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[Music] Welcome to the overview
on Inspiring Students to Attend College.

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While many students dream of going
to college, without regular contact

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with college-educated adults outside
of school, those dreams can fade

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as students begin to view college
as an unattainable goal.

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This danger is especially great
for low-income students or those

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from families with no college graduates.

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High schools can help by:
Developing mentoring programs,

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Facilitating events with peers
who are planning to attend college,

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and Providing opportunities for 
students to explore careers.

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Low-income and first-generation
college-going students need role models

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that they can relate to.

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Volunteer mentors
who share the same background

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as students, such as high school alumni,
local college students, or professionals

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from the local community,
can help students see college

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as a real option for them.

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Even high school seniors who are going
through the college application process

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can work with younger students.

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Such mentors are far more likely
to understand the types

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of challenges the students face every
day, both academically and personally.

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Mentors can help students in a 
number of ways, such as:

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Sharing their personal experiences
in preparing for and attending college,

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and deciding on a career path;
Working through the college application

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process with students,
including introductory essays

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and financial aid forms;
Reviewing students' report cards,

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discussing homework,
and advocating for students

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who need tutoring;
and Listening to the student,

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discussing his or her concerns,
and offering advice as needed.

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This kind of relationship 
requires regular communication.

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Mentors should communicate with freshman
and sophomores at least monthly,

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and they can establish more frequent
contact with juniors and seniors.

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Districts and schools can support
mentors by providing

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professional development.

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Training sessions can include examples
of activities mentors can do

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with students and information they will
need to help students resolve academic

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or personal issues that come up.

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School staff can help by checking
in with both students and mentors

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to ensure that the students are
receiving the support that they need

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from the relationship.

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Schools may have concerns
about mentors being consistently

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available and maintaining relationships

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with students over the course
of the year.

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Partnering with local colleges
that offer academic credit

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for volunteer work can help to 
ensure that mentors stay

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with the program throughout the
school year.

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For example, college students
in counseling programs may need

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to complete an internship and 
could serve as mentors

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to fulfill that requirement.

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Students who are involved in activities
with peers who plan to go

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to college are far more likely
to pursue college themselves.

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Extracurricular activities
and college access programs can help

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to develop students' interest
and foster friendships between students

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with college aspirations.

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Academically focused programs,
like debate clubs or honor societies,

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can promote college awareness further
by hosting guest students and groups

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from local colleges.

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High schools may feel
that adding college access programs

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or other activities will tax their
limited resources.

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Schools can look at the activities 
currently being

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offered and evaluate how each one
contributes to the school's goals

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and focus on college preparation.

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Strategic planning sessions can help
schools decide if the activities offered

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to students support a college-going
culture and how

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to use available resources
more efficiently.

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Schools can also consider summer
programs at local colleges

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that would allow their students
to interact with college-bound peers,

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improve their academic preparation,
and expose them to a college environment.

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High school students are often uncertain
what occupation or career they want

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to pursue, let alone how college fits
into many career paths.

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High schools can design a series
of career exploration activities

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to help students identify career
interests and then provide

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opportunities that expand on 
those interests.

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These might include having local
professionals talk about their education

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and work at a school assembly or 
linking up students with job-shadowing

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and internship opportunities.

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Students may have a limited
understanding of what is required

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academically for a given career.

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High schools can inform students
about the specific skills, knowledge,

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and education needed
for their area of interest.

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They can provide examples
of local colleges that offer degrees

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in the chosen field as well
as help students create a long-term

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education plan to guide their 
coursework through high school.

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This plan will need to be revisited 
regularly with each student.

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Some ninth-grade students may not be
ready to discuss careers or interests.

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Inviting high school alumni to talk
about their career paths can help

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students begin thinking
about their future.

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By surrounding students in a culture
that makes college accessible,

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achievable, and expected,
a high school can help its students

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prepare for and eventually
enter college.

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To learn more about Inspiring Students
to Attend College,

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please see the additional resources
on the Doing What Works website.