WEBVTT

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[Music] Welcome to the overview

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on Helping Students Navigate
the Path to College.

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"Many of our students go to college,
but once they're on campus they find

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that their days are filled
with remedial courses.

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How can we make sure they are
prepared for college work?"

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"Every year I see talented
students who don't go on to college

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because they don't know how to apply."

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"No one in my family
has gone to college.

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I can't picture myself
as a college student.

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I don't even know how
we could pay for it."

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It's no longer enough
to enter the workforce

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with just a high school diploma.

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We need to increase the
number of low-income

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and first-generation students
going to college for the well-being

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of their families and the economic
competitiveness of the country.

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According to the Census
Bureau, a full-time worker

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with a bachelor's degree
earns about $48,000 per year.

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For someone who started
college but didn't graduate,

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the number drops to about $34,000.

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And someone with just a high school
diploma earns about $27,000 per year.

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However, there are two major challenges
to increasing the number of students

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who go to college and succeed.

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First, students must be academically
prepared for college, and second,

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students must have the information about
how to apply to and pay for college.

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"What can we do to make sure our
students do well in college courses?

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How can we help them see college as
an expectation and a destination?"

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"We need specific examples of
how we can support our students

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and make sure they're prepared."

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Teachers, counselors, and administrators
can prepare high school students

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for college and assist them
through the application process.

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Every adult in the high
school plays an important role

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in getting students ready.

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Researchers have identified a set of
recommended practices for high schools

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to help low-income and
first-generation students

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to attend and succeed in college.

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They recommend that high schools: 1.

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Prepare all students for
college-level work and ensure

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that they understand college
readiness standards; 2.

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Use assessment measures to inform
students about their college readiness

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and to close identified gaps; 3.

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Surround students with adults and peers

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who support their college-going
aspirations; and 4.

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Help students and families
complete the steps

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for college entry and financial aid.

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"Our state doesn't have a set
college-readiness curriculum.

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What should we recommend our students
take to be academically prepared?"

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Schools should offer courses and
curricula that prepare students

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for college-level work
and by ninth grade,

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students need to understand what
constitutes a college-ready curriculum.

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This means implementing a curriculum
that prepares all students for college,

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which includes opportunities
for college-level work

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through advanced placement and dual
enrollment courses, for example.

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Schools should help students understand
what constitutes a college-ready

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curriculum, which often
includes four years of English,

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three years of mathematics, two to three
years of science and social studies,

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and one to two years
of a foreign language.

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Each high school student should have
an individualized four-year plan.

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Counselors or advisors can work
with incoming ninth graders

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to develop a course trajectory to
fulfill a college-ready curriculum.

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"But how do we make sure that
students stay on track for college?"

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Schools can use assessment
measures throughout high school

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to inform students about how prepared
they are for college and to assist them

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in overcoming any identified gaps.

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Administrators and counselors can
identify assessments, standards,

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and data available to provide an
estimate of college readiness.

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Using performance data such
as grades, course completion,

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and middle school transcripts,
schools can inform students

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about their academic
proficiency and college readiness.

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Students who are not on track
often have trouble catching up.

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Counselors and teachers can create
individualized plans for those students

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and support them with tutoring, recovery
programs, and after-school assistance.

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"I'm just not sure college is for me.

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I don't even know anyone
who goes to college."

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It's not enough to prepare
students academically.

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Low-income and first-generation
students need mentors, role models,

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and peers who support their
college-going aspirations.

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Schools can provide mentors for students
by bringing back recent graduates

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or creating a mentoring
program with a nearby college.

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Adults who share the same background
as students will understand the types

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of challenges they face
in reaching college.

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Schools can also build college
aspirations by providing opportunities

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for students to explore different
careers and by helping them

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to align these goals with plans
for two- or four-year institutions.

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Peers also play an important role.

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Offering academic activities and clubs

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after school can foster
college-going peer groups.

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"I don't know which college
I should apply to.

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I started my financial aid forms
but then stopped in the middle.

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It's all just too confusing for me."

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There are many steps to applying
and being accepted to college.

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Experts recommend that
schools assist students

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in completing these critical
steps for college entry

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and help families apply
for financial aid.

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Schools should: - Ensure
that students prepare for

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and take the appropriate college
entrance or admissions exam early; -

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Assist students in their college
search; - Coordinate college visits; -

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Assist students in completing college
applications; - Organize workshops

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for parents and students to
inform them prior to 12th grade

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about college affordability,
scholarship and aid sources,

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and financial aid processes;
and - Help students

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and parents complete financial aid
forms prior to eligibility deadlines.

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The recommended practices need
to be developed, evaluated,

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and adapted by schools and districts.

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Schools will be best served when
they develop a comprehensive plan

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for implementing the recommendations
as a set because ultimately,

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for these recommendations to work,

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high schools must cultivate a
college-going culture where teachers,

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counselors, mentors, and
peers all come together

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around high academic expectations.

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You will find materials on this
site for each of these practices

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that will help you work with your
staff to increase postsecondary access.

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Each practice includes tips to
help district staff, principals,

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and teachers plan for and carry
out the recommended reforms.

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If you are unfamiliar
with these practices,

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begin with the multimedia overview and
expert interviews in Learn What Works.

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See how schools have implemented
these practices in See How It Works.

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Use the tools in Do What Works

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to explore what your
school is already doing well

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and what you can focus on next.

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Remember, there are materials here for
educators at all levels of experience.

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Explore them for yourself and
then use them as you begin

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to implement these research-based
practices

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for improving postsecondary
access at your school.

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[Music]