1. Johns Hopkins University School of Education Developing a College Going Culture: What the Research Says and How to Apply It! Cheryl Holcomb-McCoy, Ph.D. Johns Hopkins University Ileana Gonzalez, Doctoral Student University of Maryland

2. Johns Hopkins University School of Education What was your educational journey?

3. Johns Hopkins University School of Education -Any surprises about your partner’s Ed Journey? -What messages do you think your students are getting? -Are they similar/different to the messages you received? -How many of you have children? -What messages are you giving your children? -How is that message similar of different than the ones we give to our students.

4. Johns Hopkins University School of Education 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.

5. Johns Hopkins University School of Education 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

6. Johns Hopkins University School of Education 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

7. Johns Hopkins University School of Education 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

8. Johns Hopkins University School of Education 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.”

9. Johns Hopkins University School of Education 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  Counselors at all grade levels have on-going collaboration  Counselors distribute college information to all students, faculty, and staff

10. Johns Hopkins University School of Education 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

11. Johns Hopkins University School of Education 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  Teachers visit counseling office

12. Johns Hopkins University School of Education 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

13. Johns Hopkins University School of Education 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

14. Johns Hopkins University School of Education 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 Involvement  College Partnerships  Articulation

15. Johns Hopkins University School of Education UC Accord’s Research on Increasing College Access  Leading Indicators of Increasing College Access: 1.Safe and Adequate School Facilities 2.A College-Going School Culture 3.Rigorous Academic Curriculum 4.Qualified Teachers 5.Intensive Academic and Social Supports 6.Opportunities to Develop a Multicultural College Going Identity 7.Family-Neighborhood-School Connections

16. Johns Hopkins University School of Education 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.

17. Johns Hopkins University School of Education 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!

18. Johns Hopkins University School of Education Rigorous Academic Curriculum  Students are prepared for and have access to algebra in middle school and college preparatory and AP courses in high school

19. Johns Hopkins University School of Education Qualified Teachers  Knowledgeable, experiences, and fully certified teachers provide instruction that engages students in work of high intellectual quality.

20. Johns Hopkins University School of Education 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.

21. Johns Hopkins University School of Education 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.

22. Johns Hopkins University School of Education 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.

23. Johns Hopkins University School of Education 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

24. Johns Hopkins University School of Education 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

25. Johns Hopkins University School of Education Why Strengthen College-Going Culture in Our Schools and Communities? College ready rates differ disproportionately by student/family income level and racial/ethnic groups.

26. Johns Hopkins University School of Education 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

27. Johns Hopkins University School of Education 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.

28. Johns Hopkins University School of Education 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.

29. Johns Hopkins University School of Education 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 the have too many “external program” or some who do not think the college message is worthwhile.

30. Johns Hopkins University School of Education Questions to Explore:  What is our graduation 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?  What is our faculty’s attitude toward the notion that every student at our school can succeed in college?

31. Johns Hopkins University School of Education 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?

32. Johns Hopkins University School of Education 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

33. Johns Hopkins University School of Education

34. Good Luck!