By: Tony DePrato | Follow me on Twitter @tdeprato
I am always focused on the end-game. The end-game for students is the next level after they leave K-12. Preparing students to compete and succeed is difficult. There is always a huge debate over where time should be allocated, what subjects are more important, and what skills will be required ten years after graduation.
I do believe there are always trends, and finding those trends can be difficult. Most of the data we gravitate towards, is data that we are directed to look at. The trick to finding trends, is to find new questions to ask. In order to find those questions, I try and look at data through a variety of lenses.
College Admissions Data
The National Association for College Admission Counseling (NACAC) publishes a report called the State of College Admission. I decided to research the 2014 and 2016 reports (data range from 2006-2015) after being very intrigued by a 2007 article titled, Young, Gifted, and Not Getting Into Harvard.
The author,
Of course, evolution is not the same as progress. These kids have an AP history textbook that has been specially created to match the content of the AP test, as well as review books and tutors for those tests. We had no AP textbook; many of our readings came from primary documents, and there was no Princeton Review then. I was never tutored in anything and walked into the SATs without having seen a sample SAT question.
As for my bean sprouts project, as bad it was, I did it alone. I interview kids who describe how their schools provide a statistician to analyze their science project data.
I started to wonder, aside from academics, are university admission processes valuing all the extracurricular work students are doing, and all the stress and time involved in this competitive process. Many extracurricular options involve technology, and require significant investment in time and money.
The data from NACAC was interesting. There are four common summary columns: Considerable Importance, Moderate Importance, Limited Importance, No Importance.
I decided only to review the change of “importance” in the No Importance category. The first three categories are variable. No Importance is not variable, it is absolute, and reflects a definitive negative statement.
Technology in the Classroom 