getting there â€“ and beyond - university of southern california

USC CENTER FOR HIGHER EDUCATION POLICY ANALYSIS

Getting There - and BeyondBuilding a Culture of College-going in High Schools

THE CENTER FOR HIGHER EDUCATION POLICYAnalysis (CHEPA) is an interdisciplinary research unitled by Director, William G. Tierney, and Associate Director,Adrianna Kezar. The Center was established to engage thepostsecondary-education community actively, and to serve asan important intellectual center within the Rossier School ofEducation; it draws significant support and commitmentfrom the administration. The Center’s mission is to improveurban higher education, strengthen school-university rela-tionships, and to focus on international higher education,emphasizing Latin America and the Pacific Rim. Working onfulfilling that mission are the Center’s faculty, research assis-tants, and staff. We are currently involved in a three-yearstudy of college access and financial aid for low-income stu-dents, a multi-year investigation of governance and decision-making in higher education, a study on ways to increase thediversity of faculty, and a project that will provide ways toincrease the transfer rate of urban community college stu-dents to four-year institutions.

Over the last decade we have received funding from theFord Foundation, the Pew Charitable Trusts, AtlanticPhilanthropies, the James Irvine Foundation, the U.S.Department of Education, the William and Flora HewlettFoundation, the J. Paul Getty Trust, Lumina Foundation forEducation, The Education Financing Foundation ofCalifornia, Sallie Mae Fund, and the Haynes Foundation.

THIS RESEARCH IS SUPPORTED BY A GRANT FROMLumina Foundation for Education. Lumina Foundationfor Education, an Indianapolis-based, private, independentfoundation, strives to help people achieve their potential byexpanding access and success in education beyond highschool. Through grants for research, innovation, communica-tion, and evaluation, as well as policy education and leader-ship development, Lumina Foundation addresses issues thataffect access and educational attainment among all students,particularly underserved student groups, including adultlearners. The Foundation bases its mission on the belief thatpostsecondary education remains one of the most beneficialinvestments that individuals can make in themselves andthat society can make in its people. For more details on theFoundation, visit its Web site at www.luminafoundation.org.The contents of this publication do not necessarily repre-sent the views of Lumina Foundation for Education, its offi-cers or staff.

About CHEPA

Getting There – and Beyond Building a Culture of College-going in High Schools

Zoë Blumberg CorwinWilliam G. Tierney

Center for Higher Education Policy AnalysisJanuary 2007

Contents I: Introduction 1

II: What Is A College Culture? 3

III: What Are The Most Common 7Challenges To Building And Sustaining A College Culture?

IV: Who Participates In A College 10Culture?

V: Lessons From The Field: How Can A 14School Strengthen Its College Culture?

VI: What Additional Resources Are 23Available For Improving College Culture?

Bibliography 25

Acknowledgements 26

FOR THE PAST TEN YEARS, RESEARCHERS ATthe Center for Higher Education Policy Analysis(CHEPA) have spoken with students, teachers, coun-selors, administrators and family members about whatis most helpful in preparing students for college. Themajority of our research has been conducted at urban,low-income schools serving high proportions of stu-dents of color, many of whom will be the first in theirfamilies to attend college. In all of our work, we havebeen concerned with how to increase access to collegeand enable students to graduate from a postsecondaryinstitution. We have analyzed the role of academics,guidance counselors, college preparation programsand financial aid dissemination. One overarching con-clusion is that students are best served by schools thatexhibit a strong college culture.

Culture is the intersection of beliefs and practices.All organizations have a culture, including schools. Aschool's culture is immediately evident when one setsfoot on campus. It shows in hallway decorations, theway students interact with others on campus and atti-tudes about the 'coolness' of academic success.

Yet how does a particular school's culture promotecollege going? Do its students aspire to excel academ-ically and to attend college? Are they aware of collegepreparation services available to them? Is the principala champion of college preparation? Do the teachersdiscuss college with their students during class? Or dostudents, teachers and administrators participate in aculture of complacency?

I: INTRODUCTION

Introduction 1

We respond here to five key questions aimed at strate-gizing and promoting a college culture on high schoolcampuses:

What is a college culture?

What are common challenges to building and sustaining a college culture?

Who participates in a college culture?

How can a school strengthen its college culture?

What resources are available to improve college culture?

2 USC CENTER FOR HIGHER EDUCATION POLICY ANALYSIS

CONCEPTUALLY, CULTURE INVOLVES PATTERNS

of activity and their symbolic values. All organizationshave unique ways of doing things; some patterns ofbehavior are more formalized than others. The culture ofa military unit, for example, differs from that of a collegecampus. Culture gives people clues about an organiza-tion's norms and values. These clues help individualsdecide how to act and what to do.

College culture in a high school cultivates aspi-rations and behaviors conducive to preparing for,applying to and enrolling in college. A strong collegeculture is tangible, pervasive and beneficial to stu-dents. It may be developed in a specialized section ofa school, such as within a magnet program or smalllearning community. However, the ideal college cul-ture should be inclusive and accessible to all students.Key studies about fostering college readiness under-score the following five elements in building a collegeculture and increasing college access (Alexander, K.,Pallas, A. & Holupka, S., 1987; Hossler, D., Schmit, J& Vesper, N., 1999; Hugo, E., 2004; and McClafferty,K. & McDonough, P., 2002):

1) Academic momentum;2) An understanding of how college plans

develop;3) A clear mission statement;4) Comprehensive college services; and5) Coordinated and systemic college support.

II: WHAT IS A COLLEGE CULTURE?

What is a College Culture? 3

11.. AACCAADDEEMMIICC MMOOMMEENNTTUUMM

A school culture that promotes going to college offerschallenging academic courses taught by teachers qual-ified to lead AP or college preparatory classes. Inaddition to taking these courses, students completecollege-level dual enrollment and AdvancedPlacement classes for university credit. Students areexpected to read at or above grade level. When stu-dents struggle, summer classes are available to helpthem improve their reading level. Relationships areforged with local community colleges and four-yearinstitutions.

22.. AANN UUNNDDEERRSSTTAANNDDIINNGG OOFF HHOOWW CCOOLLLLEEGGEE

PPLLAANNSS DDEEVVEELLOOPP

To create effective college services, schools need firstto understand how students develop college prepara-tory behaviors. Plans begin with aspirations. A highschool with a college culture expects that their stu-dents will attend college and students share thosegoals. Once expectations are set, students engage in alengthy process of completing the appropriate cours-es, taking all required exams and exploring variouscollege options. After ensuring eligibility, studentsthen apply to and enroll in the institution that best fitstheir interests and needs. Some evidence suggeststhat college plans do not necessarily follow collegeaspirations. Consequently, fostering expectationsshould be accompanied by support to ensure collegepreparedness and enrollment.


33.. AA CCLLEEAARR MMIISSSSIIOONN SSTTAATTEEMMEENNTT

A college mission statement is based on a highschool's expectations for its students. The missionstatement includes college expectations, goals, bench-marks and an action plan. The college mission state-ment is a living document to which all stakeholders(see Who Participates on page 10) contribute input andrevisit key points annually. The statement should besufficiently clear so that everyone within the schoolcommunity can communicate its meaning.

44.. CCOOMMPPRREEHHEENNSSIIVVEE SSEERRVVIICCEESS

College services loosely fit into three categories: 1)guidance, 2) preparation and 3) information andresources. Applying to college is a complex processand most students need individualized support. Theyrequire encouragement and guidance to understandhow to apply to college and acquire financial aid. Thisassistance is especially critical for first-generation col-lege students, who predominantly rely on school stafffor college support. Academic preparation is the mostvital component of becoming college ready. Withoutit, students may fail to apply to college or struggle topersist once there. Information and resources are besttailored to specific grades and should be consistentlyoffered throughout high school. Information aboutfinancial aid and assistance with tests (testing feewaivers, subsidized test preparation and remindersabout testing enrollment deadlines) are essential com-ponents in preparing students for college.

What is a College Culture? 5

55.. CCOOOORRDDIINNAATTEEDD AANNDD SSYYSSTTEEMMIICC CCOOLLLLEEGGEE

SSUUPPPPOORRTT

An effective college culture necessitates a systemicapproach to serving students. All stakeholders withina school community need to be actively engaged indeveloping and realizing college goals. Coordinatedactivities offered throughout the campus yield betterresults than those occurring in isolation. Partnershipswith postsecondary institutions can be invaluable,offering resources and expertise to address the chal-lenges facing a school, such as how best to help stu-dents transition from high school to college.


EVEN THE BEST SCHOOLS IN LOW-INCOME

neighborhoods face significant obstacles in creat-ing and maintaining a strong college culture.District policies may complicate a school's effortsto promote college going. For example, multi-trackschedules prevent large groups of students frombeing on campus prior to key college and financialaid application deadlines. Low expectations alsoexacerbate challenges in schools with severely lowcollege-going rates. If teachers, administrators, fam-ilies or the community have low expectations of theschool and/or its students, then its culture is probablynot based on high performance. In addition to improv-ing the mindsets of adults, such schools frequentlyneed to change negative student attitudes about aca-demic achievement into positive ones, reorienting stu-dents toward academic success.

Two major hurdles to enhancing collegeculture- a lack of systemic support for college goingand isolated college services- are prevalent in manyunder-performing schools and can create a collegeculture based on mediocrity instead of one orient-ed toward high standards.

III: WHAT ARE THE MOST COMMON CHALLENGES TO BUILDING AND SUSTAINING A COLLEGE CULTURE?

What are the Most Common Challenges? 7

LLAACCKK OOFF SSCCHHOOOOLL--WWIIDDEE SSUUPPPPOORRTT FFOORR CCOOLL--LLEEGGEE

This challenge is connected to isolated college services, butis broader in scope. Low support for preparing studentsfor college is manifested in several ways:

NNoo cclleeaarrllyy ssttaatteedd oorr wwiiddeellyy ppuubblliicciizzeedd ccoolllleeggee--ggooiinngg mmiissssiioonn,, coupled with a limited number of individuals who articulate the college mission, makes devising an action plan for increasing col-lege-going difficult.

LLaacckk ooff rreellaattiioonnsshhiippss wwiitthh ccoommmmuunniittyy ccoolllleeggeess aanndd ffoouurr--yyeeaarr iinnssttiittuuttiioonnss denies opportunities for college-level work to be done on campus.

AAccaaddeemmiicc pprrooggrraammss wwiitthhoouutt aa ccoolllleeggee eemmpphhaassiiss(i.e. schools with limited number of AP classes, advanced classes catering to various levels within one class and few teachers who incorporate col-lege activities into their curricula) limit learning opportunities for students.

WWeeaakk ccoolllleeggee eemmpphhaassiiss aammoonngg ccoouunnsseelliinngg ssttaaffff increases the likelihood that students will not be appropriately counseled to take classes meeting college entry requirements.

LLiimmiitteedd ssppaaccee aanndd//oorr ffuunnddss ffoorr ccoolllleeggee aaccttiivviittiieess(i.e. when a college center is housed in a room without an area for students to congregate, when the college counselor functions without clerical assistance or when parent nights occur in small classrooms) deprive students of opportunities to receive adequate college guidance and support. The school also sends a strong message about the value placed on attending college.


IISSOOLLAATTEEDD CCOOLLLLEEGGEE SSEERRVVIICCEESS

Schools with isolated college services may serve a portionof their students but leave large numbers without access tocollege guidance. This is due to the inability of the collegecounselor to devote time to all students. Isolated servicesmay lead students to perceive that the college center isintended for a certain type of student. Another misconcep-tion may be that college plans should only begin in the12th grade. A college center is only as effective as its sur-rounding services. If guidance counselors do not advisestudents to enroll in courses that meet college eligibilityrequirements or if students do not receive challenging aca-demic preparation, then readying students for collegebecomes more difficult. Isolated college services are exhib-ited when:

The ssoollee rreessppoonnssiibbiilliittyy ffoorr ccoolllleeggee gguuiiddaannccee ffaallllss oonn tthhee ccoolllleeggee ccoouunnsseelloorr and not guidance coun-selors or teachers.

TThheerree iiss aa llaacckk ooff ccoooorrddiinnaatteedd,, ssyynncchhrroonniizzeedd aanndd ccoonnssiisstteenntt rreeiinnffoorrcceemmeenntt ooff ccoolllleeggee ggooaallss betweenguidance and college counselors and/or teachers and college counselors.

CCoouunnsseelloorrss aarree oovveerrbbuurrddeenneedd with extremely highcaseloads or non-guidance responsibilities, such assupervision and test proctoring and consequently cannot dedicate sufficient time to providing stu-dents with college support.

What are the Most Common Challenges? 9

AADDMMIINNIISSTTRRAATTOORRSS

Administrators perform a central role in fostering col-lege culture. They set a college-oriented agenda forthe school community. This process involves articu-lating college goals, forging relationships with com-munity colleges and four-year institutions, facilitatinga school-wide plan to increase college going, choos-ing key individuals to implement the plan and set-ting accountability benchmarks.

TTEEAACCHHEERRSS

Teachers are essential to a college culture. Studentsinteract with teachers on a daily basis. Often studentsin under-resourced schools say that their teachers donot talk to them about college. Teachers have thepotential to motivate students by sharing personal col-lege experiences. They can discuss how they afford-ed college, ask students about their college plans andhelp students complete applications for admission andfinancial aid. Most importantly, teachers prepare stu-dents for eligibility requirements and the academicchallenges they will face. By building college activi-ties into curricula, such as writing a college personalstatement or devising an expense budget for freshmanyear, teachers improve the likelihood that studentswill apply for college.

Teachers who oversee supplementary college prepara-tion programs such as AVID, MESA or college clubsare particularly instrumental. These teachers train

IV: WHO PARTICIPATES IN A COLLEGE CULTURE?


others how to incorporate college activities into thecurriculum and work closely with students who mightotherwise be overlooked as potential college goers.

CCOOUUNNSSEELLOORRSS

The college center serves as the hub of college guid-ance and activities. The college counselors' mainresponsibility is to provide guidance about college andfinancial aid, among other services. Counselors holdworkshops to educate families about college andfinancial aid, coordinate visits from college represen-tatives, plan student tours of college campuses andfacilitate many other events that foster a college-goingculture.

Guidance counselors are responsible for advising stu-dents with high school course selection, making themintegral figures in ensuring college readiness. Besidesteachers, counselors interact the most frequently withstudents and therefore can steer them toward consid-ering college options.

SSCCHHOOOOLL SSTTAAFFFF

From administrative assistants to custodial staff tosecurity guards, the extent to which the entire schoolstaff supports college goals indicates how widely col-lege culture is shared throughout the school com-munity. When a student hears about the importanceof college from one teacher and no one else, the stu-dent receives a mixed message at best. A college-going culture requires that the whole school commu-nity maintain a consistent and shared message.

Who Participates in a College Culture? 11

SSTTUUDDEENNTTSS

Developing a college culture requires active involve-ment from students. No matter how many collegeservices are available, they are only as helpful as thestudents make them. Though students may ask theircollege counselor questions, they are often unaware ofother college resources available on campus such asfinancial aid workshops or college recruiting sessions.Strong publicity for college activities is critical.Students are oftentimes overlooked as resources incultivating a college culture. School staff can seeksuggestions from students as to how to better meettheir needs. Capitalizing on positive peer pressure,schools can encourage students to help each otherexcel academically (i.e. doing well is school is cool).Well-trained peer counselors can disseminate collegeinformation. Alumni can also serve as resources formotivating students and providing strategies for get-ting ready for and applying to college.

FFAAMMIILLYY MMEEMMBBEERRSS

Parents, siblings, extended family and legal guardiansplay an important role. High school students benefitfrom having people - whether or not they have collegeexperience - to talk with about their goals. Familymembers who have attended college are especiallyhelpful. They can assist students by helping them tofill out applications, reading personal statements andanswering questions about what college is like.Families can learn more about college options throughinformational nights at schools.


CCOOMMMMUUNNIITTYY MMEEMMBBEERRSS

Community members act as college resources by serv-ing as mentors and guest speakers, offering summerinternships and raising funds for scholarships andother college services. Many community-basedorganizations provide programs and support to stu-dents interested in pursuing college and serve as use-ful partners when supplementing school services.

Who Participates in a College Culture? 13

Example of a college mission statement:

At California High we believe that all students can be successful learners. By passing A-G classes and becoming comp-etent in core academic subjects, students will be ready to continue learning in college.

GIVEN WHAT WE HAVE OBSERVED AND INPUT

we have received from numerous sources, we suggestsix ways a school might improve college services andstudent college outcomes. Underneath each point,we have included action items and strategies. Thesuggestions are by no means exhaustive. We encour-age you to use them as starting points for discussionand brainstorming at your school and in your commu-nity.

11.. IINNVVOOLLVVEE TTHHEE WWHHOOLLEE SSCCHHOOOOLL IINN CCRREE--AATTIINNGG AA CCLLEEAARR VVIISSIIOONN FFOORR YYOOUURRSSCCHHOOOOLL’’SS CCOOLLLLEEGGEE CCUULLTTUURREE

Engage people in drafting aa cclleeaarr aanndd ccoonn--cciissee ccoolllleeggee mmiissssiioonn ssttaatteemmeenntt aanndd aaccttiioonn ppllaann..

Strategy: Post the college mission state-ment in all classrooms and dissemi-nate to families.

V: LESSONS FROM THE FIELD: HOW CAN A SCHOOL STRENGTHEN ITS COLLEGE CULTURE?


EExxaammppllee ooff aa ssaammppllee SSeenniioorr SSuurrvveeyy::

WWhhaatt aarree yyoouurr ppllaannss aafftteerr ggrraadduuaattiioonn??

ccoolllleeggee mmiilliittaarryy wwoorrkk ootthheerr

IIff yyoouu ppllaann ttoo aatttteenndd ccoolllleeggee:: WWhheerree wweerree yyoouu aacccceepptteedd?? WWhheerree wwiillll yyoouu eennrroollll iinn tthhee ffaallll?? WWhhyy ddiidd yyoouu ddeecciiddee oonn tthhaatt sscchhooooll?? WWhhaatt wwiillll yyoouu mmaajjoorr iinn?? WWhhaatt ttyyppeess ooff ffiinnaanncciiaall aaiidd hhaavvee yyoouu

rreecceeiivveedd??

CCrreeaattee bbeenncchhmmaarrkkss ffoorr eevvaalluuaattiinngg ccoolllleeggee ggooaallss..

Strategy: Verify that juniors are on track to complete college eligibility requirements during their senior year.

Strategy: Ensure that all students apply to college; keep clear records of where stu-dents apply and enroll.

Strategy: Assist all students to successfullycomplete FAFSA forms and state-based aid forms if applicable; track students' financial aid awards.

Strategy: Administer a senior survey priorto graduation.

Strategy: State at graduation how many students are going to college and set a goal for a higher college-going rate for thefollowing year.

Lessons from the Field 15

Elements of an effective college center:

A college counselor whose sole charge is the coordination and provision of college preparatory information and services.

Adequate space (e.g., room can accommodate at least one class of 30 students)to allow for college-related presentationsand meetings.

Up-to-date resources such as college cata-gues, scholarship and financial aid information and other relevant guides.

At least 5-10 functioning computers with high-speed Internet connections and printing capabilities.


AAllllooccaattee aaddeeqquuaattee rreessoouurrcceess to provide col-lege services.

Strategy: Design a welcoming and well-organized college center. This should be a place where students feel comfortable “hanging out.”

Strategy: Provide college-related profes-sional development to counselors and teachers.

Strategy: Develop a volunteer cohort that will assist the college counselor.

Strategy: Build relationships with local colleges who will persist in college coun-seling.

22.. SSUUSSTTAAIINN AANNDD CCOONNSSIISSTTEENNTTLLYY RREEIINN--FFOORRCCEE CCOOLLLLEEGGEE MMEESSSSAAGGEESS

DDeessiiggnn aa ppllaann ttoo sseerrvvee ssttuuddeenntt nneeeeddss at dif-ferent points during their high school years.

Strategy: Incorporate college activitiesinto the ninth grade curriculumand continue activities through the sec-ond semester of senior year; providemore individualized college informationin the higher grades.

Strategy: Encourage all students to takethe PSAT; at low-income schools, offer subsidized SAT preparation courses.

Strategy: Publicize the availability offinancial aid early.

Strategy: Tailor messages and activities toparticular grades.

Strategy: Individualize college informa-tion to meet the needs of particular groups of students such as students in foster care or undocumented students.



1122tthh GGrraaddee::Provide individualized guidance about college, assist

students in completing college and financial aidapplications and help students make informed decisionsabout where to enroll in college and how to interpretfinancial aid awards.

1111tthh GGrraaddee::Stress importance of doing well academically, discusscollege and financial aid options with students, verifythat students are prepared for and signed up to take SATand ACT exams and encourage leadership roles inextracurricular activities. Begin drafting college personalstatements.

1100tthh GGrraaddee::Encourage strong academic performance, verify

student enrollment in courses that meet collegeeligibility requirements, discuss extracurricularopportunities and dispel myths about not being ableto afford college.

99tthh GGrraaddee::Foster college aspirations and instill the

importance of good grades.

Helping Students Prepare for College:

The Basics by Grade

33.. CCOOOORRDDIINNAATTEE SSEERRVVIICCEESS AANNDD WWIIDDEELLYY

CCOOMMMMUUNNIICCAATTEE GGOOAALLSS AANNDD CCOOLLLLEEGGEE

AACCTTIIVVIITTIIEESS

CCrreeaattee ooppppoorrttuunniittiieess ffoorr ccoouunnsseelloorrss aanndd tteeaacchheerrss to discuss how their curricula and activities meet the school’s college mission.

EEnnccoouurraaggee tteeaacchheerrss aanndd ccoouunnsseelloorrss ttoo ffiinndd wwaayyss ttoo aassssiisstt eeaacchh ootthheerr in providing college support.

PPuubblliicciizzee ccoolllleeggee aaccttiivviittiieess aanndd sseerrvviicceess..

Strategy: Use hallways, bulletin boards and PA announcements to announce col-lege acceptances and publicize impor-tant college and financial aid deadlines.

Strategy: Publish a college newsletter and disseminate to the school community.

Strategy: Create a "Wall of Honor" - when students are admitted to college, put their photos and names on the wall.


Possible contents for a college newsletter:

Brag section: College acceptances, scholarships awarded and news/advice from alumni

Calendar: Important deadlines for the month/year, visits from college representatives, announcements about college fairs, campus tours and related events

Information: Definitions of financial aid and col-lege terms

Resources: Useful websites, contact informa-tion for people on and off campus who can offer guidance

Checklists: For the month or semester, by grade

Ex: March (seniors)

Submit your FAFSA and other state-based financial aid applications

Receive and interpret your SAR (student aid report) Check on scholarship applicationsResearch housing options at your schoolKeep your grades upPlan to take a summer course


44.. CCRREEAATTEE AANNDD SSUUPPPPOORRTT AA SSTTRROONNGG

AACCAADDEEMMIICC PPRROOGGRRAAMM

EEnnssuurree tthhaatt aallll ssttuuddeennttss hhaavvee tthhee ooppttiioonn ttoo eennrroollll iinn ccoolllleeggee ccllaasssseess..

Strategy: Publicize college requirementsin the beginning of each year. Require guidance counselors to discuss them alongside senior graduation requirements.

Stress that mmaaiinnttaaiinniinngg hhiigghh ggrraaddeess aanndd ttaakkiinngg cchhaalllleennggiinngg ccoouurrsseess aarree tthhee bbeesstt gguuaarraanntteeeess for students to be prepared for college and eligible for scholarships.

OOffffeerr aa ccoommpprreehheennssiivvee aarrrraayy ooff AAddvvaanncceedd PPllaacceemmeenntt aanndd dduuaall eennrroollllmmeenntt ccoouurrsseess that par-allels an elite private high school’s offerings.

If students are not reading at grade level, hhaavvee aa ssuummmmeerr ‘‘bboooott ccaammpp’’ that brings them up to grade level.

OOffffeerr SSAATT pprreeppaarraattiioonn ccoouurrsseess..

55.. PPRROOVVIIDDEE QQUUAALLIITTYY GGUUIIDDAANNCCEE

Appropriately ttrraaiinn aallll ccoolllleeggee aanndd gguuiiddaannccee ccoouunnsseelloorrss to serve students’ college needs.

OOffffeerr ccoolllleeggee--rreellaatteedd pprrooffeessssiioonnaall ddeevveellooppmmeennttto teachers and other school staff.

RReeccooggnniizzee tthhee uunniiqquuee nneeeeddss ooff yyoouurr ssttuuddeenntt ppooppuullaattiioonn and plan accordingly.



Example: Schools with high numbers of undocumented stu-dents and/or youth in foster care can better meet theirpopulations’ needs by holding workshops tailored totheir specific situations. Sharing detailed informationabout financial aid options is of high importance.

66.. FFOOSSTTEERR RREELLAATTIIOONNSSHHIIPPSS WWIITTHH

CCOOMMMMUUNNIITTYY CCOOLLLLEEGGEESS AANNDD

UUNNIIVVEERRSSIITTIIEESS

EEnnccoouurraaggee ccoolllleeggee rreepprreesseennttaattiivveess to supplement school-wide guidance efforts..

OOffffeerr ccoolllleeggee--lleevveell ccoouurrsseess aatt sscchhooooll taught by college-level instructors.

FFaacciilliittaattee ssttuuddeennttss ttaakkiinngg ccoolllleeggee--lleevveell ccoouurrsseess on a college campus.

CCuullttiivvaattee rreellaattiioonnsshhiippss wwiitthh ccoolllleeggeess who offer special summer programs.

EEnnaabbllee ssttuuddeennttss ttoo vviissiitt ccoolllleeggee ccaammppuusseess..

FFoorrmm ppaarrttnneerrsshhiippss wwiitthh uunniivveerrssiittyy sscchhoooollss ooff eedduuccaattiioonn who might be able to evaluate your college outreach program and services.

THE FOLLOWING WEBSITES OFFER STRATEGIES

and tools for strengthening college culture:

The AALLLLIIAANNCCEE FFOORR CCOOLLLLEEGGEE--RREEAADDYY PPUUBBLLIICCSSCCHHOOOOLLSS includes a section on effective prac-tices for increasing college preparation in small schools. http://www.laalliance.org/

For schools in California, the CCAALLIIFFOORRNNIIAASSTTUUDDEENNTT AAIIDD CCOOMMMMIISSSSIIOONN provides informa-tion about financial aid and links to useful resources. Of particular use is their Fund Your Future Workbook. http://www.csac.ca.gov/

The CCEENNTTEERR FFOORR HHIIGGHHEERR EEDDUUCCAATTIIOONN PPOOLLIICCYYAANNAALLYYSSIISS site offers several tools designed for practitioners. http://www.usc.edu/dept/chepa/

Breaking through the Barriers: A 25-page monograph that analyzes thefinancial aid processes for low-incomestudents and their families

CHEC-List. An 18-page monographthat outlines ways to expand collegecounseling beyond the college centerto the larger school community.

Preparing for College. A 20-page mono-graph describing nine elements thatcomprise an effective college prepara-tion program.

VI: WHAT ADDITIONAL RESOURCES ARE AVAILABLE FOR IMPROVING COLLEGECULTURE?

Additional Resources 23


Show Us the Money. A 44-page bookletthat outlines the different forms offinancial aid available to students,suggests effective financial aid prac-tices and lists resources.

AB 540 Guide. A 46-page monographdetailing AB 540, history of relevantlegislation, immigration definitionsand resources, important informationabout applying to college, tips on suc-ceeding in college including how tofund it, and examples of undocu-mented students who have succeed-ed.

HHAARRVVAARRDD FFAAMMIILLYY RREESSEEAARRCCHH PPRROOJJEECCTT has publi-cations, a venue for dialogue and strategies for involving families in schools. http://www.gse.harvard.edu/hfrp/

NNAATTIIOONNAALL CCEENNTTEERR FFOORR FFAAMMIILLYY && CCOOMMMMUUNNIITTYYCCOONNNNEECCTTIIOONNSS WWIITTHH SSCCHHOOOOLLSS recently published a strategy brief on how to reach out to diverse populations to foster family-school connections.http://www.sedl.org/connections/

PPAATTHHWWAAYYSS TTOO CCOOLLLLEEGGEE NNEETTWWOORRKK lists a collec-tion of publications and links aimed about increasing college access. Various toolkits designed to assist practitioners in developing and evaluating college access programs are of particu-lar relevance. http://www.pathwaystocollege.net/

Alexander, K., Pallas, A. & Holupka, S. (1987). Consistency and change in educational strati-fication: Recent trends regarding social background and college access. Research in Social Stratification and Mobility, 6, 161-185.

Hossler, D., Schmit, J & Vesper, N. (1999). Going to college: How social, economic, and educational factors influence the decisions students make. Baltimore: The Johns Hopkins University Press.

Hugo, E. (2004). Current research on counseling for col-lege. Santa Monica, CA: Santa Monica College.

McClafferty, K. & McDonough, P. (2002). Creating a college culture. Los Angeles: University of California, Los Angeles.

Bibliography 25

BIBLIOGRAPHY

THE RESEARCH FOR THIS PROJECT WAS SUP-ported by a grant from Lumina Foundation forEducation.

We would like to thank our colleagues fortheir insights that contributed to this monograph: CliffAdelman, William Goggin, Adrianna Kezar, DanMcLaughlin, Paz Oliverez, Laura Perna, BobShireman, Ed St. John, Kristan Venegas and MariaEstela Zarate.

The Center could not function without theassistance of Diane Flores and Monica Raad.Undergraduate student workers Erika Tucker, AshleyHill and Vanessa Corral were integral to publishingthe monograph. For this, we are in their debt.

ACKNOWLEDGEMENTS


CENTER FOR HIGHER EDUCATION POLICY ANALYSISRossier School of Education

University of Southern California701 Waite Phillips Hall

Los Angeles, CA 90089-4037

(213) 740-7218www.usc.edu/dept/chepa

getting there â€“ and beyond - university of southern california

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