NYC College line - Bob Bardwell

NYC College line - Bob Bardwell


First Ladys Reach Higher Initiative Overview Connection To School Counselor Preparation Training Sharing Best Practices And Sample Pledges Next Steps Questions & Conversation White House College Opportunity Agenda Strengthening the School Counseling Profession Through First Ladys Reach Higher Initiative The Journey to Reach Higher In January 2014,

the White House sponsored a Summit during which President Barack Obama called for an ambitious new agenda aimed at improving college value, removing barriers to innovation and competition, and ensuring that student debt remains affordable. The Journey to Reach Higher Following this Summit, First Lady Michelle Obama continued the call for action through the

Reach Higher Initiative which aims to inspire every student in America to take charge of their future by completing their education past high school, whether at a professional training program, a community college, The FLOTUSs Priority! #ReachHigher The First Ladys Reach Higher Initiative The Reach Higher initiative will help make sure all students understand what they need to

complete their education, including: Exposing students to college and career opportunities Understanding financial aid eligibility that can make college affordability a reality Encouraging academic planning and summer learning opportunities Supporting high school counselors who can help more kids get into college Listening and Learning Conversation ~ May, Senior White House staff convened a 2014 Listening and Learning Session

on School Counseling with experts from the field, higher education, and professional organizations. This session examined the challenges and opportunities for school counselors to support students college aspirations The Miracle of Homero School counseling should not be an extra or a luxury just for school systems that can afford it. School counseling is a necessity to ensure that all our young people get the education

they need to succeed in todays economy - FIRST LADY MICHELLE OBAMA The Harvard White House On July 28, 2014Convening a special White House Convening at Harvard University focused on maximizing school counselors impact and influence on college enrollment. Reach Higher Connecting Connecting: Experience College Access Partners School Counselor Educators Funders Researchers

Non Profits Agencies School Districts State Department Attendees agreed to work collaboratively for the benefit of all students. 8:45 a.m. Welcome and Opening Remarks, Askwith Hall DEAN JIM RYAN, Harvard Graduate School of Education JAMES KVAAL, Deputy Director, Domestic Policy Council, The White House 9:20 a.m. Panel: Professional Development and Training, Askwith Hall INTRODUCTION MANDY SAVITZ-ROMER, Harvard Graduate School of Education PANELISTS BRANDY JOHNSON, Michigan College Access Network MELISSA MILLER KINCART, Utah System of Higher Education

RACHELLE PERUSSE, University of Connecticut-Storrs 10:05 a.m. Breakout Discussion Groups, Various locations 11:25 a.m. Panel: Innovative Programming and Research, Askwith Hall INTRODUCTION PAT MARTIN, Education Consultant PANELISTS LAURA OWEN, San Diego State University JOYCE BROWN, Center for College and Career Readiness JUDY PETERSEN, Granite School District, Utah 12:10 p.m. Breakout Discussion Groups, Various locations 1:10 p.m. Lunch, Gutman Library Reading Area FEATURED SPEAKERS ERIC WALDO, Executive Director Reach Higher, Office of the First Lady TRISH HATCH, San Diego State University Representatives from College Board, College Possible, Complete College America, Council for Opportunity and Education, iMentor, National College

Access Network, National College Advising Corps, and the Posse Foundation 2:40 p.m. Panel: College Counseling Tools, Askwith Hall INTRODUCTION CHERYL HOLCOMB MCCOY, Johns Hopkins University PANELISTS ALICE ANNE BAILEY, Go Alliance, Southern Regional Education Board KEITH FROME, College Summit/King Center Charter Middle School DREW SCHEBERLE, Greater Austin Chamber of Commerce SYLVIA LOPEZ, Dallas Independent School District 3:35 p.m. Breakout Discussion Groups, Various locations 4:40 p.m. Call to Action and Closing, Askwith Hall TED MITCHELL, Under Secretary, U.S. Department of Education BRIDGET TERRY LONG, Harvard Graduate School of Education 5 p.m. Reception, Gutman Library Reading Area Generously sponsored by the National Association for College Admission Counseling (NACAC

White House Convening Reports San Diego State University White House Convening November 17-18, 2014 Agenda 17

First Ladys Reach Higher Initiative Overview Connection To School Counselor Preparation Training Sharing Best Practices And Sample Pledges Next Steps Questions & Conversation 18 OUR Challenge: PREPARING SCHOOL COUNSELORS

The proportion of students going on to postsecondary education has steadily increased over the past 100 years and is likely to continue to increase. Getting more students ready for college means succeeding with an increasingly challenging student population, but one that needs the opportunity. National, state, and local education policy emphasize college and career readiness. Todays young people will need to be better educated and prepared as the US continues to move to a knowledge/information economic model.

School Counselor Training Who cares? Why is this important? What impact does this have on my school counselor preparation program? Reach Higher = Opportunity Focus on

School counseling Pre-service training and preparation coursework and Career and College readiness Systemic change in schools and communities Agenda 21

First Ladys Reach Higher Initiative Overview Connection To School Counselor Preparation Training Sharing Sample Pledges, Best Practices and Research Next Steps Questions & Conversation Sample pledges/best practices to encourage K-12 students to seek postsecondary education/training

Provide dedicated pre-service graduate coursework which teach college admission counseling topics and require specific CCR competencies be met Integrate CCR topics and standards in all courses Expose school counseling graduates to family/cultural issues/expectations around higher education Sample pledges

(continued) Ensure graduates understand how to create and maintain partnerships with K-12, higher education and community resources in relation to CCR Ensure that aspiring school counselors understand how school policies are created and how some policies may create barriers to access higher education for some students Teach school counseling students the necessary college and career readiness leadership and advocacy skills to impact change Sample pledges

(continued) Ensure K-12 school counseling students have fieldwork experiences that expose them to Creating a college going culture within the school and extended communities Organizing career/college programs and

activities within the school Implementing classroom lessons targeting career and college readiness Financing higher education and the financial aid application process Sample pledges (continued) Expose students to theory and significance of early career and college exploration, awareness

and investigation activities Ensure students have an understanding and exposure to financing higher education and the financial aid application process Convene leaders from K-12, higher education, state agencies, the local community, non-profits, research and public policy organizations on your campus to engage in discussion and dialogue about CCR 26 Study Background Objective: Identify information to shape educational and advising strategies that facilitate college success for underserved students Data: ~ 6,800 ACT-tested high school seniors who took

the ACT Fall 2012 completed online questionnaire that asked about Academic engagement Parental involvement in college planning College planning activities and intentions College expectations and concerns (Radunzel, 2014) Underserved Groups Studied Survey respondents included: 21% first-generation students 32% racial/ethnic minority students

30% lower-income students Majority of underserved students (> 90%) in the sample indicated: Having aspirations of earning a college degree Being committed to completing a college degree Having the knowledge and skills needed for their post-HS plans (Radunzel, 2014) Academic Preparation and College Readiness Compared to their peers, underserved students less likely to:

Meet the ACT College Readiness Benchmarks Earn a HSGPA of 3.0 or higher Take higher-level HS math and science coursework Participate in dual-credit courses Earn college credit while in high school Discrepancy exists between students perceived and actual levels of college readiness (Radunzel, 2014) Parental Involvement Underserved students somewhat less likely to indicate parents involved in their post-HS plans Example shown by parents education level and ACT score

100 First-generation 90 80 92 84 92 91 78 70

Percent Non-first-generation 70 60 50 40 30 20 10 0 1 to 18 19 to 23

24 to 36 ACT Composite score range (Radunzel, 2014) College Planning Activities Underserved students less likely to participate early in college educational planning activities (Radunzel, 2014) College Planning Activities (cont.) Results hold even among higher-scoring students Example shown for percent visiting one or more colleges 100

Lower-income 90 Higher-income 80 81 70 70 Percent 60

50 56 70 68 58 40 30 20 10 0 1 to 18

19 to 23 24 to 36 ACT Composite score range (Radunzel, 2014) College Concerns Underserved students more likely to indicate they have college concerns (Radunzel, 2014) College Intentions Underserved students have somewhat different college intentions

(Radunzel, 2014) College Enrollment and Persistence Underserved students less likely to immediately enroll in college and persist to the second year (Radunzel, 2014) College Enrollment and Persistence College readiness helps reduce these gaps Example shown for college enrollment by family income and ACT score (Radunzel, 2014)

Activity 37 How is educational disparity being discussed in your program? Is this viewed as a social justice issue? How are you preparing your students to address inequity and opportunity gaps? Cutting Edge Innovation and Researc Must Drive Practitioners Work

We need research that will identify best practices and contribute to the development of effective equity driven school counseling models focused on increasing postsecondary opportunities for all students Its time to look beyond stereotypical responses which maintain the status quo We must challenge current policies and practices which impede school counselor efforts to increase college opportunity for our most disadvantaged students Collaborative research must be relevant to both school district and university partners Developing Robust Research Partnerships with School Counselor Practitioners

Collaborate with school counseling district and school level leadership Establish strong working relationships with district research departments Write joint proposals and prepare presentations for potential funders with school counselors and school counselor leaders

Recognize and honor the value of working with practitioners who bring a wealth of experience and a much needed voice for the students, school, and community you intend to work with. Share research findings with the appropriate stakeholders FAFSA Completion Project Logo Branding Media Coverage Community Partnerships Counselor Training

Summit Trusted Centers Student Involvem ent New Mexico Educational Assistance Foundation Harvard/Stanford/Johns Hopkins University School District Research Collaboration Year to Year Overall FAFSA Results (2010 vs. 2011) Outcome

FAFSA Completio n .103*** (.01) FAFSA Initiation .067*** (.01) College Enrollme nt .117*** (.01)

2010 rate .402 (.01) .567 (.01) .576 (.01) N 8655 8655

8655 Treatment Effect *** p<.001 Comparison to *H&R Block Study 80% Percent completing the FAFSA 70% 60% 50% 40%

30% 51% 40% 56% 40% Percent enrolling in college 69% 57% 41% 30%

Not offered help with FAFSA Offered help with FAFSA 20% 10% 0% PilotH&R Block studyPilotH&R Block study *H&R Block Study (Bettinger, Long, Oreopoulos & Sanbonmatsu, 2012) The Concept of Summer Melt Summer melt is a term that has been traditionally used by college admissions officers to describe the

phenomenon that students pay a deposit to attend a particular college but do not matriculate at that college the following fall. Here, summer melt describes the phenomenon that college-intending students fail to enroll in college at all in the fall following high school graduation. High School to College Transition Percentages indicate the share of collegeintending students that do not enroll anywhere in the fall following high Albuquerque,

school graduation Boston, MA 21% Denver, CO 31% Providence, RI 33% NM 29% Philadelphia, PA

32% Fort Worth, TX 44% Austin, TX 31% Baltimore, MD 50% Dallas, TX 28% Fulton County 22%

Why do students melt? Lack of access to help during the summer A financial aid process stacked against lowincome students Hard-working HS grads whove done

everything theyre supposed to fail to matriculate in college Unique nudgefree time in students education Confusio n about paperwo rk/burea ucracy Lack of Access to Support Low-income, 1st

generation college going Middle-income, college-educated family Summer Hurdles

Understanding financial aid award letters FAFSA verification Financial aid gap Family and friends not supportive Forms, fees, deadlines Housing Orientation Health insurance, vaccinations Havent started Strategies To Reduce Summer Melt Counselor Outreach: Peer mentor outreach:

Text messages: Counselors reached Personalized Peers in college out to students to texts reminding reached out to offer help with students of of offer advice and financial aid, tasks to help navigating required complete at their summer barriers

paperwork, and intended college social-emotional issues Urban School districts around the country over five years Approximately 100,000 students Participating across interventions Summer counselor outreach: Improved enrollment & persistence 100% Percent

80% Impact of HS counselor outreach Impacts on enrollment and persistence largest 83% ~ * 81% 78% among 74% 72% ** students 64% 60%

40% 20% 0% Levels of statistical significance: ~ p <0.10 * p<0.05 ** p<0.01 from the lowestincome backgrounds Treatment Control Text & peer mentor outreach: Increased enrollment among students with little college planning support

Percent 80% 60% Impact of text and peer mentor outreach Impacts on initial enrollment largest 74% 70% 69% 70%*67% 63% 69%

40% 20% 0% Levels of statistical significance: ~ p <0.10 * p<0.05 ** p<0.01 * 100% 65% among students in

the middle of the academic distribution Text message Peer mentor IES National Study National Sample of Students

Large Urban School Districts Graduate Students Participating in Qualitative Analysis of Focus Groups Text Messages Support National Call Center Counselor Support Student Challenges Lack Of Information And Support With The Process Financial Challenges And Concerns Confusion Navigating The College Admissions Process

Discouragement Leading To Giving Up Transportation Issues Lack Of Motivation Accountability Counselor Challenges Inconsistences Across And Within Colleges Lack Of Communication Across College Departments Research Issues Concern Over Randomization Design Lack Of Time/Interest To Document Individual Student Support Lack of Resources To Address All Student Needs Language Barriers

Leadership Skills Needed Confidence In College Knowledge And Abilities Motivation and Passion Able To Form Collaborative Relationships Bilingual Skills Personal GRIT Resourceful Problem Solving Skills Ability To Think Proactively

Taking Initiative BRIDGIT Adaptive Online Platform to Increase Counselors Capacity to Mitigate Summer Melt Bridgit

Students complete brief survey on their progress toward matriculation Guides Counselor Outreach Provides student with prioritized task list and online resources Platform for text messaging 57 Graduate Student Participation

Three graduate students traveled to Memphis, TN, St. Louis, MO, and Kansas City, MO to interview principals, school counselors and college advisors on their experience using Bridgit. They transcribed the interviews and participated in all aspects of the coding and analysis 58 San Diego Summer College Center Graduate Students volunteered 10 hours each Student are now placed in High School Fieldwork

Assignments and recognize the tasks that students need help with earlier in the year Agenda 59 First Ladys Reach Higher Initiative Overview Connection To School Counselor Preparation Training Sharing Best Practices And Sample Pledges Next Steps Questions & Conversation

WWW.NCSCPS.ORG National Consortium for School Counseling and Postsecondary Success (NCSCPS) Conceptual Framework NCSCPS Goals Creating a system where the relationships and outcomes between and among five critical areas for school counselors and college access professionals

will be aligned and collaboratively implemented Establishing a common set of student postsecondary outcome metrics success that intentionally address issues of unconscious bias and embedded inequitable practice Driven and maintained through school counselor leadership with engaged strategic partnerships in order to reach equity in postsecondary results for all students NCSCPS and University of North Florida White House Convening November 2-4, 2015 Jacksonville, Florida RESOURCES Agenda 66 First Ladys Reach Higher Initiative Overview Connection To School Counselor Preparation Training Sharing Best Practices And Sample Pledges Next Steps Questions & Conversation

Questions 67 Contact Information 68 Bob Bardwell [email protected] Laura Owen

[email protected]

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