webinar college and career admission processes...webinar learning outcomes webinar participants will...

NOSCA: National Office for School Counselor Advocacy

WEBINAR

College and Career Admission Processes Component 7

of NOSCA’s Eight Components of

College and Career Readiness Counseling

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Webinar Learning Outcomes

Webinar participants will learn:

from research, data and dialogue, about the barriers and

challenges students/families face in the college and career

admission process.

how to make admission processes less complex and how to

remove potential challenges.

how to guide their students/families through college and

career admission processes.

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Trusted resource for information, data, education policy analysis

and research; helping to increase the proportion of Americans

who earn a college degree and are prepared to succeed in the

21st century.

Special focus on underserved populations, especially low-income

students, students of color, and first-generation college students.

First-rate policy research capability and robust advocacy agenda

to drive change in policy and practices that support college

success.

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• Every student exits high school with the educational preparation and social capital necessary for college success and full participation in a democratic society.

NOSCA’s Vision

• Endorse and institutionalize school counseling practice that advocates for equitable educational access and rigorous academic preparation necessary for college readiness for all students.

NOSCA’s Mission



NOSCA is home of. . .

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A national advocacy campaign to galvanize

and mobilize school counselors to ―own the turf‖

of college and career readiness counseling and take the

lead in establishing a college-going culture in their

schools, districts, communities and/or states.


NOSCA’s Eight Components of College and

Career Readiness Counseling

A Systemic K-12 Approach

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College and Career Readiness Counseling

A Systemic K-12 Approach

Elementary School – To create early awareness, knowledge and skills

that lay the foundation for academic rigor and social development

necessary for college and career readiness.

Middle School – To create opportunities to explore and deepen college

and career knowledge and skills necessary for academic planning and

goal setting.

High School – To create college and career pathways that promote full

implementation of personal goals that ensure the widest range of future

life options.

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The GoalEnsure that students and families have an early and ongoing

understanding of the college and career application and admission

processes so they can find the postsecondary options that are the

best fit with their aspirations and interests.

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Is their a difference between the

College Admission Process and Career Admission Process?

No, although most postsecondary institutions (colleges, universities, career,

technical and vocational schools) across the nation have their own specific

admission processes, many share common processes and procedures.

For most college and career admission processes, students will need to take

standardized tests, write an application essay, and submit an application,

including transcripts and references.

College

Admission

Process

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Career

Admission

Process


Why It Matters

To successfully navigate the admission process, students must be

aware of and follow application guidelines and timelines, and they

must supply a range of documentation and verification. The

school counselor’s support is critical for helping students submit

complete application packages so they have the greatest

opportunity for acceptance.

Source: High School Counselor's Guide: NOSCA’s Eight Components of College and Career

Readiness Counseling, National Office of School Counselor Advocacy, The College Board, 2011. 10


2011 National Survey of School Counselors

Counseling at a CrossroadsThe Perspectives and Promise of School Counselors in American Education

Source: The College Board, 2011 National Survey of School Counselors: Counseling at a Crossroads, p. 36

More than seven in 10 counselors (73 percent) rate College and

Career Admissions Processes as very important; yet only 30

percent say their school is successful in this area.

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2011 National Survey of School Counselors

Counseling at a CrossroadsThe Perspectives and Promise of School Counselors in American Education

Majority of high school counselors endorse 5 of 16 accountability

measures as fair and appropriate in assessing counselor effectiveness,

including:

•Transcript audits of graduation readiness (62%)

•Completion of college prep course sequence (61%)

•Students’ gaining access to advanced classes/tests (60%)

•High school graduation rates (57%)

•College application rates (57%)

Source: The College Board, 2011 National Survey of School Counselors: Counseling at a Crossroads, p. 31

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State of the Nation

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The President’s Goal is to lead the world in the

number of college graduates by 2020 – moving the

college completion rate from 40% to 60% for

25 - 34 year olds.Adapted from: Economic Security and a 21st Century Education: Secretary Arne Duncan’s Remarks at the U.S.

Chamber of Commerce’s Education and Workforce Summit, 2009

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US Population Projections to 2050

Source: Internet Stats Today, http://internetstatstoday.com

54%

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Who is Going to College?

Source: Education Pays 2010, College Board

White, non-Hispanic

Hispanic

Black, non-Hispanic


Expert Panelists Introductions

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April E. Bell, Moderator

Barbara Gill, Expert Panelist

Joyce V. Brown, Expert Panelist

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Associate Director, The National Office for School

Counselor Advocacy, The College Board

School Counselor Consultant and District Director – Secondary

Counselors (retired), Chicago Public Schools

Assistant Vice President of Undergraduate Admissions and

Enrollment Planning at the University of Maryland College Park

Expert Panelists Introductions


April E. Bell is an Associate Director in the National Office for School Counselor Advocacy at

the College Board. Within NOSCA, April promotes advocacy for school counselors’ as brokers

of services through strategic alliances with community based organizations and other entities

utilizing collaborative frameworks with a variety of stakeholders for the delivery of coordinated,

comprehensive support for college and career readiness.

Prior to joining NOSCA, April held the role as program director at a not-for-profit college access

organization where she conducted professional development training for school counselors,

principals and school administrators on college access best practices, research, trends and

issues affecting larger urban schools districts. She also planned, developed and led

organizational overnight retreats, professional development seminars, and team building

conferences.

April received her B.S. in Education from Morgan State University and her Master’s Degree in

Non-Profit Management from College of Notre Dame of Maryland.




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Joyce V. Brown is an experienced educator with 40 years of professional experience in the

fields of school counseling leadership, student support initiatives and curriculum

development. Her school level career was spent in Chicago Public Schools, serving 34 years at

Kenwood Academy, an urban public school serving 1800 students. Her research centers on

transition practices between grades 8 and 9, with a focus on personalization and relationship

building. She has developed a 12 Touch Model as a transition support strategy.

She received her Ed.D in Educational Leadership from Northern Illinois University, MA from

University of Illinois, Urbana and BA from Illinois State University. She has served on The

College Board , Commission on Access, Admissions and Success in Higher Education and the

Task Force on Admissions in the 21st Century.

Independent Counselor Consultant and District Director –

Secondary Counselors (retired), Chicago Public Schools


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Barbara Gill is Assistant Vice President of Undergraduate Admissions and Enrollment Planning

at the University of Maryland, College Park. She has been the chief admission officer since July

2001, and has worked in the Office of Undergraduate Admissions since September 1986.

In her current role, Barbara is responsible for providing leadership on all matters related to

admission policy, enrollment and success, the administration of recruitment and admission of

all new undergraduate students, the development of marketing and recruitment plans for

undergraduates, the admission to all first year honors and living/learning programs and the

selection of new students for university merit scholarships.

Barbara is a Trustee for the College Board and serves as it’s Chair of the Guidance and

Admission Assembly and is a member of the Higher Education Advisory Committee for the

University of Cambridge.




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Complexity in College Admission: Fact or Urban Myth

Explores the topic of complexity in the admission process through

research based on student and parent perceptions. (2010)

Complexity in College Admission: The Barriers Between

Aspiration and Enrollment for Lower-Income Students

A research study exploring the special challenges facing lower-

income students as they navigate the high school-to-college

transition. (2011)

College Board’s

Task Force on Admission in the 21st Century

Source: http://advocacy.collegeboard.org/publications 22

http://advocacy.collegeboard.org/admission-completion/admissions-21st-century/publications/complexity-college-admission-barriers-betw


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Process of Our Discussion

A.

Report FindingsB.

Report

Recommendations

C.

Suggested

Resources,

Strategies & Tools

Note: The report, Complexity in College Admission: The Barriers Between Aspiration and Enrollment

for Lower-Income Students, sights six (6) principal findings. For the purpose of our discussion, we

will only highlight three (3) of the findings (Report Finding #1, #3, & #5).


A: Report Finding #1Lower-income students have similar or higher aspirations

than higher-income students to attend college and are

confident about navigating the college admission process.

Lower-income students:

Are much more likely than higher-income students (48 percent to 36 percent) to

strongly agree that a college degree is needed ―to be successful in life.‖

48%

36%

Source: Complexity in College Admission: The Barriers Between Aspiration and Enrollment

for Lower-Income Students, October 2011 (Excluding the bar graph shown.)24


B: Report Recommendations for

Finding #1

High schools and colleges should offer consistent support and follow-up to

lower-income students to help ensure that college aspirations actually

lead to college enrollment.

For example:

High-school-sponsored college information days/nights, including the

involvement of parents;

College outreach and recruitment visits to underserved secondary

schools;

Well-developed college and university informational websites;

Encouragement of early college options, including community college.


for Lower-Income Students, October 201125


C: Suggested Strategies, Resources & Tools

to Support Recommendations for Report Finding #1

Your Counselor and the Application ProcessWorking Together to Submit Your College Applications

Tips for Making the Most of

Your Counselor’s Time

To make the most of your time with your counselor,

schedule meetings and come to these meetings

prepared. These five tips can help you be efficient.

1. Be Responsible.

2. Be Organized.

3. Be Early.

4. Be Ready.

5. Be Positive.

Source: collegeboard.org26

*Partial text

Online Tool



College Application CalendarMake A Date With College

(For 12th Graders)

January

Have your counselor send your first-semester

grades to colleges that require a midyear grade report.

February

Contact your colleges and confirm that all necessary

application materials have been received. Continue to

perform well in school and don't get senioritis; colleges

want to see strong second-semester grades. Register for

AP Exams you want to take in May.

March

Read carefully any admission decisions that arrive

this month; some may require action on your part.

*Partial text

Online Tool




A. Report Finding #3Lower-income students especially value personal support from

guidance (school) counselors, teachers, college alumni and

college representatives in deciding where to apply.

Lower income students:

Are more likely to single out high school guidance counselors (41 percent to 28

percent), teachers (35 percent to 14 percent) and other adults in the community

(16 percent to 8 percent) as ―very influential.‖

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for Lower-Income Students, October 2011. (Partial graph depicted in above graph.)


B. Report Recommendations for

Finding #3

Secondary schools should expand support for school counselors and programs that

educate lower-income students about the requirements for college success.

Colleges and universities should develop a multifaceted approach for personalizing

their messages to students.

For example:

On-campus programs to address the specific interests and needs of lower-income

and first generation students;

Information targeted to parents

School district endorsement of programs such as the NOSCA’s Eight Components

of College and Career Readiness Counseling


for Lower-Income Students, October 2011 29



Admission Decisions: What CountsHelp your students understand what really matters to colleges

Students should know that many factors influence admission

decisions including:

Courses taken and Grades received

Class rank

Standardized test scores

Personal statements and essays

Recommendations

Extracurricular activities

Interviews

Regardless of the college's evaluation system, your students should

present a well-rounded picture of their skills, experience and

personal traits.

*Partial text

Online Tool




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College Questionnaire for Parents and Guardians

•Do you have a preference for how far from home your child’s

college is located?

•How do you view your child’s actual academic progress so far?

•You are invited to write a letter describing your child,

narrating events or anecdotes that characterize or illustrate

your child’s personality.

•What experiences have shaped his/her personality?

•Are their special circumstances you would like me to know

about that would help with the college search?

*Partial text

(This items is also available in our College Counseling Sourcebook, 6th ed.)

Online Tool



Source: collegeboard.org


A. Report Finding #5Lower-income students are likely to apply to fewer colleges

than higher-income students.

Lower income students:

On average, apply to fewer colleges than higher income students (mean of

3.4 to 3.9 applications).




B. Report Recommendations for

Finding #5

In addition to helping lower-income students find colleges that are a good

fit, both secondary schools and colleges should encourage these students

to apply to slightly more colleges.

For example:

Appropriate use of common applications as an effective tool to

broaden a student’s set of postsecondary choices; and

Endorsement of and support for national initiatives such as

National College Application Week.




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How Many College Applications?

Apply to a Range of Colleges

College counselors generally recommend that your college list

include five to eight colleges. Some students submit fewer

applications, others submit more.

To ensure you have options later, apply to a diverse range of

colleges and be realistic about the strength of your

applications. Here’s the breakdown:

One or two colleges you feel very confident about

Two to four colleges that are ―probables―

One or two "reach" colleges

Online Tool

*Partial text





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2011-12 Counselor’s Guide to Fee Waivers for the

SAT and the SAT Subject Tests

More Than Just a Waiver

The SAT and the SAT Subject Tests are more than just tests —

they are keys to college. An eligible student can take advantage

of all the following services for free or at a reduced rate (partial

listing):

• Up to two registrations for the SAT and up to two registrations

for the SAT Subject Tests

• The Question-and-Answer Service (QAS) or the Student Answer

Service (SAS).

• Up to four Request for Waiver of College Application Fee forms.

Online Tool

*Partial text





Additional Resources & Tools

Question & Answer Segment

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Source: nosca.collegebord.org

(Coming February 2012)

The School Counselor’s Guide to the Eight Components of College

And Career Readiness Counseling Series

A Systemic K-12 Approach-Elementary, Middle & High

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Additional Resources on our Website

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Over 40,000 visitors in the first 3 weeks

Provides practical tools, research, strategies, professional

development resources and an online community to share

ideas with colleagues across the nation.

New State of the Art Website

nosca.collegeboard.org


Submitting Online Questions Questions may be submitted at any time during the presentation.

To submit a question:

Click on the Question Mark icon (?) on the floating toolbar on your Web Session screen (as shown at the right).

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Type your question into the small dialog box and click the Send Button.

Q&A Icon

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Now Responding to Your Webinar Questions




Today from 2:00 pm – 3:00 pm (EST) immediately following this webinar,

Own the Turf Online Community Members are invited to attend an extended live

―Question & Answer‖ segment with our expert panelists.

Sign-in at http://owntheturfcommunity.collegeboard.org/

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Independent Counselor Consultant and District Director –

Secondary Counselors (retired), Chicago Public Schools



http://owntheturfcommunity.collegeboard.org/


Webinar Learning Outcomes Summary

Webinar participants will learn:

from research, data and dialogue, about the barriers and

challenges students/families face in the college and career

admission process.

how to make admission processes less complex and how to

remove potential challenges.

how to guide their students/families through college and

career admission processes.

42


NOSCA’s 5th Anniversary National ConferenceFriday, April 13, 2012 – Saturday, April 14, 2012

Gaylord National Hotel and Convention Center

National Harbor, MD

Conference Strands:

K-12 School Counselors in Education Reform

School Counselor Partnerships

School Counselors Responding to College & Career Readiness Policies and Legislation

*All sessions are CEU eligible.

Learn More about the Campaign, the Survey & the Eight

Components to College and Career Readiness

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Be Part of a National Movement!

Gain Strategies and Tools:

The Eight Components, Advocacy Kit

Build a National Community of School Counselors:

Online Community, Workshops, Blog

Share College and Career Readiness Counseling Programs and Practices:

Examples of Eight Components Implementation

Support the Pathways for College Act:

Learn More at advocacy.collegeboard.org/get-involved

Elevate Counselors’ Voices:

College Board’s National Survey of Counselors

Support the Own the Turf Campaign

Learn More

nosca.collegeboard.org44


Special Own the Turf Online Community Invitation

Join Us Now!

Live Chat with the Experts Panelists

Own the Turf Online Community


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Own the Turf Online Communitywww.owntheturfcommunity.com

Join now for our Own the Turf Online Community Members extended live

―Question & Answer‖ segment with our expert panelists.

Sign-in at http://owntheturfcommunity.collegeboard.org/

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For further information:

Visit http://nosca.collegeboard.org

or

Email [email protected].

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