Developing a College Going Culture

1. Developing a College Going Culture Cheryl Holcomb-McCoy, Ph.D.

2. What was your educational journey?

3. My Educational Journey was… Scenic route Congested Extended Vacation Stop & Go Bumpy Road Stop Signs Guided Tour Smooth Sailing No Traffic Uphill Delayed Flight Sinking ship Hang gliding Adventure Tour Foggy Foggy, but clearing Detour Searching Rolling a Rock Uphill Stepping Stones Fly by Night

4. Reflections What MESSAGES do we send our students about their ability to go to college, in general? About community college? About 4 year colleges and universities? Selective universities? HBCUs? Are our students prepared/ready for college?

5. Background on College Aspirations High school and middle school students’ college aspirations have increased markedly, and gaps in educational aspirations across race and ethnicity and income have fallen dramatically.

6. Background on College Readiness Widening gaps, however, remain in terms of college readiness, access, and success across groups (e.g., race, income). ASPIRATIONS-ATTAINMENT GAP

7. Trends and Racial/Ethnic Gaps in Educational Attainment Source: Department of Education, National Center for Education Statistics, The Condition of Education, 2008.

8. What is a College Going Culture? The environment, attitudes, and behaviors in schools and communities that support and encourage students and their families to obtain the information, tools, and perspective to ensure access to and success in post-secondary education.

9. Recent Research Recent research illustrates the link between a high school college-going culture and postsecondary success: High school graduates who make the connection between college and career are more than six timesas likely to earn a bachelor’s degree. (Reclaiming the American Dream, The BridgespanGroup, 2006) Students who attend a high school with strong college climate are more likely to apply, enroll and attend college. Having a strong college climate makes the biggest difference for students with lower level of academic qualifications.(From High School to the Future: Potholes on the Road to College, Chicago Consortium on School Research, 2008) Nearly half of low-income students and parents ranked the primary mission of high school as being preparing students for college (2009 Deloitte Survey on Education)

10. Why Strengthen College-Going Culture in Our Schools and Communities? College-ready rates differ disproportionately by student/family income level and racial/ethnic groups.

11. College Readiness Students are college readywhen they have the knowledge, skills, and behaviors to complete a college course of study successfully,without remediation.

12. College Readiness Academic knowledge and skills evidenced by successful completion of a rigorous high school core curriculum (4 years ofmathematics, including algebra II; 4 years of English language arts; 3 or more years of science; 3 or more years of social sciences/history) Success in college-prep and college-level courses taken in high school that require in-depth subject-area knowledge, higher-orderthinking skills, and strong study and research skills, e.g., as evidenced by achievement of a grade of 3 or higher on at least one APexamination.

13. College Readiness Advanced academic skills, such as reasoning, problem solving, analysis, and writing abilities, e.g., as demonstrated by successfulperformance on the SAT (a score of 1020 in critical reading and mathematical reasoning corresponds to a 90% probability of a FreshmanGPA of C or higher and a 50% probability of a B or higher). College planning skills, as demonstrated by an understanding of college and career options and the college admissions andfinancing process.

14. McDonough’s Conceptualization of a College-Going Culture Clear Expectations College Partnerships Family Involvement Comprehensive Counseling Model Testing & Curriculum Faculty Involvement Information and Resources Articulation

15. Clear Expectations Explicit goals of college preparation must be defined and communicated clearly, consistently, and in a variety of ways by families and all school personnel. School mission statement Four year plans for all students Frequent communication with students about their college options Ongoing opportunities to discuss college preparation, define goals

16. College Partnerships Have active links between K-12 schools and local colleges and universities that can lead to field trips, college fairs, and academic enrichment programs Students at all grade levels have visited local college campuses College dress days, door decoration contests, guest speakers Tutoring programs Pen Pal program with college students

17. Family Involvement Family members must have opportunities to gain college knowledge and understand their role. College Fairs for students and their families Evening/weekend parent workshops to learn about college preparation, financial planning Parents supported in their belief that their children are “college material.”

18. Comprehensive Counseling Model All counselors serve as college counselors and all student interactions with counselors are college advising opportunities All high school counselors attend state college conferences (e.g., NACAC) Counselors at all grade levels have on-going collaboration Counselors distribute college information to ALL students, faculty, and staff

19. Testing and Curriculum Students must be informed about necessary tests, must be given the opportunity to prepare for these tests, and testing fees must be taken into account PSAT given on school day to all 10th graders with fees waived Master schedules changed to make more college prep classes available Students learn organizational skills

20. Faculty Involvement Faculty must be active, informed partners with counselors, students, and families and professional development opportunities must be available. Classroom decorations and “college corners” College Talk in class time Mathematics teachers work with PSAT-takers Teachers understand their roles in college prep (e.g., English teachers assist with college essays and applications) Teachers visit counseling office

21. Information and Resources Students must have access to up-to-date, comprehensive college information and schools must build college knowledge infrastructure. College-related periodicals PSAT/SAT/ACT materials Financial aid materials College catalogs College choice guides CD ROMS on college planning Workshops on test prep, financial planning, and high school coursework planning

22. Articulation Students should have a seamless experience from kindergarten through high school graduation, with ongoing communication among all schools in a feeder group, and work at one school site should connect with activities at other levels. Students hear a consistent message at all grade levels As early as kindergarten, students are seeing themselves as college material Middle schools connect with students as young as fifth grade High school and middle school counselors are pooling resources and making connections

23. UC Berkeley’s Center for Educational Partnerships A College-Going Culture consists of…. College Talk Clear Expectations Information and Resources Comprehensive Counseling Testing and Curriculum Faculty Involvement Family/Parent Involvement College Partnerships Articulation

24. UC Accord’s Research on Increasing College Access Leading Indicators of Increasing College Access: Safe and Adequate School Facilities A College-Going School Culture Rigorous Academic Curriculum Qualified Teachers Intensive Academic and Social Supports Opportunities to Develop a Multicultural College Going Identity Family-Neighborhood-School Connections

25. 1. Safe and Adequate Schools Students must attend schools that are free of overcrowding, violence, unsafe and unsanitary conditions, and other features of school climates that diminish achievement and access to college.

26. 2. A College Going Culture Teachers, counselors, administrators, parents, and students expect students to have all the experiences they need for high achievement and college preparation. Adults encourage students to exert the necessary effort and persistence throughout their entire educational career and adults work diligently to eliminate school-sanctioned alternatives to hard work and high expectations! Students believe college is for them!

27. Rigorous Academic Curriculum Students are prepared for and have access to algebra in middle school and college preparatory and AP courses in high school

28. Qualified Teachers Knowledgeable, experienced, and fully certified teachers provide instruction that engages students in work of high intellectual quality.

29. Intensive Academic and Social Supports Teachers and counselors play a pivotal role in informing and preparing secondary students for college. Students need support networks of adults and peers who help access tutors, material resources, counseling services, summer academic programs, SAT prep, coaching about college admissions and financial aid, and other timely assistance.

30. Opportunities to Develop a Multicultural College-Going Identity Students see college going as integral to their identities; they have the confidence and skills to negotiate college without sacrificing their own identity and connections with their home communities. They recognize that college is a pathway to careers that are valued in their families, peer groups, and local communities.

31. Connections Among Families, Neighborhoods, and Schools Around College-Going Connections between families and schools build on parents’ strengths and consider them a valuable education resource for students. Educators and community groups work together to ensure that all families have access to essential knowledge of college preparation, admission, and financial aid.

32. Pathways to College Network: College Focused Schools Do the Following Involve leaders at all levels in establishing policies, programs, and practices Maintain sufficient financial and human resources for this mission Assess policy, programs, and practices regularly to determine their effectiveness

33. Pathways to College Network College Focused Schools Do the Following Expect all underserved students are capable of being prepared to enroll and succeed in college Provide a range of high quality, college prep tools for students and families Embrace social, cultural and varied learning styles when developing the environment and activities at the school

34. Realizing the College Dream Three Premises All students should graduate from high school with a college preparatory curriculum that enables them to take advantage of all options in postsecondary education or in a career

35. Realizing the College Dream No matter what their futures may bring, as adults these students will benefit from the academic rigor found in college preparatory work. In this time of high stakes exams, economic hardship and changing demographics, it is important for students to understand how today’s challenging course work means a brighter future not only for themselves, but for their families and communities.

36. Common Misperceptions About Preparing for College Meeting my high school graduation requirements will prepare me for college It’s better to take easier classes and get better grades My senior year in high school doesn’t matter I don’t have to worry about my grades, or the kind of classes I take, until my sophomore year.

37. Barriers to Developing a College Going Culture Counselor-Student Ratio Tendency of counselors to do one-on-one work that doesn’t influence the “culture” of a school Resistance from teachers (feeling like they have too many “external programs” or some who do not think the college message is worthwhile).

38. Questions to Explore With Your School Staff: What is our graduation rate? Retention rate? What is our college application rate? What is our college acceptance rate? What are our school counselors’ top three priorities, and how is their year and days structured? What percentage of our students take the SAT? ACT? PSAT? PLAN? How many AP or college level classes does our school offer? Advanced math courses? What is our faculty’s attitude toward the notion that every student at our school can succeed in college?

39. Questions to Explore: How often do our administrators, counselors, and teachers consult college professors and administration about curricular decisions regarding student preparation or ask for data on the performance of graduates? What do we do to promote college information sessions? Do we emphasize college advocacy during our hiring and evaluation practices? Do all of our students have access to all teachers and classes? Is one of our school improvement goals related to the issue of college?

40. Thanks for all that youwill do to help studentsconnect with college success! Have a great week!