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Step-by-Step: College Awareness & Planning for Families, Counselors and Communities NACAC Education & Training 2017
Step-by-Step:College Awareness & Planning for Families,
Counselors and Communities
NACAC
Education & Training
2017
Available for FREE:
www.nacacnet.org/steps
Data about college
counseling and the
college admissions
process
African-American, Latino and
Native American students are still
significantly underrepresented in
college in general and in four-year
colleges in particular.
Co
llege
Un
iver
sity
• Students with parent with a 4-year degree – 93 percent
• First-generation students – 59 percent
• Rural students, despite better high school graduation rates, enroll in college at rates 6 percent lower than the national average and 8 percent lower than their metropolitan counterparts.
College Enrollment Rates
Exploring the Relationship between High School Counseling and
Students’ Subsequent Postsecondary Enrollment
How Can High School Counseling
Shape Students’ Postsecondary
Attendance?
DataHigh School Longitudinal Study of 2009
• Nationally representative, longitudinal study of over 23,000 9th grade students enrolled in 944 public and private schools
• Follows students through high school, postsecondary education, and into the workforce
• Surveyed students, parents, school counselors, school administrators and math and science teachers
• Incorporated a mathematics assessment which tested algebra, problem-solving, and reasoning skills
Student Characteristics
Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
Counseling Program Characteristics
N
Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
Student Characteristics Counselors
May InfluenceN
Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
Student Outcomes
Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
N
Met with Counselor
in
12th Grade to
Discuss College
Admissions
Logistic Regression Results: Students’ Meeting with Counselor About College
The following had a significant effect on whether a student in 12th grade met with a counselor to discuss college admission:
Counseling Characteristics• Percentage of time counseling staff spent on college readiness• School held or participated in college fairs
Student Characteristics Counselors May Influence• Participated in a college prep program by 11th grade• Proportion of close friends who planned in 11th grade to attend a four-year college in Fall 2013• Parents’ expectations when child was in 9th grade for the child’s highest level of education • Student reported talking to counselor in 9th grade about college• Parent spoke with counselor by time child was in 11th grade about options for life after high
school
Student Characteristics• School Type• Mathematics exam score• Parents’ highest degree attained• Race
Percent of Students Who Discussed College Admissions in 12th Grade with Counselor, by Counselor Characteristics
Notes: Estimates are weighted by W3W1W2STU, and the rounded sample size was 10,700-10,900 observations.Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
Percent of Students Who Discussed College Admissions in 12th Grade with Counselor, by Student Characteristics Counselors May Influence
Notes: Estimates are weighted by W3W1W2STU, and the rounded sample size was 10,200-12,300 observations for all analyses except whether a parent met with a counselor by 11th grade, which had a rounded sample size of 5,100..Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
Met with Counselor
in
12th Grade to
Discuss Financial
Aid
Logistic Regression Results: Students’ Meeting with Counselor About Financial Aid
The following had a significant effect on whether a student in 12th grade met with a counselor to discuss financial aid:
Counseling Characteristics• School had one or more counselors whose primary responsibility was college
applications/selection• School offered informational meetings on sources of financial aid
Student Characteristics Counselors May Influence• Participated in a college prep program by 11th grade• Parents’ expectations when child was in 9th grade for the child’s highest level of education • Student reported talking to counselor in 9th grade about college• Parent spoke with counselor by time their child was in 11th grade about options for life after high
school
Student Characteristics• Parents’ highest degree attained• Race• Sex
Percent of Students Who Discussed Financial Aid in 12th Grade with Counselor, by Counselor Characteristics
Notes: Estimates are weighted by W3W1W2STU, and the rounded sample size was 10,900- 11,000 observations.Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
Percent of Students Who Discussed Financial Aid in 12th Grade with Counselor, by Student Characteristics Counselors May Influence
Notes: Estimates are weighted by W3W1W2STU, and the rounded sample size was 10,300 -12,400observations for all analyses except whether a parent met with a counselor by 11th grade, which had a rounded sample size of 5,100..Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
FAFSA Submission by Fall 2013
Logistic Regression Results: FAFSA Submission
The following had a significant effect on whether a student submitted a FAFSA by Fall 2013:
Student Characteristics Counselors May Influence• Student met one-on-one with counselor to discuss financial aid during 12th grade• Proportion of close friends who planned in 11th grade to attend a four-year college in Fall 2013• Parents’ expectations when child was in 9th grade for the child’s highest level of education
Student Characteristics• Mathematics exam score• Parents’ highest degree attained• In 9th grade, student planned to enroll in Associate’s or Bachelor‘s degree program after high school• Race• Sex
*Notably, no counseling characteristics were significant.
Percent of Students Who Submitted FAFSA by Fall 2013, by Student Characteristics Counselors May Influence
Notes: Estimates are weighted by W3W1W2STU, and the rounded sample size was 10,900 -13.300 observations for all analyses except whether a parent met with a counselor by 11th grade, which had a rounded sample size of 5,100..Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
Postsecondary Attendance in Fall 2013
Logistic Regression Results: Postsecondary Attendance in 2013
The following had a significant effect on whether a student attended postsecondary education in 2013:
Student Characteristics Counselors May Influence• Student met one-on-one with counselor to discuss financial aid during 12th grade• Proportion of close friends who planned in 11th grade to attend a four-year college in Fall 2013• Parents’ expectations when child was in 9th grade for the child’s highest level of education
Student Characteristics• School type• Mathematics exam score• Parents’ highest degree attained• In 9th grade, student planned to enroll in Associate’s or Bachelor‘s degree program after high school• Race• Sex
Percent of Students Who Attended Postsecondary Education in Fall 2013, by Student Characteristics Counselors May Influence
Notes: Estimates are weighted by W3W1W2STU, and the rounded sample size was 10,100 -12,400 observations for all analyses except whether a parent met with a counselor by 11th grade, which had a rounded sample size of 5,100..Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
Bachelor’s Degree
Program Attendance
in Fall 2013
Logistic Regression Results: Bachelor’s Degree Program Attendance in Fall 2013
The following had a significant effect on whether a student enrolled in a Bachelor’s degree program in 2013:
Student Characteristics Counselors May Influence• Student met one-on-one with counselor to discuss financial aid during 12th grade• Participated in a college prep program by 11th grade• Proportion of close friends who planned in 11th grade to attend a four-year college in Fall 2013• Parents’ expectations when child was in 9th grade for the child’s highest level of education
Student Characteristics• School type• Mathematics exam score• Parents’ highest degree attained• In 9th grade, student planned to enroll in Associate’s or Bachelor‘s degree program after high school• Race
Percent of Students Who Attended a Bachelor’s Degree Program in Fall 2013, by Student Characteristics Counselors May Influence
Notes: Estimates are weighted by W3W1W2STU, and the rounded sample size was 10,100 -12,400 observations for all analyses except whether a parent met with a counselor by 11th grade, which had a rounded sample size of 5,100..Sources: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09), Base Year, 2009-10; First Follow-up, 2011-12; and 2013 Update. Restricted Use File.
1. Several characteristics of the counseling programs in students’ schools were related to whether students met one on one with a high school counselor to discuss college admissions or financial aid.
2. Whether a student met one on one with a high school counselor to discuss college admissions or financial aid was related to the student’s likelihood of completing a FAFSA, attending postsecondary education, and attending a bachelor’s degree program.
3. Student characteristics that counselors may be able to influence were also related to students’ postsecondary outcomes, including:
• whether a student participated in a program that provided college preparation
• the proportion of the student’s close friends planning to attend a four-year college
• parents’ expectations in ninth grade for their child’s highest postsecondary degree attainment,
• whether the student spoke with a counselor in ninth grade about going to college,
• whether parents spoke with a counselor about their child’s options for life after high school by 11th grade.
Key Findings
• Students who met with a counselor to discuss financial aid were 6.8 times
more likely to submit a FAFSA than those of students who did not meet with
a counselor.
• Students who reported that a majority of their friends planned to attend a
four-year college had 75% higher odds of attending college than those who
reported fewer friends planned to attend a four-year college.
• Students who met with a counselor to discuss college admissions or
financial aid had odds of pursuing a bachelor’s degree program that were
twice as high as those of students who did not meet with a counselor to
discuss these topics.
Notable Numbers
Importance of Various Factors in the Admission Decision: First-Time
Freshmen
Percentage of Colleges Rating As:
Considerably Important
Moderately Important
Limited Importance
Not Important
Grades in College Prep Courses 79.2 13.0 6.9 0.9
Grades in All Courses 60.3 31.0 8.7 --
Strength of Curriculum 60.2 26.8 10.0 3.0
Admission Test Scores (SAT, ACT) 55.7 32.5 7.9 3.9
Essay or Writing Sample 22.1 39.0 21.6 17.3
Counselor Recommendation 17.3 42.4 27.3 13.0
Student’s Demonstrated Interest 16.9 33.3 26.8 22.9
Teacher Recommendation 15.2 43.5 27.8 13.5
Class Rank 14.0 37.7 32.0 16.2
Subject Test Scores (AP, IB) 7.0 35.2 32.6 25.1
Portfolio 6.6 10.0 30.6 52.8
Extracurricular Activities 5.6 43.3 34.6 16.5
SAT II Scores 5.3 8.4 23.0 63.3
Interview 3.5 23.1 28.4 45.0
State Graduation Exam Scores 3.5 11.0 25.4 60.1
Work 0.9 21.3 44.8 33.0
Note: -- = No institutions in category. Source: NACAC Admission Trends Survey, 2014
College Counseling
in Secondary
Schools
Student-to-Counselor Ratios
American School Counselors Association (ASCA) recommends a maximum of 250 students per counselor.
• National average at public schools is 476 students
• Only 3 states with ratios below ASCA’s recommendation: New Hampshire, Vermont, and Wyoming.
• Five states with ratios higher than 700: Arizona, California, Minnesota, Michigan, and Illinois
Sources: American School Counselors Association (ASCA). Retrieved 9/29/2016 from https://www.schoolcounselor.org/asca/media/asca/ASCA%20National%20Model%20Templates/ANMExecSumm.pdf ;US Department of Education (2015) Common Core of Data State Nonfiscal Survey Public Elementary/Secondary Education: School Year, 2013-14 Version 1a. Washington, DC: NCES..
Rankings of Counseling Department
Priorities
Private Schools Public Schools
College Preparation and Planning 1 2
Academic Achievement in High School 2 1
Personal Growth and Development 3 3
Preparation and Planning for Work 4 4
Source: Counseling Trends Survey, 2014
Percentage of Time on College Counseling
Private Schools Public Schools
Source: NACAC Counseling Trends Survey, 2014
55.0
12.0
11.9
9.0
2.65.3
4.3
22.4
23.9
21.7
14.6
7.0
5.45.0
Collegecounseling
High schoolcourse advising
Personal needs
Testing
Job counseling
Teaching
Other
At 37 percent of high schools, counselors were required to participate in professional development (PD); only 41 percent of these schools covered all associated costs.
Some schools more likely to require likely to require PD and to cover all associated costs:
‒ Private‒ Lower student-to-counselor ratios
Professional Development for
College Counselors in Secondary Schools
Building a college going culture
Elementary School
Middle School
High School
The Step by Step curriculum was a collaborative effort developed between NACAC and the Center
for Student Opportunity.
The Step by Step curriculum offers detailed plans and activities to support elementary, middle and high school students in the college preparation
and admission process.
Workshops have been presented in middle and high schools, community-based organizations, independent counselor settings and at many
NACAC conferences and workshops.
An Overview
Step by Step Overview
Step by Step: College Awareness and Planning for Families,
Counselors and Communities
4 separate curriculums – elementary, middle, early high school, and late high school
Parent/Guardian Workshops (MS &
HS)
Financial Aid Parent/ Guardian Workshops (HS)
Spanish Power Points are
Available (HS)
Step by Step Overview
45-60 minute student
centered lesson plans
with optional parent
sessions
Sequential program
Elementary School – grades K
- 5
Middle School -grades 6- 8
Early High School - grades 9, 10,
and first semester grade 11
Late High School -second semester of grade 11 and
grade 12
How can you use Steps?
• 6 – 8 week after/before school program / guidance class
• Homeroom / Advisory time
• Individual / Family counseling
• PTA / Parent meetings
Parent Programming
Welcome to Competitive Public High
School’s
Junior Parent Night
Hi! I am your junior’s counselor.
Objective
Provide information to parents
and guardians that will help
them become informed,
confident advisors to their
children about postsecondary
academic options.
Early High School Parent Program
Charting a Challenging High School Experience
Postsecondary education
Educational routes
Interest, values and abilities as pertains to
decision-making
Enlisting teacher and counselor support
Types of Financial Aid
Late High School Parent Program
Follow the Road to College
College selection and application
process
Parts of the application
Students’ Rights and Responsibilities
Parent and family role in the college
admission process
Financial Aid Parent Program
Paying for College
Financial Aid Calendar
Terminology
Assessing need
Types of financial aid
Student Curriculum
Elementary School
BRAND NEW! JUNE 2017
Session #1:
What do I Want to Be When I Grow
Up?
Job Possibilities (K)
Different Job Environments (1st)
In the Future (2nd)
What do you like ? (3rd)
Career Interests (4th)
Making a Name for Myself (4th or 5th)
Session #2:
How Can College Help Me?
College Knowledge (4th or 5th)
Know, Want, Learn (4th or 5th )
Starting Your Search for the Right College (4th or 5th )
Understanding College Terminology (4th or 5th )
Making the Most of Your College Experience (5th )
Step to the Top of Your Class (5th)
Elementary Curriculum
When I Grow Up
Lesson 1, Activity 1
Middle School
Middle School Curriculum• Challenge students to see college admissions and
attendance as a goal
• Help students assess their interests, strengths, and
academic habits
• Explain concepts about college options and financial
aid
Middle School
Curriculum
Session Titles
1: It’s All About Me: My Future Goals
2: Should I Go to College?
There Is a College for Everyone!
How do I Get to College? (Part 1)
How do I Get to College? (Part 2)
Middle School
Session #1: It’s All About Me: My Future Goals
Peer Connections
What Do you Like?
Making a Name for Myself
Middle School Curriculum
Peer Connections – Middle School Bingo
Lesson 1, Activity 1
High School
Early High School Curriculum
• Instill the belief that college is accessible and affordable
• Demonstrate ways for students to build a strong curricular and extracurricular foundation
• Develop an understanding of and a plan for standardized testing
• Promote the need for self-motivation and a network of adult mentors
• Assess career interests and aspirations as a way to research college options
Early High School
Curriculum
Session Titles
1: It IS All About Me: My Future Plans Start Today
2: There is a College for Everyone!
3: Going to College Starts Now: Curriculum & Testing
4: Going to College Starts Now: Extracurricular Interests & Activities
5: The College Search
6: Building your Dream Team and Taking it on the Road
Early High School
Session #1: It Is All About Me
Common Interests & Connections
What are your goals?
Why College?
College Cost & Increased Earnings
Wrap-up: Paying for College is a Family Affair & How it Works
Why College?
Personal College Counseling Questionnaire 1
Early High School
Session 1, Activity 3
The Great Sorting GameEarly High School
Session 4, Activity 4
Late High School Curriculum
• Develop a strategic plan for the college search and application process and the transition to college
• Review standardized test questions and schedule test dates
• Provide more in-depth analysis of career interests
• Guide students through the application and essay process
• Walk students through the financial aid process
Late High School
Curriculum
Session Titles
1: Goal Setting: Taking Stock
2: Standardized Testing
3: The College Search
4: The Application Process (Part 1)
5: The Application Process (Part 2)
6: Financial Aid & Final Wrap-up
Late High School
Session #1: Goal Setting- Taking
Stock
Where Are You?
How do you define college?
Who Are You?
What and When?
How Do You Define College?Late High School
Lesson 1, Activity 2
Late High School
Session #3:
The College Search
Finding the Right Fit
Researching Colleges
Making the Most of a Campus Visit
Making the Most of a Campus VisitLate High School
Lesson 3, Activity 3
NACAC is your trusted source in college admission counseling.
Join NACAC today to engage in a professional community
dedicated to service and the highest ethical standards.
NACAC 2017 National Conference
Sept. 14 – 16 | Boston | www.nacacconference.org
The Journal summer edition.
Read free for a limited time at www.nacacnet.org/journal.
Preconference Workshops - Sept. 13 – 14
• Directing a Dynamic College Counseling Program
• Transitioning to Private Practice College Counseling
• Fundamentals of Recruiting and Counseling
International Students Explore
www.nacacconference.org/PreconferenceWorkshops
Available for FREE:www.nacacnet.org/steps
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