Assessing the Implementation of the College Enrollment Network for School Improvement

• In Event: Collaborating With Schools and Using Data to Reduce Inequities in Student Outcomes

Abstract

Objectives: In 2019, a nationwide network of schools established the College Enrollment Network for School Improvement (CENSI) across three districts in Texas with the goal of increasing well-matched college enrollment for students who are traditionally underrepresented in higher education. Through this initiative, 11 high schools established school-based teams focused on college access. Teams received funds to implement college preparation activities, engaged in continuous improvement processes guided by an intermediary coach, participated in networking opportunities with other schools, and supported the implementation of college and career planning software. We conducted a multiyear implementation study to examine enablers and challenges to establishing, implementing, and sustaining systems and strategies to improve college access. This presentation summarizes findings across the three years of data collection.

Theoretical framework: The CENSI uses an asset-based approach to building schoolwide capacity for improving college access. The underlying premise is that establishing broader investment among a wide range of staff roles focused on college access; increasing the capacity of these staff to engage in continuous improvement cycles using relevant, disaggregated college access data; and building collaboration among schools with similar populations will enable schools to establish systems to effectively reduce barriers to college readiness and college access among traditionally underserved students.

Methods: We conducted a systematic qualitative analysis of interview and focus group data guided by a set of constructs relevant to the initiative, grounded in research on postsecondary preparation, and aligned with the theoretical framework. Interviews were coded in NVivo, allowing us to identify commonalities and differences in approaches, successes, and challenges across schools.

Data sources: Virtual interviews and focus groups with key constituents at the 11 participating schools, including school staff, principals, students, and coaches, were conducted across three years (2020–2022). To better understand how the approaches to college readiness compared to those at nonparticipating schools, we interviewed representatives from four comparison schools with similar student demographics.

Results: Qualitative analyses revealed multiple school and district systems critical to achieving progress toward improved college access for students historically underrepresented in higher education. These include systems for using data to identify and address the individual needs of priority student populations, initiating comprehensive strategies for college preparation early (i.e., 9th grade) in students’ high school careers, and engaging families through culturally responsive communication and activities. Furthermore, respondents indicated a need for school-based structures that encourage collective responsibility for college readiness among a wide range of staff roles; structured opportunities for staff to learn from a community of schools with similar student populations; and guidance and engagement in these activities at the district level.

Significance: The perspectives of participants in the CENSI provide valuable insights into the strategies, structures, and systems that can support greater college access. These perspectives highlight the challenges that remain in shifting mindsets and providing the resources and supports needed to make college a viable option for all students. The findings from this analysis can support efforts among schools, districts, and organizations to make college access a central schoolwide commitment.

Authors

• Catherine Bitter, American Institutes for Research

• Oshin Khachikian, American Institutes for Research

• Angela Su, American Institutes for Research

• Kristina L. Zeiser, American Institutes for Research