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Using Better Information to Help Reduce Inequality in College Access (2009)

Preliminary Results of a Pilot Project

August 2009

Juan Sanchez, UC Office of the President

Gail Kaufman, Claudia Morales, and Miya Hayes Melish
Center for Educational Partnerships, UC Berkeley

Patricia Clark, Charles Dayton, David Stern, and Susan Tidyman
College and Career Academy Support Network
Graduate School of Education, UC Berkeley

 

SUMMARY

This paper reports on the results of pilot test of the Transcript Evaluation Service (TES), which electronically examines the transcripts of an entire high school’s student body and determines whether each student is on track to meet the a-g requirements. The pilot test indicates that TES can dramatically improve the breadth and precision of information available to high schools about a-g course-taking.  Data from the test showed increases in the proportion of students, especially in grades 9 and 10, who were on pace to meet course requirements for California public universities. These results suggest that the TES can be useful as part of an effort to increase access to California higher education and also as a tool for evaluating such efforts.

The key recommendation of this report is that the Transcript Evaluation Service should be made available to far more schools and students in California. While it played a valuable role in this project, it exists at only 80 high schools out of approximately 2,000 high schools in California.

You may download the entire report, in either pdf or MS Word format, using the links on the right.

 

NOTES

This project was made possible by a grant from the James Irvine Foundation.  The authors wish to thank Anne Stanton and Rogéair Purnell for their support and guidance.

Susan Parker, of Clear Thinking Communications, provided expert editorial assistance.