CTK College Prep Course Evaluation Report

CHRIST THE KING JESUIT COLLEGE PREPARATORY SCHOOL COLLEGE PREP

COURSE EVALUATION REPORT

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Christ the King Jesuit College Preparatory School

College Prep Course

Evaluation Report

May 2014

DePaul University

Elizabeth Cummings

Jennifer Sigman

Denise Ward-Jones



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TABLE OF CONTENTS

I. Executive Summary p. 3

II. Introduction p. 4

III. Focus of the Evaluation p. 5

IV. Overview of Evaluation Plan and Procedures p. 9

V. Presentation of Evaluation Findings p. 11

VI. Conclusions and Recommendations p. 17

VII. Limitations p. 20

VIII. References p. 22

IX. Appendices p. 23

a. Appendix A p. 23

b. Appendix B p. 24

c. Appendix C p. 29

d. Appendix D p. 32

e. Appendix E p. 36

f. Appendix F p. 40

g. Appendix G p. 44



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I. Executive Summary

As part of the service learning component of the Curriculum Studies 485 class at DePaul

University, three members of this class partnered with Christ the King to evaluate the successes

and challenges of their College Prep Course, offered to juniors and seniors. We initially met

with the principal of Christ the King, Ms. Payne, to receive an introduction to the College Prep

Course and to establish a general outline of what was needed from our group. Then, individual

group members met with one CTK teacher, LeVon James, as well as one of the Post-Secondary

Counselors, Chanita Chayaluk. These staff members provided us necessary data and other

relevant information about the students’ ACT scores, college application and acceptance data,

and general course information.

After this research team met with the personnel at CTK, they put together questions to

guide their evaluation of the course and indicated methods of data collection to complete this

report. The purpose of this evaluation is to analyze the identified course outcomes and ensure

CTK is meeting these outcomes and supporting students through the college application process.

Our analysis of data revealed that each student is applying for at least one college or university,

but the overall acceptance rate of all students (2012-2014) is only forty-five percent. This

evaluation report has revealed both successes and also shortcomings of the program, but our

hope is that CTK will be able to use this evaluation report to continue to improve upon the

success already seen in the college prep course thus far.



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II. Introduction

Christ the King Jesuit College Preparatory School is a Catholic Jesuit secondary school in

the Austin neighborhood on Chicago’s west side. The school opened in 2008 with an initial

class of 120 freshmen. By following the Cristo Rey Network model, CTK makes it possible for

students whose families could not otherwise pay the high tuition for private schools to access

quality and affordable education. Students earn three-quarters of their tuition costs while gaining

valuable, and life-changing skills and experience through jobs at Chicago-area companies. (CTK,

2014)

The Cristo Rey Network, of which Christ the King is a member, operates schools in 17

states to provide a quality, Catholic, college-preparatory education to 8,000 students nationwide.

The Cristo Rey model of schooling stresses the importance of equipping students with a broad

range of academic abilities for college success. They also utilize a Corporate Work Study

Program in which students must work five days per month to fund the majority of his or her

education, to gain job experience, and to realize the relevance of his or her education. (Cristo

Rey, 2014)

Christ the King is a small, faith-based institution that believes private, Catholic education should

be available to all students, especially those in urban areas. Over 90% of all CTK and Cristo Rey

Network graduates attend a college or university after high school. (CTK, 2014)



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III. Focus of the Evaluation

The goal of this evaluation report is to analyze the efficacy of the current College Prep

course curriculum and its course content. For this evaluation and analysis, we analyzed data

(ACT scores, college application information, and post-secondary enrollment information) and

general course information (course description and syllabus). We completed this evaluation and

analysis in order to ensure the College Prep course is effective in relation to its stated goals and

objectives.

The educational goals of the course are:

To provide students with the assistance needed to identify, apply, and enroll in best fit

colleges/universities.

To identify and apply for federal and other external sources of financial aid.

To integrate the use of Family Connection, a career and college planning software

program, to achieve its goals.

The faculty wants the students to develop the following skills from the course:

Familiarity with using web based applications to navigate through the college process

including Family Connection, Common Application, Fast web and other scholarship

search engines, FAFSA etc.

Ability to analyze financial aid award letters and calculate costs.

We think that the course is effective in giving students an opportunity to get college related tasks

accomplished (i.e. college applications, scholarships, resumes, personal statements, etc.). We

think the course can be more effective in improving the college knowledge for students as it

relates to factors they should consider in selecting a college and the financial aid process.

Evaluation Questions:



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There are several questions used to help with the evaluation of the effectiveness of the

college prep course. Listed below are the research questions and the importance of these

questions.

What are the expected student outcomes of the college prep course? CTK must have clear

goals for an effective college prep course.

How has the course evolved since its inception? The college prep course should grow

and evolve to best meet the needs of CTK students.

What materials and assessments are being used in the course? We must analyze

instructional tools and identify targets for improvement.

What supports are in place to guide students through the application process? Students

need to have a criterion and chart to guide them to select and apply to a post-secondary

education that best fits them.

Are students successfully seeking financial support (i.e. FAFSA or scholarships)?

Students need to be guided to complete this portion so that access to higher education is

possible.

What is the rate of students beginning at a college/university after graduation?

Determines the success of college admissions preparation.

The questions listed above help to assess the successes and challenges of the college prep

course. A focus group with six CTK seniors was conducted to gather qualitative information as

well as in-person informal questions were presented to the College and Career Counselors. The

small focus group with the students proved to be essential with our evaluation. Gathering

information from the students and staff provided some useful information regarding the course

and its efficacy. The students and staff were able to describe their experiences with the current



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course’s curriculum and content. Having more than one assessment/source of information to

evaluate helps the creditability of the results. We wanted to make sure that we provided different

types of measures or evidence to help the staff gain a fuller understanding or picture of the

evaluation.

Data Collection/Sources:

The CTK staff provided an array of data to be analyzed. The data collected included

information regarding colleges applied to/accepted to, scholarship dollars awarded ACT scores,

lesson plans, and syllabi for the course. I think that over time collecting more data on where

students are admitted/denied will help the staff know the student’s profile and their chances of

acceptance or denial for certain colleges. In order to successfully evaluate the effectiveness of

the program there were several documents and key personnel that assisted. We gathered the

following quantitative and qualitative data:

College Prep lesson plans

Syllabus for the course

Data from Naviance regarding number of college applications, scholarships, applied

(College and Career Planning Software)

Data from their National Student Clearinghouse on college enrollment and college

persistence.

ACT Scores of current and former students

FAFSA Completion Rate

Scholarship Award Amounts and number

Information regarding the software or books used for ACT Prep

Focus groups with current students/teachers



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Meetings with the students also yielded critical information on how well the program

accomplished its goals and objectives.

Listed below are some of the data analysis and interpretation procedures that will be used:

Conversed with teachers about perceived outcomes; analyze existing documents to report

on currently identified outcomes.

Compare the successes and benefits of the course to determine what the positive growth

is and what needs to be improved or altered.

Analyze college application numbers as compared to admissions decisions and school

goals.

Analyze the results of the instructional tools for their success/failure rates to determine if

the instructional tool is useful.

Compare longitudinal data on ACT performance.

Analyze data regarding how many students successfully complete the FAFSA; data

regarding how many students receive financial aid packages; how many students accept

financial aid packages; how many students receive/accept scholarships; how many

students do not have enough financial aid/scholarships for college.

Evaluate college matriculation data as compared to school goals.

Evaluate college matriculation data to see which students complete their first year and

continue on to their second year.

Analyze student survey responses.

The data collected from the surveys will provide direction for adjusting the curriculum and

content for the college prep program.



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IV. Overview of Evaluation Plan and Procedures

In an effort to analyze college application efforts supported by the CTK college prep

course, data was collected pertaining to college applications processed for the 2012, 2013, and

2014 graduating classes. For each class, the following data was gathered from the CTK College

Counseling office via Naviance software tool:

Number of students

Number of college applications submitted by each student

College applications submitted

Colleges and universities applied to

Total college acceptances

Number of acceptances by college and university

This data was used to determine the following:

Average number of applications submitted per student by class year

Post-secondary acceptance rate by class year

Percentage of schools admitting Christ the King students

The College Counseling also provided Naviance records on where the classes of 2012 and 2013

began their post-secondary studies. This information was compared to data from the National

Student Clearinghouse provided by CTK, representing where the classes of 2012 and 2013 were

enrolled as of fall 2013. The comparison of these two data sources yielded the following:

The number of students currently enrolled in post-secondary education

Persistence data for the class of 2012

ACT data was also gathered from the CTK College Counseling office and reviewed in the

context of evolving ACT preparation curriculum.



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In addition to college application, acceptance, and enrollment data, the research team

aimed to gather data on student and staff perceptions of the college prep course. This data was

collected during a site visit to school. A survey on experiences was implemented among a class

of senior students, and a focus group was conducted with six seniors. In addition, conversation

with College Counseling staff offered insights to programmatic strengths and areas for continued

growth. A more extensive survey on experiences with the college prep course was prepared for

electronic distribution among current seniors and CTK alums. While this was not ultimately

distributed due to time constraints, it is our hope that the College Counseling office and utilize

this tool in the future to inform continued program growth.



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V. Presentation of Evaluation Findings

A review of the Naviance data covering applications submitted and college acceptance yielded

the following:

Application Data

Class of: 2012 2013 2014

Number of Students 51 45 62

Applications Submitted 335 590 485

Average Applications per Student 6.57 13.11 7.82

Acceptances 180 237 196

Acceptance Rate 54% 40% 40%

Number of Schools Applied to 130 203 179

Number of Schools CTK Students were Admitted to 89 109 92

Schools Admitting CTK Applicants 68% 54% 51%

This data reflects several important successes of the CTK college prep course and CTK students.

In the Classes of 2012 and 2014, every student submitted at least one college application.

In the Class of 2013, all but one student submitted at least one college application.

CTK students are applying to a wide-range of post-secondary institutions – including Ivy

League schools, City Colleges, Jesuit institutions, small private universities, and large

state institutions.

Additional Naviance and National Student Clearinghouse Data offered information on post-

secondary enrollment status for the classes of 2012 and 2013 yielded the following:

Enrollment Data



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Class of: 2012 2013

Number of Students 51 45

Enrolled in post-secondary education (as of Fall 2013) 44 37

Percent of Class Enrolled 86% 82%

Number of students who never enrolled in post-secondary

education

5 8

Number of students persisting to 2nd year at same institution 38 (75% of

class)

Number of students who transferred institutions 5

Number of student who dropped out of post-secondary education 2

Other: 1 member of the Class of 2012 did not matriculate to a post-secondary institution

following graduation, but is not currently enrolled.

Only 2 members of the Class of 2012 who matriculated to post-secondary education for

their first year did not persist to a post-secondary school for a second year.

The volume of college applications processed and submitted by Christ the King students

reflects a strong college matriculation culture at the school, reinforced by the CTK

college prep course. The long list of post-secondary institutions to which CTK students

are applying suggests that the college prep course aids in exposing students to a wide,

diverse range of college and university options.

While the application efforts of CTK students are commendable, the diverse range of

institutions that CTK students are seeking may point to misdirected efforts. First, while some

students are applying to just one post-secondary option, some students applied to over twenty or

thirty colleges. Also, as noted in the Application Data chart, only about 50% of student

applications yield acceptances.



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Enrollment Data gathered on the classes of 2012 and 2013 point to the real successes of

the CTK college counseling staff. Though the College Prep course existed less formally for the

class of 2012, data for both the 2012 and 2013 graduating classes suggest college application

efforts lead to college matriculation and persistence. As of fall 2013, 86% and 82% of the classes

(2012 and 2013, respectively) were enrolled in a college or university. 75% of the class of 2012

persisted at the same institution for a second year of study. According to the Pew Research

Center, in 2012, just 50.9% of low-income high school graduates were enrolled in a two or four

year college, with 67% of black student enrolled. The data on CTK matriculation and retention

suggests that students are directed towards and enrolling at post-secondary institutions that are of

a good fit.

A review of three years of ACT data (2012-2014) yielded the following:

ACT SCORE DATA:

Class of : 2012 2013 2014

Number of Students to take

ACT Test.

48 44 62

ACT Average 16.8 16.7 15.7

# of students who scored 18

and above

18 16 41

Highest Score 21 26 25

Lowest Score 12 12 12

Average Number of Retakes 2.862

29 Students retook

test

2.515

33 Students retook

test

2.395

48 Students retook

test

The number of students taking the ACT in each class suggests that not all seniors took the

ACT test. The number of students that scored above the national average score of 18 was

extremely impressive. The number of student who scored above the National ACT average

tripled for the class of 2014 seniors. This is very commendable for CTK and should use this data



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as a positive reflection of their college prep course and the ACT Prep component of the course.

There is a clear correlation of the students exceeding the National average. More than 50% of

each class of CTK seniors re-took the ACT test. CTK seniors gradually increased the number of

retakes each year as well. With the increased number of retakes, several students’ ACT score

increased by 1 – 2 points or higher.

The ACT average for the CTK seniors dropped each year due to the increased enrollment

number of seniors. Although the overall average may have decreased each year, it is not a

reflection of the course or the ACT Prep. Each year the class number size increased and their

more scores that were calculated.

Student perception data and experiences with the college prep course were gathered in a brief

survey and focus group conversation. Information gathered is reflected below.



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CTK FOCUS GROUP RESULTS (see appendix B for full report)

Agree Disagree Total

I learned a great deal by taking this course? 100.00% 0.00%

5

5 0

The Instructor demonstrated a thorough knowledge of

the subject matter? 80.00% 20.00%

5

4 1

The Instructor demonstrated an interest in student

progress? 100.00% 0.00%

5

5 0

The assignments were relevant to the learning outcomes? 100.00% 0.00%

5

5 0

Criteria for successful performance in this course were

clearly stated? 100.00% 0.00%

5

5 0

Students were encouraged to take responsibility for their

own learning? 100.00% 0.00%

5

5 0

I am able to demonstrate my knowledge/skills in this

subject matter? 100.00% 0.00%

5

5 0

All of the students had positive feedback regarding the effectiveness of the course.

4 out of 5 students agreed that they feel that because of the college prep course, they will

enroll in a post-secondary institution after graduation.



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4 out of 5 students felt that they have support and guidance throughout the college

admissions process.

4 out of 5 students agreed that the course helped them in their decision making for

colleges and life situations.

5 out of 5 students felt that the materials used in class helped with their college admission

process.

3 out of 5 students feel that one semester of college prep is sufficient.

4 out of 5 students feel their instructor for the college prep course made the course

effective. (Mr. Barlow was mentioned the most)

Overall all of the students agreed that course helped change their perception of college

and thoughts of attending college into a positive.



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VI. Conclusions and Recommendations

The volume of post-secondary applications supported by the CTK college prep course is

impressive. However, the extremes in application submission from student to student suggest one

area for improvement. This research team recommends a target of six to eight college

applications per Christ the King senior, including largely safety or target schools and one to two

reach schools. Among the classes of 2013 and 2014, 40% of the college decisions received by

CTK students were acceptances. While there is a certain degree of relativity from year to year

and student to student, this research team recommends enhanced efforts that direct CTK students

toward schools of an appropriate fit per academic background, school culture, and financial

support. This research team recommends an enhanced curricular focus on resources such as the

Supermatch or Naviance software systems that help students make informed application

decisions based on historical trends and criteria.

CTK student rates of post-secondary matriculation and retention significantly outshone

national trends. However, a goal of 100% post-secondary enrollment better aligns with Christ the

King’s college-going culture. The college prep course can support this by again exposing CTK

students to appropriate post-secondary options.

ACT data trends, especially the growing number of CTK students outperforming the national

score average, suggests evolving program efficacy as related to test prep. As a strong correlation

exists between test scores and the number of students retaking the test, multiple tests should be

encourage for all CTK students. Course instructors might also consider an incentives program for

student achievement gains achieved during test preparation. The research team recommends the

continuation of the ACT Prep section of the course. In addition to sustaining the software, the



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college and career counselors should be able to evaluate the instructor for the ACT Prep to

ensure the learning goals and objectives are achieved.

Student perception data largely pointed to course efficacy and a sense of support

surrounding the ACT preparation and college application process. Students suggested that the

course instructor had the greatest effect on their experience with the course. CTK might consider

incorporating peer observation and teacher evaluation in an effort to enhance overall instruction

and ensure best execution of learning goals. CTK might also consider incorporating basic college

knowledge during the first semester of their junior year. Students suggested that it would have

been more effective and helpful to start college terminology, college selectivity, and factors to

consider when choosing a college earlier than they are exposed to it currently. It is also

recommended by the research team for CTK to enhance and extend the financial aid process and

importance. Students felt that they only talked about financial aid briefly and the discussion

ended once the FAFSA application was completed. It is suggested to link scholarship research

and financial assistance together. CTK seniors felt that they needed more support and guidance

after the course was completed. It is suggested that CTK hold bi-monthly events to assist

students with scholarship research and financial and enrollment assistance.

This research team also recommends more thorough use of Naviance software to support

the college application and data collection process. Once students are registered for Naviance,

they are able to discover colleges through the Super Match survey. This survey takes academic

background, finances, and geographical preference (among many other things) into account

when matching students to potential colleges and universities. The Naviance system also allows

the school’s site administrator to track important test scores (customizable for each school), ACT

score data, the survey results for each student, monitor application process, and upload all



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necessary application documents to the site to send to colleges and universities. Administrators

may also track student acceptances, denials, application progress, and students’ persistence after

the first year of college. The transition from the current methods of data collection to Naviance

will take some time, but this team recommends a full transition to utilize Naviance to its full

potential.



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VII. Limitations

The evaluation was limited by several factors. First, the research team does not claim

expertise in data analysis or program evaluation. Also, data available was limited, as Christ the

King is a young school, now celebrating its third graduating class. College persistence data,

especially, will be better informed in future years. Finally, time constraints only allowed for two

site visits, the latter with a small number of student participants. Also the students who

participated in the focus group were designated instead of a random selection. Should this

evaluation be repeated, this research team would engage with a larger student sample, implement

a planned electronic survey for graduating seniors and CTK alums, and code colleges reflected in

application and acceptance reports in an efforts to show where CTK students are most frequently

admitted. The ACT scores would also be coded to reflect the improvement of scores due to

multiple retakes and show correlation to college admission selection.

The college prep course at CTK has evolved each year since the school’s inception and

the courses’ inception. This most important points to the involvement of the staff and

faculty. The staff is consistently evaluating the college prep components and the content so that

they can best serve the needs of their students. Efficacy seems to be the culture of the staff

which is clearly stated through their attentiveness and willingness to adjust content or other

components of the course. Displaying CTK’s senior achievements and scholarship tracker is

extremely essential and effective. There is an unspoken rivalry among the grade levels at CTK.

Each grade level secretly wants to out shine the previous senior class. The research team

recommends that CTK continue the practice to display the college admission achievements for

the seniors. It displays a healthy competition among the grades as well as a motivational tool for

the current seniors. The CTK seniors rely on the college tracker bulletin boards to highlight their



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accomplishments. It is important for the staff to keep the information updated not only to

motivate the current class but to inspire the underclassmen.

Overall, this research team finds that the Christ the King college prep course is effective

in giving students an opportunity to get college related tasks accomplished such as college

applications, scholarships, resumes, personal statements. The course can be more effective in

improving the college knowledge for students as it relates to factors they should consider in

selecting a college and the financial aid process. There is a clear indication from the data that the

College Prep course is serving the purpose of their objective.



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VIII. References

Christ the King Jesuit College Preparatory School [website]. (2014). About CTK. Retrieved from

http://www.ctkjesuit.org/about/overview.html.

Cristo Rey Network [website]. (2014). Schools. Retrieved from

http://www.cristoreynetwork.org/page.cfm?p=353

National Center for Education Statistics. (2012). Percent of high school completers by income

level enrolled in a 2- or 4-year college. 2012 Digest of Educational Statistics.

http://www.pewresearch.org/fact-tank/2014/01/15/college-enrollment-among-low-

income-students-still-trails-richer-groups/

http://www.cristoreynetwork.org/page.cfm?p=353

http://www.pewresearch.org/fact-tank/2014/01/15/college-enrollment-among-low-income-students-still-trails-richer-groups/

http://www.pewresearch.org/fact-tank/2014/01/15/college-enrollment-among-low-income-students-still-trails-richer-groups/



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IX. Appendices

A. Appendix 1: CTK ACT Score Data Analysis

ACT SCORES:

Class of : 2012 2013 2014

Number of Students to take ACT Test.

48 44 62

ACT Average 16.8 16.7 15.7

# of students who scored 18 and above

18 16 41

Highest Score 21 26 25

Lowest Score 12 12 12

Average Number of Retakes

2.862 29 Students retook test





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B. Appendix 2: CTK Focus Group Results

Q1 Agree or Disagree

Answ ered: 5 Skipped: 0

100%

80%

60%

40%

20%

0%

I

learned a

great

deal b...

The

Instructo

r

demons...

The

Instructo

r

demons...

The

assignmen

ts w ere

relev a...

Criteria

for

successfu

l...

Students

w ere

encourage

to tak...

I am

able to

demonstra

te my...

Agree Disagree

1

00.0

0% 80.00% 10

0.00 % 10

0.00 % 10

0.00%

10

0.00%

10

0.00%

2

0.00%

CHRIST THE KING JESUIT COLLEGE PREPARATORY SCHOOL COLLEGE PREP COURSE EVALUATION

REPORT

25

Agree Disagree Total

I learned a great deal by taking this course? 100.00%

0.00%

5 5 0

The Instructor demonstrated a thorough knowledge of the subject matter? 80.00%

20.00%

5 4 1

The Instructor demonstrated an interest in student progress? 100.00%

0.00%

5 5 0

The assignments were relevant to the learning outcomes? 100.00%

0.00%

5 5 0

Criteria for successful performance in this course were clearly stated? 100.00%

0.00%

5 5 0

Students were encouraged to take responsibility for their own learning? 100.00%

0.00%

5 5 0

I am able to demonstrate my knowledge/skills in this subject matter? 100.00%

0.00%

5 5 0

CHRIST THE KING JESUIT COLLEGE PREPARATORY SCHOOL COLLEGE PREP COURSE EVALUATION

REPORT

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Q2 Because of this course, do you feel

that you will enroll in college immediately

after graduation? Why or why not?


# Responses Date

1 Not really, I think I would have enroll in college on my own. The class helped through, put all the

college stuff in high school slang.

5/22/2014 5:20 PM

2 Yes because it will be easier to enroll in schools because of the knowledge. 5/22/2014 5:12 PM

3 Yes, this course gave me the gift of time. I had 50 extra minutes to fill out forms, applicationsand

scholarships.

5/22/2014 5:08 PM

4 Yes, I have already been accepted and registered/ enrolled. 5/22/2014 5:01 PM

5 Yes, because the assignments help me get into school. 5/22/2014 4:56 PM

Q3 Do you feel that you have support and guidance through the college application

and admission process?


# Responses Date

1 Yes, through Mr. James, Ms. Chayuluk, and Dr. Barlow. 5/22/2014 5:20 PM

2 Yes, the college counciler and the instructor for this class was very involved. 5/22/2014 5:12 PM

3 No, I was provided information after that it was up to me to figure and sort things out. Outside the

actual college courses which provided advice.

5/22/2014 5:08 PM

4 Yes from the college concilers and the instructor, the staff. 5/22/2014 5:01 PM

5 Yes, my mentor, my instructor, friends, family, and the staff @ christ the king. They have been there

behind my back from the first day. They have help with the nessecities for college.

5/22/2014 4:56 PM

Q4 How are you choosing the schools that you apply to or wish to apply?


# Responses Date

1 I look at what schools fit my critera and then the distance. 5/22/2014 5:20 PM

2 Based on if they have special program for what I want to major in, or and if they have my major at

all.

5/22/2014 5:12 PM

3 What school is best for me. My dreams and goals in life. Which school can help me accomplish

them. Majors, location.

5/22/2014 5:08 PM

4 Major, clubs, diverity, if it was far from Chicago, Size, type of meal plan, study abroud program,

police on campus, cost, private.

5/22/2014 5:01 PM

5 By my wants, major, travel abroad, and distance from home. I only applied to jesuit schools. 5/22/2014 4:56 PM



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Q5 How has this course helped you in decision

making?


# Responses Date

1 The course allowed me to look things in the perspective of it is all on me. It showed me how to look

at the pros and cons.

5/22/2014 5:20 PM

2 I don't think it made a difference in my dec ision. 5/22/2014 5:12 PM

3 This course helped me realize that dec isions made are life-changing. 5/22/2014 5:08 PM

4 It helped me narrow down my values of what was important to me. 5/22/2014 5:01 PM

5 It has showed me good was to make decisions, such as time-managment, good vs. bad, and just to

think overall possibability before.

5/22/2014 4:56 PM

Q6 Do you feel that materials you used in class helped you with the college

admission process?


# Responses Date

1 Yes! 5/22/2014 5:20 PM

2 Yes it was all electronic. 5/22/2014 5:12 PM

3 Helped a little bit. 5/22/2014 5:08 PM

4 Yes our curriculum was apart of what needed to be done for college. 5/22/2014 5:01 PM

5 Yes, because the materials in the class I would not have acess outside the school. 5/22/2014 4:56 PM

Q7 Do you think One semester of College Prep

is sufficient?


# Responses Date

1 No, need more time to work on scholarships. 5/22/2014 5:20 PM

2 Yes, because you were able to get a lot of things accomplished for the college admissions process. 5/22/2014 5:12 PM

3 I think that college prep should start earlier based on filling out the ACT portion. 5/22/2014 5:08 PM

4 Yes, if you were on top of your stuff. 5/22/2014 5:01 PM



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5 No, still need assistance after applying to colleges. 5/22/2014 4:56 PM

Q8 Do you feel the Instructor or just the actual course has made the

course effective?


# Responses Date

1 The instructor had a huge impact on the course. 5/22/2014 5:20 PM

2 The instructor made a huge impact on the course. 5/22/2014 5:12 PM

3 It is really up to the individual. The person has to have ambition. 5/22/2014 5:08 PM

4 The instructor. 5/22/2014 5:01 PM

5 The instructor had it planned to the T. 5/22/2014 4:56 PM



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C. Appendix 3: Notes from CTK Site Visits

Student’s Perspective:

Current juniors (2015) use Sylvan Learning Center for their ACT Prep. They have both

online and in person instruction.

o Juniors felt that the ACT section of the course was kind of effective. They worked

with a company to help them with strategies and time management.

o The juniors felt that their scores were average. They felt that ACT Prep portion

helped somewhat. Many feel that it is based on the individual and the time put

into practicing. They were still required to complete sections of the PREP ME.

Not sure if they were tracked or monitored for their progress.

o The students talked about their access to financial literacy during the course. The

students have Money Matters (Financial Management) and Leap Learning

curriculum on certain days. Different days determine the curriculum for class.

Some days you have ACT Prep, other days you have Money Matters or Leap

Learning.

o Junior College Prep Overall consists of:

ACT Prep

Career Interest Inventory

Resume Building

Current seniors (2014) had to use PREP ME which is an online course.

o The Prep Me was a self-directed online tool. Students worked at their pace. They

were only required to complete a certain percentage. Many stated that it is up to

the student and their ambitions to do well on the ACT.

o Students felt that is it up the student to get things done or to take the online prep

seriously. Many students would just click to get things done. It was not about the

score the student received. The student knew it was just a Pass or Fail assignment.

They were not concerned about the content of the materials.

o Students feel that the school has put more effort into the ACT Prep section of the

course. However, they still feel that the ACT Prep section is not effective. They

were glad that an instructor is there to assist, but the students still can just click to

get things completed.

o Seniors stressed that the instructors made a huge impact on the class. They were

especially engaged and enjoyed Mr. Barlowe. They enjoyed his teaching method

and felt that he was the reason they were able to get more things accomplished or

changed their perception of a post-secondary education.

o Many stated that the College Prep course helped their perception of college and

changed their mind about attending college after high school.



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o Seniors stressed that the course was essential and helpful in getting college

admissions tasks completed.

o Seniors stressed that they have worked hard to get where they are currently. They

felt the administration was not recognizing their efforts or highlighting their

accomplishments for the year.

They implied that several students had received Full Scholarships to

schools and the amount of scholarship money awarded was not

documented or updated on their senior boards.

They did say that some of the lack of updated information is due to

students not bringing in their documentation from colleges and the hectic

schedules of the counselors.

Staff’s Perception:

o The college prep course was designed a few years ago. When the school first opened,

there was no college prep course. They instituted a Saturday Component and After

School Sessions to provide information to the students. The attendance was low and

there was a lack of student engagement. Thus, the college prep course was created.

o The staff thinks that 1 semester in the spring of their Junior year and 1 semester in

their Senior year is sufficient for actual course. They also offer supplemental

work/information after school. Wednesdays are also used for information regarding

scholarships as well as the website the students used.

o The Juniors take the PSAT in the Fall semester and ACT in the Spring

semester.

o The staff feels that course provides enough information and helps the student far

enough in the course to seek self-advocacy. Many should be able to come in on their

own to utilize certain services or seek help.

o 2012-2013 School Year- The College Counselors designed Curriculum and the

Instructors Implement the curriculum and content.

o The course curriculum and design is from the CRISTO REY network.

CRISTO REY –recommended the PREP ME online tool for ACT

PREP. The students would be able to access the software/program

outside of school as well.

o 2013-2014 AY- College Counselors were still responsible for the curriculum,

but made changes to the course’s design. They cut more need to know

information and added more tasks and time to the students so that they could

get things done.

This year Sylvan Learning Center is providing the ACT Prep in both

online and in person instruction.



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When they had a parent meeting in regards to the Sylvan

Learning ACT Prep only 3 parents attended.

Staff feels that they still need a buy-in from parents and students.

There is also still a sense of accountability on behalf of the students in

order for them to be successful.

The urgency of the ACT Prep is just not there with the

students.

Counselors wish the instructors could be evaluated before they started

working with the students.

o Staff agrees with students: Instructors has a huge impact on the course and its

effectiveness.

o Naviance- Is a great tool for them because it helps them to evaluate data for reporting

and student organization.

o Staff can post scholarship opportunities directly for students to access.

o Students complete surveys about future goals and college/career assessments.

Helps for both students and staff to assist with organization.

o Naviance directly helps the students with documents and gets them to think

critically.

D. Appendix 4: Evaluation Information Collection and Analysis Worksheet

E. Appendix 5: CTK ACT Score Report 2012

F. Appendix 6: CTK ACT Score Report 2013

G. Appendix 7: CTK ACT Score Report 2014

Documents

CTK College Prep Course Evaluation Report