Academic and Social Support Strategies for College and Career Readiness

 

2nd in Forum Series "Laying the Groundwork for  a College-Going Culture" — May 29, 2009

 

Overview

This forum, the second in a three-part series entitled “Laying the Groundwork for a College-Going and Career-Ready Culture,” examined academic and social support strategies to build college and career knowledge for all youth through dual enrollment and college advising programs. Innovative school models and programs such as early college high schools, Diploma Plus, and the National College Advising Corps offer comprehensive approaches to address the multiple academic, social and informational barriers to postsecondary education faced by many first-generation and low-income students.

 

Dr. Cecilia Cunningham, Executive Director of the Middle College National Consortium (MCNC), spoke about the need to ensure that youth not only have access postsecondary education, but also be prepared to succeed. Dr. Cunningham believes that college readiness is a complex concept that is “not as clearly defined as the tests would make us believe.” Even when all all outward appearances, such as test scores, indicate that students are prepared for college, they are not enrolling in and graduating from college at the rates that educators would expect. She explained that the low rates of college preparation and success indicate that there are multiple aspects of college readiness that many students are not receiving in traditional high schools. She also stressed the importance of helping students to make smoother transitions from high school to postsecondary education. Dr. Cunningham explained, “There is a huge gap between high school exit requirements and college entrance requirements.” This disparity creates a disconnect and leaves students vulnerable during a crucial transition period.  

Dr. Cunningham suggests that dual enrollment is the strategy to prepare students for all aspects of success in postsecondary education, not just the highest achievers as the program traditionally served. Dual enrollment offers high school students the opportunity to enroll in college courses and simultaneously receive secondary and postsecondary credit. There are a range of dual enrollment opportunities that are available to serve a variety of student needs. For example, in New York City, in addition to Advanced Placement (AP) and International Baccalaureate (IB) programs, College Now, a collaborative program of the City University of New York (CUNY) and the New York City Department of Education, allows New York City public high school students to take CUNY classes for free at their respective high schools or on postsecondary campuses.  Early College High Schools (ECHS), which have been supported by a substantial investment from the Gates Foundation, provide dual enrollment opportunities by creating small schools located on college campuses so that students experience postsecondary education in a supportive environment where they access to services and supports they need to be successful.

Dr. Cunningham explained that college and high school teachers are jointly responsible for ensuring that dual enrollment students succeed, and a school structure like ECHS helps promote and support the necessary collaboration. In addition, she believes that skills such as time management, organization, and note taking should be embedded into subject material, a strategy that MCNC promotes through its professional development activities. Through dual enrollment courses supported with daily seminars on these academic success behaviors, participants are able to utilize these skills and strategies in current college coursework in a supportive environment and thus be better prepared for future coursework at the postsecondary level.

Research collected at all 30 ECHS in the MCNC network shows that 77% of 2008 seniors students earned a 2.0 college GPA or higher, and over 40% completed close to a full year’s equivalent of college coursework (27 or more credits). In addition, 94% of students agreed or strongly agreed that they are ready for college and over 70% have begun to take steps to continue their postsecondary education upon high school graduation.

Unfortunately, Dr. Cunningham explained, dual enrollment lacks alignment between high school and postsecondary institutions. Articulation agreements are needed to increase the financial and academic benefits that dual enrollment can provide. Dr. Cunningham briefly discussed the Fast Track to College Act of 2009 introduced in both the House and Senate by Representative Kildee and Senator Kohl.  The bill would authorize the Secretary of Education to award matching six-year grants to local educational agencies (LEAs) that partner with institutions of higher education (IHEs) to establish or support dual enrollment programs, such as early college high schools, that allow high school students to earn credit simultaneously toward a high school diploma and a postsecondary degree or certificate.

Casandra Castillo, senior at the LaGuardia Community College, Middle College High School, provided her experience as an early college student. In Fall 2007, Castillo stepped into her first college class. She recalled being nervous and noticed that she was the only one her age, commenting that some of her classmates were closer in age to her parents and grandparents. “I was alone and there was nobody to support me,” Castillo expressed, She soon acclimated to her new environment and discovered the staff were available to support her both academically and socially. Castillo was able to take advantage of the support services that all LaGuardia students can utilize such as math tutoring labs and writing assistance.

From her experience, Castillo believes she has gained a new way of thinking and several skills that will not only prepare her for college, but also in her desired career within education as a teacher. Castillo learned to speak effectively, gained independence and responsibility, and has built confidence to succeed. “I learned to take control and I keep changing for the good,” stated Castillo.

Angela N. Romans, Manager of the New England Network, Diploma Plus (DP), discussed the innovative student-centered approach that Diploma Plus utilizes to educate youth who have been underserved by the traditional education system. Romans explained that the students they serve read at a minimum 6th grade reading level, are typically over-age and under-credited, and are at-risk of dropping out or have already dropped out. The Diploma Plus Model is built around four essentials for success: performance-based education approach, supportive school culture, effective supports for teachers and schools, and future focus on college and careers.  These elements are woven through the three phases of the program:

• Foundation Phase where students build skills and content knowledge in core areas of study

• Presentation Phase where students continue to build on their skills and content knowledge with a great focus on college, career, and civic exploration

• Plus Phase where students both showcase their skills and content knowledge through a postsecondary transition experience in preparation for graduation and success beyond.

Students progress through three phases based on their skills at entry and their own learning pace. Students move to a new phase when ready as opposed to the traditional 9-12 grade system. Romans pointed out that students are evaluated based on performance and proficiency rather than time spent in a classroom. She explained that students are evaluated through formative and summative assessments, and students move forward much like martial arts students and athletes: based upon proficiency, not time-on-task. “Students progress from white belt, to yellow, green, and so forth up to black belt or if talented enough, can play a Varsity sport as a freshman,” Romans explained.  In addition to providing a high school educational experience where students will thrive, Diploma Plus is focused on ensuring its graduates are college- and career-ready. “Future Focus” is centered on three main themes: career awareness, exploration, and preparation, postsecondary awareness and exploration, and civic engagement. Romans continued to explain the DP future focus as a multi-year sequence that is embedded throughout the phases. Scaffolding through the phases culminates during the Plus Phase where students apply to at least 4 colleges, successfully complete a college course, and participate in a college transition seminar. Students also engage in job shadows, internships, and coursework is aligned with career interests. Furthermore, DP creates supportive school culture for students and staff through student input, advisories, and positive relationships with businesses and postsecondary institutions to ensure school relevance and student engagement.

Dr. Nicole Farmer Hurd, Executive Director of the National College Advising Corps (NCAC), described the work of NCAC to utilize recent college graduates as advisers to increase the number of low-income, first-generation, and under-represented students entering and completing higher education. Dr. Hurd believes that recent college graduates can be valuable supplements to school counselors because they recently went through the college process and offer a near-peer relationship that resonates with many high school students. NCAC partners with institutions of higher education to develop recent graduates as college advisers in low-income high schools and community colleges. Provided with training from the university partners that includes visits to different institutions to make connections and learn about the environment of a school, college advisers are full-time employees at partner high schools focused on finding the best-fit college or university for each individual student. “We’re looking for fit. It’s about access and success, rather than just getting students enrolled in college,” stated Dr. Hurd. By finding schools that match student’s interest, students become more connected with the school and the community, which in turn could improve student persistence and success.

A range of services is offered to accomplish their goals of increasing college-going rates. In addition to near-peer mentoring, field trips, college fairs, workshops, classroom visits, and parent outreach help facilitate a positive educational relationship between advisers and students. Advisers are also must live in the community that they are serving. Dr. Hurd discussed the results of NCAC’s work in Virginia where the program was founded. In two years, services delivered to students have increased and the number of applications to Virginia postsecondary institutions from the participating high schools has increased.

Conclusion

All of the programs showcased at this event had similar messages on the critical elements necessary to ensure all students are college- and career-ready. These include:

• A dual and equal focus on academics and social support skills and strategies;

• Effective leveraging of resources embedded in both the K-12 and higher education systems; and

• A joint focus on both college access and success =.

Highlights from Question and Answer Period

A question was asked if there has been resistance to the performance-based model that Diploma Plus implements. Romans explained that much of the opposition is deep-rooted in the traditional, credit-based system. She contends that a focus on the competency areas that demonstrate knowledge provides a more accurate assessment of youth preparation for college and a career. Romans also believes that when schools have autonomy, they are able to try new methods and are able to define what it means for students to be “ready.” Dr. Hurd added that changing the culture is difficult because opposition is inevitable, but changing the culture is essential.

Another question was asked regarding how the Diploma Plus model works with students who are not on grade level, in order to allow them to attain a high school diploma and go to college.  Romans explained that their initial assessment is centered on grouping students with similar skills.  This creates a cohort that will likely have similar struggles but will also be able to build skills together. Students who enter DP at the foundation level the most basic stage of the program,have a retention and completion rate of approximately 80%.

One participant inquired whether Diploma Plus and ECHS should be viewed as strategies or as tactics, when it comes to getting more students into college. Romans responded that most DP students are over-age and under-credited and that their competency-based curriculum is a strategy to allow students to see the  successful completion to their high school career.  Furthermore, it is a strategy to instill a value that education does not end with high school completion. Dr. Cunningham added that social groups that are similar in age are not always as supportive as they need to be.  Thus, ECHS is a strategy to allow younger students to be engaged in college-level courses with a mixed-age population, providing multiple role models and opportunities for students to develop a positive academic self-concept. Also, dual enrollment opportunities can provide economic benefits by reducing the cost of college coursework and adding support services. 

 

BIOGRAPHIES: 

Dr. Cecilia Cunningham is the Executive Director of the Middle College National Consortium, a network of 33 high schools located on college campuses that academically engage traditionally under-served students. The Middle College-Early College model, which she pioneered, provides students the opportunity to earn their high school diploma and up to two years of transferable college credit upon graduating. Dr. Cunningham served as the Principal of Middle College High School at LaGuardia Community College in New York City for 22 years, through 2002. She is the co-founder of two other Middle College High Schools on LaGuardia’s campus: The International High School and Robert F. Wagner, Jr. Secondary School for Art and Technology. She started her career as a math teacher and holds a doctorate in education from Teachers College at Columbia University. In 1993, she founded the National Consortium of Middle College High Schools. She has done professional development for new principals in New York City for 13 years and was the founder of the Bank Street Principals Institute.  Currently, as the Director of the Middle College National Consortium’s Early College Initiative, funded by The Bill & Melinda Gates Foundation, The Kellogg Foundation, The Carnegie Corporation of New York and The Ford Foundation, she is responsible for starting 18 new Middle College-Early College high schools and redesigning 12 existing Middle College high schools as Middle College-Early College high schools. Dr. Cunningham is the recipient of the 2004 Harold W. McGraw, Jr. Prize in Education, awarded annually to recognize outstanding individuals who have dedicated themselves to improving education in this country and whose accomplishments are making a difference today. 

 

 

Cassandra Castillo is a senior at Middle College High School at LaGuardia Community College in New York City. She participates in the Early College Program; she will graduate with 26 college credits. Throughout her high school education she has demonstrated great leadership qualities. She is a part of numerous school activities such as: school leadership team the student ambassadors, yearbook staff, senior council, Liberty Partnership Scholars, and The National Honor Society. Currently she is interning at Middle College National Consortium. Cassandra shows confidence and takes initiative over her school work and, meets any challenges that may come her way. Her grade point average in high school is 3.3 and in college it is 2.9. She has been awarded a $58,000 scholarship to Utica College, which will lead to a major in education. Cassandra is headed for a bright and fulfilling future.

 

 

 

 

Nicole Farmer Hurd, Ph.D. is the Executive Director of National College Advising Corps. The Corps is a coalition of university-based college access programs serving students in eleven states.  The Corps institutions, funded by a lead grant from the Jack Kent Cooke Foundation, include the University of North Carolina at Chapel Hill, University of Alabama, University of California at Berkeley, Brown University, University of Missouri, University of Utah, University of Illinois, Penn State, Franklin & Marshall, Tufts University, and the University of Virginia.  The national headquarters are located at the University of North Carolina at Chapel Hill.

Hurd, who served as an Assistant Dean and Director of the Center for Undergraduate Excellence at the University of Virginia, was the founding director of the College Guide Program. UVa’s College Guide Program places recent graduates in public high schools throughout the state to partner with guidance counselors in an effort to increase the college-going rate. In its first year of outreach, some schools saw a fifteen percent increase in college matriculation rates as well as increases in the number of students taking the SATs and filling out financial aid forms. The Guide Program, which started with a grant from the Jack Kent Cooke Foundation and now enjoys support from AmeriCorps and a variety of community foundations, has gained national attention and serves as the model for the National College Advising Corps.

As the founding director of the Center for Undergraduate Excellence at UVa, Hurd worked with successful Rhodes, Marshall, Mitchell, Fulbright, and Truman Scholar candidates as well as leading the first university-wide office of undergraduate research.

Hurd remains an administrator in higher education serving in the Office of Undergraduate Admissions at the University of North Carolina at Chapel Hill and lectures widely to both students and educators on college access and advising.  A 2007 Recipient of the Governor of Virginia’s Award for Volunteerism and Community Service and the 2007 Faculty Recipient for the University of Virginia’s Raven Award, she holds a PhD in Religious Studies from the University of Virginia, a Master’s degree from Georgetown University, and a Bachelor’s degree from the University of Notre Dame.

 

 

Angela N. Romans is the New England Network Manager for Diploma Plus, a nationally recognized dropout prevention and recovery model and network of small, alternative public high schools. She supports Diploma Plus’s schools and programs in Massachusetts and Rhode Island in their relationships with school districts, post-secondary institutions, and community partners. Her career focus has been on increasing access to post-secondary opportunities for low-income, urban, and under-represented youth and improving the high school-to-college transition for students who have been placed "at-risk".

Prior to joining Diploma Plus, Angela worked in the Brown University Office of Admission for 11 years, where she served as Associate Director of Admission, Director of Minority Recruitment, academic advisor to first-years and sophomores, and ALANA mentor to first-year students of color. At Brown, Angela worked closely with community-based organizations serving first-generation college students and devised recruitment strategies that yielded the two largest classes of minority students in the university’s history.

Angela earned her S.B. degree in biomedical engineering at Harvard College. Midway through her senior year in college she had an epiphany and realized her passion was working with students, not designing artificial heart valves. After receiving a Master's degree in education from the Harvard Graduate School of Education, she taught high school math and science in small, alternative public schools in Boston and New York City before moving to college admission work.  She is currently co-chair of the advisory committee of College Visions, a Rhode Island college access organization, and serves on the board of the Women's Fund of Rhode Island.  Angela lives in Providence, RI.

 

FORUM RESOURCES:

• Map and Essentials
• Diploma Plus One Pager
• Forum Fact Sheet

 

SPEAKER PRESENTATIONS:

• DIPLOMA PLUS PRESENTATION
• NATIONAL COLLEGE ADVISING CORPS

 

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