For this step in the process, it is recommended that you gather a variety of data sets, including:
High School Data
- Graduation requirements
- Percentage of SAT/ACT criterion
- Percentage of students taking advanced courses (dual credit/AP/IB/locally articulated agreements)
- Percentage of students who are college ready in ELA and math
- Readiness indicators on state assessments
- Recommended/distinguished high school plan
- Graduation rates (local, state, and national)
- State assessments
Higher Education Data
- Percentage of postsecondary enrollment
- Percentage of students placed in to developmental education classes
- Persistence in postsecondary enrollment career
- CTE course taking patterns
- Labor market data regarding high skills/high wage/high demand occupations
- Percentage of students engaged in programs of study
- Student career interest
You will be prompted to discuss these indicators during Step 4, Engage in Leadership Discussion. Familiarity with these data sets will allow you to think about college and career readiness in your campus or district from both qualitative and quantitative perspectives.
Note that many high school indicators, such as state assessments and placement test scores, primarily measure Key Content Knowledge. These indicators only serve as proxy measures for the other three dimensions. It is important to think about how to interpret data and apply qualitative measures in a manner that also assesses students and schools in terms of the other three keys: Key Cognitive Strategies, Key Learning Skills and Techniques, and Key Transition Knowledge and Skills.
Individualized school site codes for full access to the College and Career Readiness Profile Planning Guide and interactive website tools may be obtained from your assigned Master Trainer or contact the Texas College and Career Readiness Support Center at firstname.lastname@example.org for more information.