Student Futures Project
In 2008, 93% of Metro Austin high school graduates surveyed indicated they planned to continue their education after graduation, yet only 72% enrolled in any type of higher institution. What prevented over 20% of these students from enrolling? How are the students who initially enrolled faring today? What can schools and local businesses do to help more students succeed? The Student Futures Project, now in its fifth year, conducts extensive research to uncover trends which answer these and many other questions. The UT- Ray Marshall Center, the Austin Chamber of Commerce and a growing number of Central Texas independent School Districts (ISDs) participate in the Student Futures Project and utilize its data.
How the Project Works:
- A few months before graduation seniors complete surveys detailing their family education background, perceptions of college readiness in different subject areas, study/work habits, the completion of key college preparation activities, such as submission of FAFSA and completing the Texas Common Application, and what they look for in a college.
- Researchers link the senior surveys to administrative records, employment records, and actual post graduation activities to develop a comprehensive analysis of programs and activities that increase the likelihood of students enrolling in college.
- Students are followed up to four years after high school graduation to discover what activities help students succeed in college.
The data gathered gives school districts and postsecondary institutions insight on what seniors are doing after graduation and why they are making these decisions. Researchers discover trends among different student groups and develop reports for each ISD. School districts can utilize the information they receive to improve programs both district wide and on a school-by-school basis. Counselors and educators can even use this information to target specific student groups in a way proven to get results. The ability to make data based decisions helps educators and districts eliminate unproductive programs and focus limited resources on those specific, measurable activities that lead to higher enrollment. Postsecondary institutions can use the senior surveys to discover what students are looking for in their quest for higher education. Of those students who enrolled in college, 64% went to a 4 year university while 36% went to a 2 year institution. In addition, only 14% of the 2008 graduates enrolled in an out-of-state institution.
Since 2005, over 27,000 seniors have been surveyed and followed after graduation. The number of districts participating in the project has more than doubled from the original 4 ISDs. Published reports and findings have already helped the Austin Chamber and participating ISDs focus on two areas shown to improve enrollment rates; completing the Texas Common Application and submitting a FAFSA application.
The number of submissions to Apply Texas is up 30% since 2005.
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Direct to college enrollment has increased from 54% in 2002 to 64% in 2008.
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FAFSA submissions have dramatically increased 48% since 2005.
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As impressive as these accomplishments are, there is still more that can be done to help students. Researchers must wait almost a year to access information on seniors after graduation. This time lag not only affects research, but also the College Enrollment Managers and educators who use the data to enrich their programs. Additionally, there are more efficient ways to link student data that researchers do not currently have access to. Go to Get Involved to see what you can do to help eliminate this time lag and simplify the data connection process.
Additional information:
Student Futures Project Brochure
www.centexstudentfutures.com
Frequently Asked Questions
Student Futures FAQs
Why aren’t seniors going to college?
What role do demographics play in this?
What programs have you piloted and in which schools?
Why don’t you survey students before their senior year?
How are you creating more success?
How does this help close gaps?
How can counselors use this information?
What happens if you get timely info?
How can school districts use this information?
How can government officials utilize this information?
How can postsecondary institutions use this information?
How much money do you need?
What exactly is this data telling me?
What does it all mean?
Why aren’t seniors going to college?
Through senior survey data, we have discovered that uncertainty about money, the financial aid process, college readiness and a confusing application process are the main reasons why students do not go to school. Student backgrounds have an effect on which factor has the most influence.
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What role do demographics play in this?
When students are broken down into groups based on demographics, such as race, household income, and education level of parents, certain trends emerge.
Race: Completing the FAFSA affects Hispanic students’ chances of enrolling in college more than the average student.
Household Income: Low-income students reported that meeting with a college representative or school staff member was most helpful in applying for school.
Parental Education Level: Completing college entrance exams affects first generation students more than all other students surveyed.
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What programs have you piloted and in which schools?
The most effective program piloted to date is Financial Aid Saturdays. This program provides personal assistance with filling out the Free Application for Federal Student Aid (FAFSA) and other financial aid applications. Services at these events are free and open to the public. The event travels to 29 different high schools participating in the Student Futures Project during February and March.
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Why don’t you survey students before their senior year?
Seniors close to graduation have the least uncertainty about their post graduation plans. It is the most logical starting point for research with limited funds. Senior surveys combined with other data help counselors and teachers identify which areas students are weak in, giving the faculty a focus for younger students.
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How are you creating more success?
By following students post graduation, counselors can see what guidance or information their students need to be successful and tailor their programs to focus on those areas that result in higher enrollment and further success in college.
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How does this help close gaps?
Identifying why students never enrolled, even though they intended to go to college, can help pinpoint the areas counselors and others need to focus on to make the most difference.
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How can counselors use this information?
Although there is a year time lag, counselors can use this data in several ways. First, counselors can use data to address students based on their characteristics and the factors that affect them most. Second, many counselors involved in this project use this information to justify continuing programs that cost their school districts money. For example, many districts pay for their students to take the PSAT. Data proving this increases a student’s likelihood to attend college helps justify the expense. Counselors also use this information to show dual credit courses are worth the investment. Finally, counselors will have the opportunity to see the results of their efforts and alter their methods accordingly. Currently there is a year time lag, though, that lessens this benefit.
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What happens if you get timely info?
There are three key benefits to receiving timely data.
Inform: The sooner we get information the sooner we can provide feedback to counselors on the effectiveness of their programs. As of right now, counselors have to wait an entire year to see tangible results of their efforts.
Motivate: Timely information will allow incentives to be put in place to encourage implementation of improvement programs.
Monitor: Timely information provides a means to monitor and hold counselors and school districts accountable for the performance and overall success of their students.
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How can this help improve counselors?
There are certain benchmarks counselors can reach that help improve college enrollment rates. These benchmarks allow you to hold college counselors to a measurable standard.
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How can school districts use this information?
Superintendents can implement programs that are shown to be effective across the district. Districts can also use this information to show that they are committed to the success of their students, even beyond high school, resulting in a stronger reputation for that ISD. Along those lines, districts can see how they compare to surrounding ISDs and share successful programs with each other.
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How can government officials utilize this information?
State and local government officials can ensure the programs they help create, and/or fund, are meeting the expected goals. Officials can also hold grant recipients accountable for results and learn how to make programs more effective.
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How can postsecondary institutions use this information?
Institutions of higher education can find out what students and families are “shopping” for in a university or community college. They can use this information to highlight the school's attributes as well as make adjustments if some areas are not as strong.
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What exactly is this data telling me?
This data shows that there are commonalities in roadblocks among students in the quest for higher education. Through the information gathered, we can help educators and government officials remove the different obstacles students face, greatly improving their chances of success, whether they attend a 4 year institution, 2 year institution or a trade school.
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What does it all mean?
Approaching enrollment and student success through a research based program allows districts to track their achievements and see the difference they are making. Not only will this improve programs and make spending more efficient, but it will also boost morale of employees when they see how much of an impact they can make.
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