graph represents data from the graduating cohorts of 1998 and 1999. It was taken from the Consortium report, From High School to the Future: Potholes on the Road to College. For more information, visit the Research
College Results School Report https://toandthrough.uchicago.edu/tool/ 12 What colleges did students enroll in? The 5 Most Commonly Attended Colleges for Ogden International HS Graduates
URM Grad Institutional Grad Institution Graduates Enrolled Rate Rate Type
10 University of Illinois at Chicago 54% 61% 4 year
In order to preserve students’ anonymity, only colleges that enrolled at least 5 students from Ogden International HS in 2019 are included in this table.
Questions about your data:
1. What are the most commonly attended colleges by Ogden International HS’s graduates? What are the institutional graduation rates of those colleges? 2. Is anything surprising about this list? Is this what you would have expected?
Questions about your practice:
1. What kinds of supports does your school offer to students in navigating college choice? 2. How are your supports sensitive to the developmental needs (such as integrated identity) of students in late adolescence? 3. Where does student voice fit into college advising conversations?
College Results School Report https://toandthrough.uchicago.edu/tool/ 13 Persisting in College
As schools begin to shift their focus from not only supporting students in college enrollment but to preparing them for college success, it is important to monitor metrics of college persistence and graduation. There are many ways to measure these outcomes. Here, we define college persistence as the proportion of college enrollees who have been continuously enrolled in one or more two-year or four-year colleges for four consecutive semesters (e.g. two years).
Unfortunately, far too many students drop out of college even after they have been continuously enrolled for two years, so persistence isn’t as strong a leading indicator of college graduation as we might expect. However, this measure gives high schools some sense of their graduates’ success in college beyond enrollment. It is also important for schools to be aware of the ultimate college graduation outcomes of their students, which can be found in the To&Through online tool
College Results School Report https://toandthrough.uchicago.edu/tool/ 14 Do students persist in college?
Persistence Rates for Four-Year College Enrollees from Ogden International HS
2015 2016 2017 2018 2019 2013’s 2014’s 2015’s 2016’s 2017’s enrollees enrollees enrollees enrollees enrollees
82% 78% 75% 74% 9% 70% 6% 9% 11% 6%
73% 72% 66% 64% 64%
Transferred to a 2-year college for all students Remained in a 4-year college for all students Persistence Rates for Two-Year College Enrollees from Ogden International HS
2015 2016 2017 2018 2019 < 10 in 2014’s 2015’s 2016’s 2017’s group enrollees enrollees enrollees enrollees
53% 50%
40% 40%
47% 39%
40% 40%
11% 6% 0% 0%
Remained in a 2-year college for all students Transferred to 4-year college for all students
Questions about your data:
1. What is the general trend in college persistence? 2. What do you know about college choice for your more recent cohorts of graduates? What were the institutional graduation rates of those schools? How could these trends influence your persistence trends in the future?
College Results School Report https://toandthrough.uchicago.edu/tool/ 15 Questions about your practice:
1. How does this information influence counseling or advising practices at your school? 2. How could you use the Alumni Tracker feature of Naviance to learn more about college persistence for your graduates?
College Results School Report https://toandthrough.uchicago.edu/tool/ 16 How is persistence different for students with different levels of college access?
Persistence rates for four-year college enrollees by college access at Ogden International HS
65% of students with somewhat selective college access who immediately enrolled in a 4-year college persisted
58% CPS 75% at Comparison Schools
82% of students with selective college access who immediately enrolled in a 4-year college persisted
85% CPS 89% at Comparison Schools
Persistence rates for two-year college enrollees by college access at Ogden International HS
Data not available.
Visit the To&Through
Questions about your data:
1. Which students are more likely to persist in college? 2. For which students is your school performing better or worse than the district or comparison schools?
Questions about your practice:
1. To what extent is counselor voice a part of conversations about academic readiness for college at your school? 2. How could counselor voice help those conversations?
College Results School Report https://toandthrough.uchicago.edu/tool/ 17 Using This Data at Your School
The data in this report can help educators in your school understand your school’s past performance and plan for future success. Discussion protocols can be a helpful way to provide structure to a conversation and to ensure equity of voice for the participants. We have included two sample discussion protocols in this report that you may wish to use with your leadership team, Post-Secondary Leadership Team, or other groups of educators in your building.
You can find examples of these and other protocols to guide the work of educators at the School Reform Initiative
College Results School Report https://toandthrough.uchicago.edu/tool/ 18 ATLAS Looking at Data Protocol
Modified from the School Reform Initiative (45 Minutes)
1. (3 minutes) Intro: Meeting leaders set purpose, review norms. 2. (5 minutes) Silent review: Each team member reviews and annotates the school report. Use the data and practice questions throughout to guide your inquiry. 3. (8 minutes) Description: The team discusses the question: What do you see? ◦ Remember to stay as fact-based and low-inference as possible during this round — no interpretations.
4. (8 minutes) Interpret: The team discusses the question: What does the data suggest? ◦ Focus on what this data means about the current practices of adults at your school.
5. (8 minutes) Implications: What are the implications of this data for our practice? ◦ Move towards action in this step. What do you want to see change?
6. (8 minutes) Action: What actions do we want to take as a team as a result of this discussion? What goals do we want to set for ourselves? 7. (5 minutes) Closing: Be sure to record next steps for future reference.
College Results School Report https://toandthrough.uchicago.edu/tool/ 19 Data-Driven Dialogue Protocol
Modified from the School Reform Initiative (60 minutes)
1. (5 minutes) Intro: Meeting leaders set purpose, review norms. Summarize the kinds of data that will be shown in the report (ninth-grade course performance, attendance, and graduation over time). 2. (5 minutes) Predictions: Group silently reflects on what they anticipate they’ll see from the data in the report before the data is handed out. Use sentence stems like I assume, I predict, I wonder. 3. (3 minutes) Pair share: Share your predictions with a partner. 4. (7 minutes) Observations: Hand out the data. Each team member gets a chance to review and annotate the school report. Record your most important observations about facts included in the report. Use sentence stems like I see, I observe, I count. 5. (5 minutes) Pair share: Review your observations with your partner. Identify areas where your predictions were aligned — or misaligned — with your predictions. 6. (10 minutes) Observations: The whole group discusses, what did we see? Was it what we predicted? 7. (10 minutes) Implications: The whole group discusses, what are the implications of this data for our practice? 8. (10 minutes) Action: The whole group discusses, what actions do we want to take as a result of this analysis? What goals would we like to set for ourselves? 9. (5 minutes) Closing: Record action items and debrief the process.
College Results School Report https://toandthrough.uchicago.edu/tool/