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Female 20
Male 20
Gender Variant/Non-Conforming 19
Caucasian 23
African American 17
Latino 19
Asian/Pacific Islander 25
Native American 18
Multi-Racial 22
LAST YEAR’S DATA
After reviewing ACT data, we found that students whose parents did
not attend college or did not finish high school had lower ACT scores
than students whose parents have post secondary education.
School counselors:
Provided early and at-risk interventions
Individual and parent/guardian conferences
Small group counseling
Gave referrals to tutoring agencies and mentoring programs
Implemented classroom guidance lessons that were ACT focused
Advocated for extra ACT vouchers so students would not have to pay to take the test
HOW WILL WE REACH OUR GOAL?
Administrators:
Time and funding to school counselors
Professional development opportunities for ACT prep
Teachers:
Contacted parents to schedule conferences
Professional developments
Provided before and after school tutoring
Practiced ACT essay writing in ELA class
Practiced ACT questions in Math class
Practiced ACT questions in Science
HOW WILL WE REACH OUR GOAL?
Students: PTA:
Attend school regularly Assist in creating a tutoring program
Attend group counseling
Complete ACT practice assignments School Psychologists:
Complete interventions Additional group and individual
counseling to at-risk students
Student Organizations:
Social Workers:
ACT prep awareness activities
Provide references for parents and
students to tutoring
HOW WILL WE REACH OUR GOAL?
Community Agency Members: Colleges and Universities:
Individual support of students Host college sessions to provide information
about admission requirements
Assist in establishing a mentoring program
The Results:
Potential first generation college students now have an average of 18 on the
ACT
Even though we did not meet our goal, we succeeded in moving our students
up 2 points!
THE NEW DATA
Parent/Guardian Education Background UPDATED
Average ACT Score
Next Year:
An increased amount of students in group counseling would help the amount of students reached. It
would also be helpful to create a division of group work between students with various backgrounds
within the group, such as students whose parents did not receive a high school degree or GED in one
group.
THE RESULTS
(EDUCATE)
CRITICAL DATA ELEMENT
(EDUCATE)
Students whose parent/guardian did obtain a high school diploma or
GED, as well as those with a high school diploma or GED, saw an
improvement of 5 points, while those with a degree saw a 3 point
increase.
From this data, it is evident that parents with a background of high
school or below showed a significant increase, while those with parents
with some college showed a moderate increase. This suggests a divide
within the group for next year to appropriately address each
subgroups’ needs.
SYSTEMIC CHANGES
(EDUCATE)
“ I wouldn’t have been able to get a good score on math without my teacher offering
tutoring before school.” –Michael Wilson, Junior
“ I really loved that my church gave us tutoring sessions. It helped to hear different
people explain the way to work problems.” –Asia La Mont, Junior
“ I hated when my English teacher forced us to do all those essays, but they actually
helped on the ACT! I did much better than last time!” –Lexi Valdez, Junior
QUESTIONS, CONCERNS, IDEAS?
If you have any questions, concerns or ideas, please
fill out the card on your table and drop it in the
basket on your way out. We will reach out to you if
you leave a name and number.