practice guide excerpt

7/30/2019 Practice Guide Excerpt

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IES PRACTICE GUIDE WHAT WORKS CLEARINGHOUSE

NCEE 2009-4066U.S. DEPARTMENT OF EDUCATION

Helping Students Navigate the Path

to College: What High Schools Can Do

Helping Students Navigate the Path

to College: What High Schools Can Do


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The Institute o Education Sciences (IES) publishes practice guides in educationto bring the best available evidence and expertise to bear on the types o challengesthat cannot currently be addressed by single interventions or programs. Authors opractice guides seldom conduct the types o systematic literature searches that arethe backbone o a meta-analysis, although they take advantage o such work whenit is already published. Instead, authors use their expertise to identiy the most im-

portant research with respect to their recommendations and conduct a search orecent publications to ensure that the research supporting the recommendationsis up-to-date.

Unique to IES-sponsored practice guides is that they are subjected to rigorous exter-nal peer review through the same oce that is responsible or independent reviewo other IES publications. A critical task or peer reviewers o a practice guide is todetermine whether the evidence cited in support o particular recommendations isup-to-date and that studies o similar or better quality that point in a dierent di-rection have not been ignored. Because practice guides depend on the expertise otheir authors and their group decisionmaking, the content o a practice guide is not

and should not be viewed as a set o recommendations that in every case dependson and ows inevitably rom scientifc research.

The goal o this practice guide is to ormulate specifc and coherent evidence-basedrecommendations or use by educators addressing the challenge o increasing accessto higher education. The guide provides practical, clear inormation on critical top-ics related to what schools can do to help students navigate the path to college and

is based on the best available evidence as judged by the panel. Recommendationspresented in this guide should not be construed to imply that no urther researchis warranted on the eectiveness o particular strategies or increasing access topostsecondary education.


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Helping Students Navigate thePath to College: What High Schools

Can Do

September 2009

Panel

William G. Tierney (Chair)

Universityof soUthern California

Thomas Bailey

ColUmbia University

Jill Constantine

mathematiCa PoliCy researCh

Neal Finkelstein

Wested

Nicole Farmer Hurdnational College advising CorPs

Staf

Jefrey Max

Christina Clark Tuttle

mathematiCa PoliCy researCh

NCEE 2009-4066U.S. DEPARTMENT OF EDUCATION

IES PRACTICE GUIDE


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This report was prepared or the National Center or Education Evaluation and Re-gional Assistance, Institute o Education Sciences under Contract ED-07-CO-0062 bythe What Works Clearinghouse, a project o Mathematica Policy Research.

DisclaimerThe opinions and positions expressed in this practice guide are those o the au-thors and do not necessarily represent the opinions and positions o the Institute oEducation Sciences or the U.S. Department o Education. This practice guide shouldbe reviewed and applied according to the specifc needs o the educators and edu-cation agencies using it, and with ull realization that it represents the judgmentso the review panel regarding what constitutes sensible practice, based on the re-search that was available at the time o publication. This practice guide should beused as a tool to assist in decisionmaking rather than as a cookbook. Any reer-ences within the document to specifc education products are illustrative and donot imply endorsement o these products to the exclusion o other products thatare not reerenced.

U.S. Department o EducationArne DuncanSecretary

Institute o Education SciencesJohn Q. EastonDirector

National Center or Education Evaluation and Regional AssistanceJohn Q. EastonActing Commissioner

September 2009

This report is in the public domain. Although permission to reprint this publicationis not necessary, the citation should be:Tierney, W. G., Bailey, T., Constantine, J., Finkelstein, N., & Hurd, N. F. (2009).Helping students navigate the path to college: What high schools can do: A prac-tice guide (NCEE #2009-4066). Washington, DC: National Center or EducationEvaluation and Regional Assistance, Institute o Education Sciences, U.S. Depart-ment o Education. Retrieved rom http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

What Works Clearinghouse Practice Guide citations begin with the panel chair, ollowedby the names o the panelists listed in alphabetical order.

This report is available on the IES website at http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

Alternative FormatsOn request, this publication can be made available in alternate ormats, such asBraille, large print, audiotape, or computer diskette. For more inormation, call theAlternative Format Center at (202) 205-8113.
http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/nceehttp://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/nceehttp://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/


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Helping Students Navigate the Pathto College: What High Schools Can Do

Contents

Introduction 1

The What Works Cearinghouse standards and their reevance to this guide 4

Overview 5

Scope o the practice guide 7

Status o the research 8

Suary o the recoendations 9

Checkist or carrying out the recoendations 11

Recoendation 1. Oer courses and curricua that prepare studentsor coege-eve work, and ensure that students understand whatconstitutes a coege-ready curricuu by 9th grade 12

Recoendation 2. Utiize assessent easures throughout high schooso that students are aware o how prepared they are or coege,and assist the in overcoing deciencies as they are identied 20

Recoendation 3. Surround students with aduts and peers whobuid and support their coege-going aspirations 26

Recoendation 4. Engage and assist students in copeting criticasteps or coege entry 31

Recoendation 5. Increase aiies nancia awareness, and hepstudents appy or nancia aid 38

Appendix A. Postscript ro the Institute o Education Sciences 43

Appendix B. About the authors 46

Appendix C. Discosure o potentia conficts o interest 48

Appendix D. Technica inoration on the studies 49

Reerences 73


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HElPIng STUDEnTS nAvIgATE THE PATH TO COllEgE: WHAT HIgH SCHOOlS CAn DO

List o tables

Tabe 1. Institute o Education Sciences eves o evidence or practice guides 2

Tabe 2. Recoendations and corresponding eves o evidence 6

Tabe 3. Exapes o coege preparatory course requireents 14

Tabe D1. Studies o coege access progras that et WWC standardswith or without reservations 54

Tabe D2. Studies o coege access progras that potentiayet WWC standards 56

List o exhibitsExhibit 1. Exape o course requireent aiing 16

Exhibit 2. Exape o a personaized earning pan 17

Exhibit 3. Exape o a coege entrance exa schedue 33

Exhibit 4. Exape o a coege visit schedue 34

Exhibit 5. Exape o a coege adissions tieine 36


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Introduction

Access to higher education remains a chal-

lenge or many students who ace barriers

to college entry. Low-income students and

students who are potentially the frst intheir amily to attend college have lower

college enrollment rates than other stu-

dents.1 Although academic preparation ac-

counts or some o these dierences, the

disparities in college-going rates persist

or these groups o students even when

controlling or academic preparation.2

College access outcomes have important

economic and social consequences: col-

lege graduates earn more than those with

a high school degree and are more activein their communities.3

This guide is intended to help schools and

districts develop practices to increase ac-

cess to higher education. It can be use-

ul or individuals who work in schools

and districts in planning and executing

strategies to improve preparation or, and

access to, higher education. A panel o

experts in college access programs and

strategies and in research methods devel-

oped the recommendations in this guide.

The guide contains specifc steps on how

to implement the recommendations that

are targeted at school- and district-level

administrators, teachers, counselors, and

related education sta. The guide also

indicates the level o research evidence

demonstrating that each recommended

practice is eective.

As with all What Works Clearinghouse

(WWC) practice guide panels, this paneldeveloped recommendations by consult-

ing research evidence. The evidence that

the panel considered in developing this

1. Choy (2002); National Center or EducationStatistics (2008).

2. Ellwood and Kane (2000); Smith et al. (1997).

3. Baum and Ma (2007); Kane and Rouse (1995);National Conerence on Citizenship (2006); U.S.Census Bureau (2002).

document ranges rom experimental eval-

uations o college access programs to ex-

pert analyses o college access practices.

In looking or eective practices, the panel

paid particular attention to high-qual-

ity experimental and quasi-experimentalstudies, such as those meeting the criteria

o the WWC,4 and to patterns o practices

that are replicated across programs.

The research base or this guide was iden-

tifed through a comprehensive search or

studies evaluating college access inter-

ventions and practices. An initial search

or this type o research conducted in the

United States in the past 20 years (1988

2008) yielded more than 500 studies. Othese, 99 studies examined college access

programs or related practices or high

school students and were eligible or ur-

ther review because the study design in-

cluded a comparison group. These studies

were reviewed by the WWC to determine

whether they were consistent with WWC

standards. O the 99 studies, 16 studies

met WWC standards with or without res-

ervations. These 16 studies o 10 dier-

ent college access programs represent the

strongest evidence o the eectiveness o

college access programs.

To indicate the strength o evidence sup-

porting each recommendation, the panel

relied on the WWC standards or determin-

ing levels o evidence, described below and

in Table 1. It is important or the reader to

remember that the level o evidence rating

is not a judgment by the panel on how e-

ective each o these recommended prac-

tices will be when implemented, nor arethey a judgment o what prior research

has to say about their eectiveness. The

level o evidence ratings reect the panels

judgment o the quality o the existing

literature to support a causal claim that

when these practices have been imple-

mented in the past, positive eects on stu-

dent academic outcomes were observed.

4. http://www.whatworks.ed.gov/
http://www.whatworks.ed.gov/http://www.whatworks.ed.gov/


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InTRODUCTIOn

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Table 1. Institute o Education Sciences levels o evidence or practice guides

Strong

In general, characterization o the evidence or a recommendation as strong requires both

studies with high internal validity (i.e., studies whose designs can support causal conclusions)

and studies with high external validity (i.e., studies that in total include enough o the range

o participants and settings on which the recommendation is ocused to support the conclu-

sion that the results can be generalized to those participants and settings). Strong evidence

or this practice guide is operationalized as:

A systematic review o research that generally meets WWC standards (see http://ies.

ed.gov/ncee/wwc/) and supports the eectiveness o a program, practice, or approach

with no contradictory evidence o similar quality; OR

Several well-designed, randomized controlled trials or well-designed quasi-experi-

ments that generally meet WWC standards and support the eectiveness o a program,

practice, or approach, with no contradictory evidence o similar quality; OR

One large, well-designed, randomized controlled, multisite trial that meets WWC stan-

dards and supports the eectiveness o a program, practice, or approach, with no

contradictory evidence o similar quality; OR

For assessments, evidence o reliability and validity that meets the Standards orEducational and Psychological Testing.a

Moderate

In general, characterization o the evidence or a recommendation as moderate requires

studies with high internal validity but moderate external validity or studies with high

external validity but moderate internal validity. In other words, moderate evidence is

derived rom studies that support strong causal conclusions but generalization is uncer-

tain or studies that support the generality o a relationship but the causality is uncertain.

Moderate evidence or this practice guide is operationalized as:

Experiments or quasi-experiments generally meeting WWC standards and supporting

the eectiveness o a program, practice, or approach with small sample sizes and/

or other conditions o implementation or analysis that limit generalizability and no

contrary evidence; OR

Comparison group studies that do not demonstrate equivalence o groups at pretest

and, thereore, do not meet WWC standards but that (1) consistently show enhanced

outcomes or participants experiencing a particular program, practice, or approach

and (2) have no major aws related to internal validity other than lack o demonstrated

equivalence at pretest (e.g., only one teacher or one class per condition, unequal

amounts o instructional time, or highly biased outcome measures); OR

Correlational research with strong statistical controls or selection bias and or dis-

cerning inuence o endogenous actors and no contrary evidence; OR

For assessments, evidence o reliability that meets the Standards or Educational and

Psychological Testingb but with evidence o validity rom samples not adequately rep-

resentative o the population on which the recommendation is ocused.

Low

In general, characterization o the evidence or a recommendation as low means that the

recommendation is based on expert opinion derived rom strong fndings or theories in

related areas and/or expert opinion buttressed by direct evidence that does not rise to

the moderate or strong level. Low evidence is operationalized as evidence not meeting

the standards or the moderate or strong level.

a. American Educational Research Association, American Psychological Association, and National Council on

Measurement in Education (1999).

b. Ibid.
http://ies.ed.gov/ncee/wwc/http://ies.ed.gov/ncee/wwc/http://ies.ed.gov/ncee/wwc/http://ies.ed.gov/ncee/wwc/


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InTRODUCTIOn

( 3 )

They do not reect judgments o the rela-

tive strength o these positive eects or

the relative importance o the individual

recommendations.

A strongrating reers to consistent andgeneralizable evidence that an inter-

vention strategy or program improves

outcomes.5

A moderate rating reers either to evidence

rom studies that allow strong causal con-

clusions but cannot be generalized with

assurance to the population on which a

recommendation is ocused (perhaps be-

cause the fndings have not been widely

replicated) or to evidence rom studies thatare generalizable but have more causal

ambiguity than that oered by experi-

mental designs (e.g., statistical models o

correlational data or group comparison de-

signs or which equivalence o the groups

at pretest is uncertain).

A lowrating reers to evidence rom stud-

ies that do not meet the standards or

moderate or strong evidence and/or expert

opinion based on reasonable extrapola-

tions rom research and theory.

A low level o evidence rating does not

indicate that the recommendation is any

less important than other recommenda-

tions with a strong or moderate rating.

Rather, it suggests that the panel cannot

point to a body o research that demon-

strates its eect on student achievement.

In some cases, this simply means that the

5. Following WWC guidelines, improved out-comes are indicated by either a positive, statisti-cally signifcant eect or a positive, substantivelyimportant eect size (i.e., greater than 0.25). Seethe WWC guidelines at http://ies.ed.gov/ncee/wwc/pd/wwc_version1_standards.pd.

recommended practices would be dicult

to study in a rigorous, experimental ash-

ion; in other cases, it means that research-

ers have not yet studied this practice, or

that there is weak or conicting evidence

o eectiveness.6

Three o the fve recommendations made

by the panel received a low evidence rat-

ing. For example, recommendation 2,

which describes the use o assessments

to measure college readiness, was deter-

mined to have a low level o evidence (see

Table 2). This means that there are ew ex-

isting studies designed to test, in a discrete

and valid manner, the causal relation be-

tween the utilization o assessment mea-sures and college going. Nevertheless, the

authors o this practice guide, based on

expert judgment and knowledge o prac-

tice, consider the use o assessment to be a

critical component o a well-implemented

strategic plan or increasing access to col-

lege. Hence, although the level o evidence

rating is low, the panel has included as-

sessment as one o the fve recommended

practices.

Citations in the text reer to studies o

programs that have implemented vari-

ous practices. Not all o these programs

contribute to the level o evidence rating:

although some o these programs have

had rigorous evaluations o their impacts,

others have not. Furthermore, some o the

programs that have been rigorously evalu-

ated have ound positive eects on college

access outcomes; others have not.

6. For more inormation, see the WWC FrequentlyAsked Questions page or practice guides, http://ies.ed.gov/ncee/wwc/reerences/idocviewer/doc.aspx?docid=15&tocid=3.
http://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdfhttp://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdfhttp://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdfhttp://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdf


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InTRODUCTIOn

( 4 )

The What Works Clearinghousestandards and their relevance tothis guide

In terms o the levels o evidence indi-

cated in Table 1, the panel relied on WWCevidence standards to assess the quality

o evidence supporting educational pro-

grams and practices. The WWC addresses

evidence or the causal validity o instruc-

tional programs and practices according to

WWC standards. Inormation about these

standards is available at http://ies.ed.gov/

ncee/wwc/reerences/idocviewer/doc.

aspx?docid=19&tocid=1.7 The technical

quality o each study is rated and placed

into one o our categories:

Meets Evidence Standards or random-

ized controlled trials and regression

discontinuity studies that provide the

strongest evidence o causal validity.

Meets Evidence Standards with Res-

ervationsor all quasi-experimental

studies with no design aws and ran-

domized controlled trials that have

problems with randomization, attri-

tion, or disruption.

Does Not Meet Evidence Standards or

studies that do not provide strong evi-

dence o causal validity.

7. Reviews o studies or this practice guideapplied version 1.0 WWC standards. Interestedreaders can access these standards at http://ies.ed.gov/ncee/wwc/reerences/iDocViewer/Doc.aspx?docId=20&tocId=1.

Potentially Meets Standards or studies

that require additional inormation to

determine whether they meet evidence

standards; typically reers to quasi-ex-

perimental studies that do not provide

sucient inormation to assess base-line equivalence.

Following the recommendations and sug-

gestions or carrying out the recommen-

dations, Appendix D presents more in-

ormation on the research evidence that

supports each recommendation.

We appreciate the eorts o Jerey Max,

Christina Clark Tuttle, Kristin Hallgren,

Moira McCullough, and Sarah Wissel, Math-ematica Policy Research sta members

who participated in the panel meetings,

characterized the research fndings, and

drated the guide. We also appreciate the

help o the many WWC reviewers who

contributed their time and expertise to

the review process. We also thank Scott

Cody, Shannon Monahan, and Neil Setor

or helpul eedback and reviews o earlier

versions o this guide.

William G. Tierney

Thomas Bailey

Jill Constantine

Neal Finkelstein

Nicole Farmer Hurd
http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1


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Helping StudentsNavigate the Pathto College: What

High Schools Can DoOverview

A well-educated workorce is critical or main-

taining the economic competitiveness o the

United States. The strength o our economy

hinges on the ability o our education sys-

tem to meet the demand or highly educated

workers. As a result, there are persistent calls

to improve access to higher education and to

encourage students and adults to continue

their education beyond high school.8

How-ever, reaching college remains a challenge or

many low-income and potentially frst-gener-

ation students who (a) are not academically

prepared or (b) lack knowledge about how to

apply to, and pay or, college.9 College enroll-

ment rates or these students continue to lag

behind those o their peers despite overall

improvements in college attendance.

The challenge o improving the college-go-

ing rate can be traced to two key diculties.

First, students must be academically pre-

pared or college by 12th grade. The oppor-

tunities to academically prepare or college

narrow as students progress through high

school. I students do not start taking college

preparation courses in the 9th grade, they

will be less likely to enroll in college. In addi-

tion, students who are not reading or doing

math at grade level will not be prepared or

college-level work.10 The problem is made

more dicult i students and their amilies

are unaware that their perormance is inad-equate. Schools need to ensure that students

are on the path to college beginning in 9th

8. Pathways to College Network (2004).

9. Avery and Kane (2004); Ikenberry and Hartle(1998); National Center or Education Statistics(2005); Roderick et al. (2008); U.S. General Ac-counting Oce (1990).

10. Adelman (1999); Cabrera and La Nasa (2001);Wimberly and Noeth (2005).

grade, or earlier, and that they stay on that

path throughout high school.

Second, many students do not take the nec-

essary steps during high school to prepare

or and enter college because they are notaware o these steps or because they lack

the guidance or support needed to com-

plete them.11 In addition to the academic

obstacles discussed earlier, students need

to complete a number o discrete steps in

high school to enroll in college, such as tak-

ing college entrance exams, searching or

colleges, applying or fnancial aid, submit-

ting college applications, and selecting a

college. In their senior year, students have

to decide where to go; how to apply; and,most important, how to pay or college.

These issues should be considered, opti-

mally, in the earlier years o high school,

but in the senior year students must make

decisions. Students may lack adequate ad-

vice, particularly i no one in their immedi-

ate amilies has completed a two- or our-

year degree. Students and their amilies

need advice rom knowledgeable school

sta i they are to successully navigate the

college application processes.

As a result, a large part o the obligation or

enabling students to gain the academic, so-

cial, and cultural skills to gain entrance to

college alls upon our teachers, counselors,

and school administrators. High schools

play a critical role in preparing students

academically or college and assisting stu-

dents through the steps to college entry.

They also can take steps to inuence stu-

dents access to college-going peer groups

and to encourage high academic expecta-tions o students. The college-going culture

o a high school, or lack thereo, becomes

important in college-going decisions. When

students, teachers, and administrators

openly talk about preparing or and going

to college, the climate in the school can

move toward college access.

11. Ikenberry and Hartle (1998); U.S. General Ac-counting Oce (1990).


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OvERvIEW

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Table 2. Recommendations and corresponding levels o evidence

Recommendation Level o evidence

Academic preparation

1. Oer courses and curricula that prepare students or college-level work,

and ensure that students understand what constitutes a college-ready

curriculum by 9th grade

Low

2. Utilize assessment measures throughout high school so that students

are aware o how prepared they are or college, and assist them in

overcoming defciencies as they are identifed

Low

College aspirations and expectations

3. Surround students with adults and peers who build and support their

college-going aspirationsLow

Steps or college entry

4. Engage and assist students in completing critical steps or college entry Moderate

5. Increase amilies fnancial awareness, and help students apply or

fnancial aidModerate

Source: Authors compilation based on analysis described in text.


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Scope o thepractice guide

The purpose o this guide is to recommend

steps that educators, administrators, andpolicymakers can take, beginning in the

9th grade, to increase access to higher edu-

cation. The guide targets high schools and

school districts and ocuses on eective

practices that prepare students academi-

cally or college, assist them in completing

the steps to college entry, and improve their

likelihood o enrolling in college. The rec-

ommendations address the discrete steps

that students need to take throughout high

school and describe how high schools canuse mentors and peers to support students

college aspirations. The panel recognizes

that simply providing students with inor-

mation is insucient, and, throughout, the

guide recommends that high schools oer

hands-on assistance and guidance in pre-

paring students or college.

The recommended steps derive rom the

characteristics o college access programs,

school reorms, and policy interventions

that have shown promise in increasing

access to college, particularly or low-in-

come and frst-generation students. The

panel ocused on programs and practices

with evidence o their impact on academic

preparation or college (e.g., high school

completion and course taking), completion

o the steps or college entry (e.g., submit-

ting college and fnancial aid applications),

or college enrollment and attendance. Al-

though the panel recognizes the impor-

tance o college persistence or low-incomeand frst-generation students who are less

likely than other students to complete a

degree,12 the ocus o the guide and the

recommended practices is on how high

schools and districts can improve access

to higher education. However, evidence

on whether the recommended practices

12. National Center or Education Statistics(2004); Nunez and Cuccaro-Alamin (1998).

impact college persistence is described

when relevant.

The panel believes that every student

should leave high school with the skills

required to attend a two- or our-year in-stitution. To that end, high schools must

provide students with inormation to con-

sider postsecondary training and to assess

their readiness. Also, all high school cur-

ricula should, at a minimum, prepare stu-

dents to begin taking college-level courses

at a two-year institution without the need

or remediation in any subject area upon

entering that institution. For students

who wish to enroll in a our-year institu-

tion, their high school curriculum shouldinclude options that prepare students or

the more rigorous academic requirements

o our-year institutions. However, we do

not believe that all students should be

required to complete a high school cur-

riculum that prepares students or a our

year college. Principal and district admin-

istrators should work to ensure that at all

high schools, curricula alternatives exist

appropriate or students who aspire to any

level o postsecondary training.

We believe every high school should have

a college access strategy or students that

incorporates our recommendations. Such a

strategy would address our areas: curricu-

lum, assessment, aspirations, and hands-

on assistance with college entry activities.

Some recommendations will include best

practices or all students; or example,

recommendation 2 talks about identiying

assessments o college readiness and mak-

ing students aware o their profciency onthese assessments, and recommendation

3 discusses building college aspirations.

These recommendations are useul or stu-

dents still exploring their interest in attend-

ing college as well as providing eedback

to students who have already determined

that they are interested in attending college.

Other recommendations will be targeted at

students who have decided they want to

attend a two- or our-year institution ater


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SCOPE O THE PRACTICE gUIDE

( 8 )

high school. For example, recommendation

4 ocus on assisting students in their search

or identiying specifc colleges, taking col-

lege entrance exams, and completing col-

lege applications. The recommendations

reinorce that high schools need to be pre-pared to inorm and support students to

obtain their highest aspirations.

Although this guide does not directly ad-

dress steps that college and universities can

take to promote access, it does highlight the

important role these institutions should

play and may be o beneft to higher educa-

tion administrators. Much o the evidence

in the practice guide is based on programs

that were implemented by or in partnershipwith postsecondary institutions. That said,

the panel notes that other entities inuence

access to college and may beneft rom the

recommendations in this guide as well. For

example, parents and amilies have an es-

sential role to play in helping their children

prepare or college. Elementary and middle

schools also can help set students on the

path to college. In addition, community

organizations oten play a critical role in

providing the academic or social supports

to assist students in preparing or college.

Finally, states and the ederal government

impact college access through fnancial aid

policies. Although the guide does not tar-

get these stakeholders, they may fnd the

recommendations relevant.

Although the guide addresses ways to im-

prove students and parents knowledge

o fnancial aid (see recommendation 5),

it does not include recommendations on

how to provide fnancial assistance to stu-dents. The panel ocused on steps that

high schools and districts could take to

improve college access, and ederal and

state fnancial aid policy is beyond the

scope o the guide.

Throughout the guide, the panel uses the

term college to reer broadly to all types

o two- and our-year institutions. When

necessary, the terms two-year college and

our-year college are used to distinguish

between these two types o institutions.

Status o the research

Overall, the panel believes that the exist-ing research on college access services and

programs is not at a level to provide con-

clusive evidence o best practices. Studies

o promoting college access generally look

at specifc programs that provide a bundle

o services, and not at individual services,

making it dicult to isolate a specifc ser-

vices contribution to college readiness

and enrollment. In addition, the panel en-

countered varying impacts across college

access programs with ostensibly similarservices. The reasons or the varying im-

pacts are dicult to determine. In some

cases, the programs are serving dier-

ent populations o students. For example,

some may target students who already

have some interest in attending college,

whereas others may ocus on students

who are unlikely to attend college due to

diculty with achievement, attendance, or

behavior in high school. In addition, col-

lege access programs have been studied

and tested in the real world, where a range

o college access services is provided.

Thus, research on college access programs

is generally designed to ask whether a par-

ticular college access program is more e-

ective than other services being provided.

It is not designed to ask whether college

access services are eective compared to

oering no services at all.

In oering these recommendations, the

panel is confdent that it is important tooer college access services to ensure

that all students who want to attend col-

lege are prepared to do so. The guide in-

cludes the set o recommendations that

we believe are a priority to implement.

However, the nature o the research is

such that we do not have a strong evi-

dence base or recommending speciic

practices over others; thus, the recom-

mendations are all supported by low or


15/86


( 9 )

moderate levels o evidence as described

in the introduction.

Summary o the recommendations

This practice guide includes fve recom-mendations or how high schools and

school districts can improve access to

higher education. The irst two recom-

mendations ocus on preparing students

academically or college by oering a col-

lege preparatory curriculum and assessing

whether students are building the knowl-

edge and skills needed or college. These

two recommendations reect the panels

belie that students are best served when

schools develop a culture o achievementand a culture o evidence. The next recom-

mendation describes how high schools

can build and sustain college aspirations

by surrounding students with adults and

peers who support these aspirations. Rec-

ommendations 4 and 5 explain how high

schools can assist students in completing

the critical steps to college entry, includ-

ing college entrance exams and college and

fnancial aid applications.

Recommendation 1 advises schools and

districts to ensure that every student has

the ability to be ready to take college-

level courses by beginning preparation in

the 9th grade. Students and their amilies

need to understand what the requirements

are or college, and what is needed to apply

to certain postsecondary institutions. In

particular, the panel recommends that

students complete Algebra I by the end o

9th grade, and by graduation, complete

coursework in core academic and electiveareas that make them minimally profcient

to attend community colleges without the

need or remediation. Such actions can

strengthen the culture o achievement

within a school.

I schools and districts are to monitor

student progress toward being academi-

cally prepared or college, then they need

to have adequate assessment measures in

place or all students at every grade level.

Recommendation 2 promotes a culture

o evidence by encouraging schools and

districts to use assessments that deter-

mine whether students are on track aca-

demically or college and points out theimportance o early warning systems or

students who are defcient in particular

courses. The panel emphasizes here that

assessment without action is virtually

meaningless. Once defciencies have been

ound, students and their amilies need to

understand them, and they need to be as-

sisted in overcoming them.

Recommendation 3 describes how high

schools can help students build college-going networks by linking students to col-

lege-educated mentors, encouraging stu-

dents to orm academically oriented peer

groups, and allowing students to explore

a variety o careers. These activities can

build a college-going identity and support

students aspirations.

Recommendations 4 and 5 address steps

schools can take to assist students in com-

pleting the discrete tasks or college entry.

The panel considers it imperative that

thinking about applying to college and

how to pay or college need to begin beore

the 12th grade. Financial literacy about

college aordability is an example o an

activity that could occur as early as 9th

grade. At the same time, some activities

are specifc to the senior year. This guide

oers recommendations or the actions

that will enhance the ability o students to

complete the college application process

successully.

The panel appreciates that schools and

districts may ace challenges and road-

blocks in implementing all o the recom-

mendations. Many o these recommenda-

tions could require additional sta or other

resources that are not easily accessible to

schools. Implementing these strategies may

require changing mind-sets and promot-

ing new behaviors, which may not happen


16/86


( 10 )

immediately. Schools also have dierent

personnel responsible or dierent activi-

ties, and the panel has avoided speciying

one individual who must undertake a partic-

ular activity and instead has ocused on key

actions that schools need to take to improvecollege access. To address these concerns,

each recommendation includes a series o

roadblocks and suggested approaches that

oer innovative solutions to some issues

that schools may encounter when imple-

menting the recommendations.

The panel believes that the greatest suc-

cess in increasing student access to college

will be achieved by a coordinated eort

in implementing these recommendations.

The suggested practices need to be devel-

oped systematically, monitored, evaluated,

and modifed, i necessary. The guide is

not meant as a resource that school prin-cipals can use to implement an individual

recommendation and be successul. Al-

though an individual recommendation

may succeed in improving college-going

rates, the panel discourages schools and

districts rom employing a piecemeal ap-

proach. Students will be best served by

a strategic plan or implementing all fve

recommendations in their schools.


17/86

( 11 )

aciitate studet reatioships withpeers who pa to atted coee throuh

a structured prora o etracurricuar

actiities.

Proide hads-o opportuities orstudets to epore dieret careers, ad

assist the i aii postsecodary

pas with their career aspiratios.

Recommendation 4. Engage and assiststudents in completing critical stepsor college entry

Esure studets prepare or, adtae, the appropriate coee etrace or

adissios ea eary.

Assist studets i their coee search.

Coordiate coee isits.

Assist studets i copeti coeeappicatios.

Recommendation 5. Increase amiliesnancial awareness, and help studentsapply or nancial aid

Oraie worshops or parets adstudets to ior the prior to 12th

rade about coee aordabiity, scho-

arship ad aid sources, ad facia aid

processes.

Hep studets ad parets copeteiacia aid ors prior to eiibiity

deadies.

Checklist or carrying out therecommendations

Recommendation 1. Oer courses andcurricula that prepare students or

college-level work, and ensure thatstudents understand what constitutes acollege-ready curriculum by 9th grade

Ipeet a curricuu that preparesa studets or coee ad icudes op-

portuities or coee-ee wor or ad-

aced studets.

Esure that studets uderstad whatcostitutes a coee-ready curricuu.

Deeop a our-year course trajectorywith each 9th rader that eads to ufi

a coee-ready curricuu.

Recommendation 2. Utilizeassessment measures throughouthigh school so that students are awareo how prepared they are or college,and assist them in overcomingdeciencies as they are identied

Idetiy eisti assessets, sta-dards, ad data aaiabe to proide a

estiate o coee readiess.

Utiie perorace data to idetiyad ior studets about their acadeic

profciecy ad coee readiess.

Create a idiiduaied pa or stu-dets who are ot o trac.

Recommendation 3. Surroundstudents with adults and peers whobuild and support their college-goingaspirations

Proide etori or studets by re-cet hih schoo raduates who eroed i

coee or other coee-educated aduts.


18/86

( 12 )

Recommendation 1.Oer courses andcurricula that prepare

students or college-level work, andensure that studentsunderstand whatconstitutes a college-ready curriculumby 9th grade

The courses students take in high schoohave iportant consequences or theiracadeic preparation and their abiityto access coege.13 Yet, ow-incoeand rst-generation students are essikey than other students to copetea rigorous high schoo curricuu thatprepares the or coege, either becauseit is not oered by their high schooor they are not encouraged to enroin it.14 It is critica that high schoosenabe students to enro in courses

that wi prepare the acadeicay orcoege-eve work. This process has twosteps: offeringthe reevant courses andadvisingstudents to take the.

High schoos shoud oer, as a deaut,a coege-readycurricuu that incudesspecic courses in key subjects. Thepane denes a coege-ready curricuuas one that, when copeted, wi enabe

students to enro in coege without needor reediation. In addition, a schoosshoud oer Advanced Paceent (AP)or other coege-levelopportunities. By9th grade, students need to understandthe courses that coprise this curricuartrack and their iportance or accessing

13. Adelman (1999, 2006).

14. Adelman (1999); Alexander (2002); Martinezand Klopott (2003); Wimberly and Noeth (2005).

coege. A our-year course trajectorycan then hep students pan andcopete the coursework neededto prepare or coege.

Level o evidence: Low

The panel judged the level o evidence or

this recommendation to be low. None o

the studies examining the impact o oer-

ing a college-ready curriculum met WWC

standards. The lack o evidence partly

reects the challenge o rigorously eval-

uating the impact o high school course

takingstudents who choose to enroll in

rigorous courses can dier in important

ways rom students who do not.

The evidence or taking a college-ready

curriculum consists o six studies that po-

tentially met standards.15 Two o the stud-

ies provide mixed evidence on the eect

o a rigorous high school curriculum,16

and our studies show positive eects o

AP courses.17 The evidence or academic

advising is stronger, with six relevant pro-

grams that had studies meeting standards,

but the impact o academic advising could

not be isolated rom other program com-

ponents.18 Despite the limited evidence or

this recommendation, the panel believes

that oering the courses needed to pre-

pare or college and inorming students

about those courses are critical steps or

improving college access.

15. Allensworth et al. (2008); Attewell and Domina(2008); Dougherty, Mellor, and Jian (2006); Har-grove, Godin, and Dodd (2008); Jeong (2009);

Keng and Dodd (2008).

16. Allensworth et al. (2008); Attewell andDomina (2008).

17. Dougherty, Mellor, and Jian (2006); Hargrove,Godin, and Dodd (2008); Jeong (2009); Keng andDodd (2008).

18. EXCELBergin, Cooks, and Bergin (2007); Tal-ent SearchConstantine et al. (2006); Middle Col-lege High SchoolDynarski et al. (1998); Sponsor-a-ScholarJohnson (1998); Upward BoundMyerset al. (2004); Quantum Opportunity Program(QOP)Schirm, Stuart, and McKie (2006).


19/86

RECOmmEnDATIOn 1. OER COURSES AnD CURRICUlA THAT PREPARE STUDEnTS OR COllEgE-lEvEl WORk

( 13 )

Brie summary o evidence tosupport the recommendation

Two studies that potentially meet standards

examined the eect o high school course

taking.19 One study ound that taking amore intense curriculum in high school has

positive eects on high school perormance

and the likelihood o entering and complet-

ing college.20 Curricular intensity is based

on the number o credits in core subject

areas, the highest math course taken, the

number o AP courses completed, and en-

rollment in remedial math or English. How-

ever, a study o a school district that ended

remedial classes and required college prep

coursework or all students ound no eecton high school dropout rates or the likeli-

hood o entering college.21

The panel identifed our studies that po-

tentially meet standards that examine the

eect o AP course taking.22 These studies

report positive eects o enrolling in an AP

course or taking the AP course and exam

on high school completion, college entry,

and college degree completion.

Five correlational studies provide addi-

tional evidence on the relationship be-

tween course taking and achievement.23

Two o these studies ound a positive cor-

relation between a rigorous high school

curriculum and completion o a college

degree,24 and three studies reported a pos-

itive eect on high school achievement.25

19. Allensworth et al. (2008); Attewell andDomina (2008).

20. Attewell and Domina (2008).

21. Allensworth et al. (2008).

22. Dougherty, Mellor, and Jian (2006); Hargrove,Godin, and Dodd (2008); Jeong (2009); Keng andDodd (2008).

23. Adelman (1999, 2006); Gamoran and Hanni-gan (2000); Lee and Ready (2009); Lee, Croninger,and Smith (1997).

24. Adelman (1999, 2006).

25. Gamoran and Hannigan (2000); Lee andReady (2009); Lee, Croninger, and Smith (1997).

However, a positive correlation does not

mean that the coursework caused higher

achievement.

Six programs with studies meeting stan-

dards provide evidence on academic advis-ing.26 Most o these programs oered indi-

vidual assistance to students in selecting

the classes needed to prepare or college.

Sponsor-a-Scholar also worked with school

sta to ensure that students enrolled in a

college preparatory curriculum, and EXCEL

made completion o a college preparatory

curriculum a requirement or receiving a

scholarship. Two o these programs27 had

a positive impact on college enrollment,

whereas the other our programs28

hadno impact.

How to carry out thisrecommendation

1. Ipeent a curricuu that prepares a

students or coege and incudes opportu-

nities or coege-eve work or advanced

students.

The panel recommends that high schools

and districts oer the courses and curri-

cula needed to prepare students or college.

This includes providing courses that are

required or entry into a two- or our-year

college and providing rigorous academic

coursework that prepares students or the

demands o college. Table 3 presents exam-

ples o college preparatory course require-

ments. Although there are slight dierences

in the requirements, all include our years

o English, at least three years o mathemat-

ics, two to three years o science and socialstudies, and one to two years o a oreign

26. EXCELBergin, Cooks, and Bergin (2007);Talent SearchConstantine et al. (2006); Mid-dle College High SchoolDynarski et al. (1998);Sponsor-a-ScholarJohnson (1998); UpwardBoundMyers et al. (2004); QOPSchirm, Stuart,and McKie (2006).

27. Talent Search and Sponsor-a-Scholar.

28. EXCEL, Middle College High School, QOP, andUpward Bound.


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( 14 )

language. These requirements also speciy

that students should take algebra and other

higher-level mathematics courses during

high school. The panel recommends that

at a minimum, all students should pass Al-

gebra I by the end o their 9th-grade year.

Currently, 21 states and the District o Co-lumbia have implemented a college-ready

curriculum or all students as a gradua-

tion requirement;29 districts in other states

could consider making a college-ready track

the deault curriculum.

The panel recommends that schools en-

hance their college-ready curriculum

29. Achieve, Inc. (2009).

with opportunities or prepared students

to take college or college-level courses.

This includes dual enrollment arrange-

ments that allow students to take college

courses or high school and college credit;

AP courses; and the International Bacca-

laureate (IB) program, which also can pre-pare students or the academic demands

o college and acilitate some students

admission to more selective schools.30

A variety o resources are available to

help schools implement these types o

programs, including state and ederal AP

incentive programs or e-learning options

30. Dougherty, Mellor, and Jian (2006); McCauley(2007); Perkins et al. (2004).

Table 3. Examples o college preparatory course requirements

Program/

Requirements English Mathematics Science Social Studies

Additional

Courses

High SchoolsThat Work

Four years Four years:Algebra I,

geometry,Algebra II, and

a ourth higher-level mathematics

course

At least threeyears: biol-

ogy, chemis-try, physics orapplied phys-

ics, or anatomy/physiology

Three or moreyears

At least onecomputer course

State ScholarsInitiative (SSI)

Four years Three years:Algebra I, AlgebraII, and geometry

Three years:biology, chemis-try, and physics

Three anda hal years:

U.S. and worldhistory, geography,economics, and

government

Two years o alanguage otherthan English

Caliornias AGRequirements

Four years Three years:Elementary and

advanced algebraand geometry

Two years:biology, chemis-try, physics, or

physical science

Two years:world history,cultures, and

geography; U.S.history

Two years o alanguage other

than English; oneyear o visual andperorming arts;one year o col-lege preparatory

elective

Indiana Core 40Curriculum

Four years Three years:Algebra I, AlgebraII, and geometry

Three years:biology, chem-

istry or physics,and one addi-tional course

Three years:U.S. history,U.S. govern-

ment, economics,world history or

geography

Three years oworld language,fne arts, and/or

physical education

AcademicCompetitivenessGrant Requirements

Four years Three years:including Algebra

I and a higher-level class

Three years:biology, chemis-try, and physics

Three years One year o alanguage otherthan English

KnowHow2Goa Four years Three or moreyears: includingAlgebra I and a

higher-level class

Three or moreyears

Three or moreyears

Possibly oreignlanguage, arts,

computer science

a. Source:www.knowhow2go.org
http://www.knowhow2go.org/http://www.knowhow2go.org/


21/86


( 15 )

and partnerships with postsecondary in-

stitutions to oer dual enrollment to quali-

fed students.31

2. Ensure that students understand what

constitutes a coege-ready curricuu.

There is substantial evidence that stu-

dents do not understand the curricular

requirements or college entry and suc-

cess, even those or community colleges.32

High schools should clearly communicate

with students and amilies to ensure that

they understand the courses needed or

college (and that students are on track to

complete them, as discussed urther in

recommendation 2), beore they enter highschool. For example, students should know

that in many states, they need to take the

ollowing types o classes beginning in

9th grade:

Geometry, algebra, trigonometry,

advanced math

American history, world history, civics

Earth/physical science, biology,

chemistry, physics

This communication can come in the orm

o a mailing (see Exhibit 1)33 or in gen-

eral advice provided by school or college

access program sta by the end o 8th

grade.34 In later years, students still need

one-on-one attentionrom a counselor,

a teacher, an administrator, or program

stato acilitate and encourage rigor-

ous course taking.35 A high school might

31. Hargrove, Godin, and Dodd (2008); Jackson(2009); Jeong (2009); Karp et al. (2007); Keng andDodd (2008); Klopenstein and Thomas (2009);Quint, Thompson, and Bald (2008); Siskin andWeinstein (2008).

32. Perna et al. (2008); Plank and Jordan (2001).

33. Dounay (2008).

34. Constantine et al. (2006); Maxield et al.(2003); Quigley (2003).

35. Bergin, Cooks, and Bergin (2007); Gandara (2002,2004); Gandara et al. (1998); Johnson (1998).

schedule drop-in hours or students to

receive academic advising and assistance

with selecting courses rom a teacher,

counselor, or other sta person.36

Schools and districts also should pro-vide continuing proessional develop-

ment or counseling or counselors, regis-

trars, teachers, and other sta on college

prep course requirements, so that they

can serve as an inormative resource or

students.37

3. Deveop a our-year course trajectory

with each 9th grader that eads to uing

a coege-ready curricuu.

Beginning in 9th grade, high school coun-

selors should work individually with each

student to ensure that he or she has a

plan to complete the courses during high

school. This could be structured as an in-

dividualized education, learning, or gradu-

ation plan that guides a students curricu-

lar choices throughout high school (see

Exhibit 2).38 Even though several states

require that schools develop a plan that

defnes the courses a student will take in

high school,39 high schools should make

sure that these plans are living documents

that are reerred to by teachers and coun-

selors and provided to parents.

Providing students with inormation about

the courses that are needed to prepare or

college is only the frst step. High schools

need to ensure that students take the col-

lege-ready curriculum throughout high

school. The panel recommends that high

schools frst develop a general our-year

36. Calahan et al. (2004).

37. Austin Independent School District, Oce oProgram Evaluation (2002); Perna et al. (2008).

38. Christie and Zinth (2008); Robinson, Stempel,and McCree (2005).

39. Education Commission o the States. Addi-tional High School Graduation Requirements andOptions(http://mb2.ecs.org/reports/Report.aspx?id=740, accessed June 2, 2009).
http://mb2.ecs.org/reports/Report.aspx?id=740http://mb2.ecs.org/reports/Report.aspx?id=740http://mb2.ecs.org/reports/Report.aspx?id=740http://mb2.ecs.org/reports/Report.aspx?id=740


22/86


( 16 )

Source: South Dakota Board o Regents website, www.sdbor.edu.

Exhibit 1. Example o course requirement mailing
http://www.sdbor.edu/http://www.sdbor.edu/


23/86


( 17 )

NAME Student ID #

Meeng Dates: Grade: 9 10 11 12

GRADUATION REQUIREMENTS: 220 Credits

English 4 years (40 credits)

1st Sem Grade 2nd Sem Grade

English I English I

English 2 English 2

English 3 English 3

English 4 English 4

Social Studies 3 Years (30 Credits)


WH WH

US Hist US Hist

US Govt/

Econ

Econ/US

Govt

Mathemacs 2 Years (20 credits) Must include HS Algebra


Algebra

______

Algebra

______

Math

________

Math

________

Science 2 Years (20 Credits) Physical and Life/Biological


Phy Sci Phy Sci

Life Life

Physical Educaon 2 Years (20 Credits)


PE 9/Sport PE 9/Sport

PE/Sport PE/Sport

Fine Arts OR Foreign Language 1 Year (10 Credits)


FA/FL FA/FL

Health (5 Credits) and

College & Career Planning (5 Credits)

Health CCP

Elecves (75 Credits)

1st

Sem

Grade

2nd

Sem

Grade

1st

Sem

Grade

2nd

Sem

Grade

Addional Graduaon Requirement:

CAHSEE Passed: ELA Math

Remember that High School Graduaon Requirements

are not the same as the College Admission Require-

ments (AG). Know the dierence! Visit the school

website for detailed college admissions informaon.

HIGH SCHOOL CEEB CODE xxxxxx

AG Requirements (NO D grades Accepted)

CALIFORNIA STATE UNIVERSITY (CSU) www.csumentor.eduUNIVERSITY OF CALIFORNIA (UC) www.ucop.edu/pathways

Subject Area Years Required

A. Social Science Two years. One year US History or

year US History and year of

US Government, and one year of

World History.

B. English Four years of college-preparatory

English composion and literature.

C. Mathemacs

Algebra 1

Algebra 2/Trigonometry

Geometry

Advanced Math

Three years required. Four years

recommended.

D. Laboratory Science Two years required. Three years

recommended. (Two of thefollowing: Biology, Chemistry,

Physics, or other approved

college preparatory science.)

E. Language other than English Two years required. Three years

recommendedat least two

years of the same language.

F. Visual Performing Arts One year is required.

G. College Preparatory Elecve One year in most of the above

AF areas, or approved elecve.

NCAA (www.ncaaclearinghouse.org )

16 Core Courses beginning with the class of 2008

Career Goal:

Plans aer High School:

Student Signature

Parent Signature

Exhibit 2: Example o a personalized learning plan

(continued)
http://www.csumentor.edu/http://www.ucop.edu/pathwayshttp://www.ncaaclearinghouse.org/http://www.ncaaclearinghouse.org/http://www.ucop.edu/pathwayshttp://www.csumentor.edu/


24/86


( 18 )

Four-Year Plan Worksheet

Student Name Date

Career Goal (check one) FourYear University Community College (Transfer Program)

Trade/Tech/Art School Other

GRADE 9 (Student must take 6 classes60 credits total for year) GRADE 10 (Student must take 6 classes60 credits total for year)

Fall Semester Spring Semester Fall Semester Spring Semester

English I English I English II English II

Math Math Math Math

Science Science Science Science

PE PE World History World History

Reading or Elecve Health PE PE

Elecve Elecve Elecve Elecve

Elecve (Oponal) Elecve (Oponal) Elecve (Oponal) Elecve (Oponal)GRADE 11 (Student must take 5 classes50 credits total for year) GRADE 12 (Student must take 5 classes50 credits total for year)


English III English III English IV English IV

U.S. History U.S. History American Govt Economics




Elecve (oponal) Elecve (oponal) Elecve (oponal) Elecve (oponal)


Four-Year University Bound Student

(Example) Meeng UC / CSU AG Course Sequence

Career Goal (check one) FourYear University Community College (Transfer Program)

GRADE 9 (Student must take 6 classes60 credits total for year) GRADE 10 (Student must take 6 classes60 credits total for year)


English I or English I Acc English I or English I Acc English II or English II Acc English II or English II Acc

Algebra I or higher math Algebra I or higher math Geometry or higher math Geometry or higher math

Biology Biology Chemistry or Conceptual Physics Chemistry or Conceptual Physics

Health College Career Planning World History or AP European World History or AP European

PE Acvies 9 or Sport PE Acvies 9 or Sport PE or Sport PE or Sport

World Language 1 World Language 1 World Language II World Language II

Elecve (Oponal) Elecve (Oponal) Elecve (Oponal) Elecve (Oponal)GRADE 11 (Student must take 5 classes50 credits total for year) GRADE 12 (Student must take 5 classes50 credits total for year)


English III or AP Language English III or AP Language English IV or AP Literature English IV or AP Literature

U.S. History or AP US History U.S. History or AP US History American Govt or AP Govt Economics or AP Economics

Algebra II/Trig or higher math Algebra II/trig or higher math Advanced college prep math Advanced college prep math

Advanced College Prep Science Advanced College Prep Science Visual Performing Art Visual Performing Art

World Language III World Language III Elecve Elecve


Source: Adapted rom materials created by a National College Advising Corps program site.

Exhibit 2: Example o a personalized learning plan (continued)


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( 19 )

course trajectory that defnes the poten-

tial timing and sequence o college-ready

classes or students. This may include op-

tions or the core courses students should

take each year in order to prepare or col-

lege. This approach oers a curriculumpath that students can use to inorm their

specifc selection o classes each year o

high school.

Potential roadblocks and solutions

Roadblock 1.1. Teachers may not be

trained to teach advanced courses.

Suggested Approach. Not all teachers

must be trained to teach advanced courses,but teachers should have access to pro-

essional development opportunities that

help them sharpen their skills so that the

curriculum they teach is as rigorous and

engaging as possible. Helping teachers un-

derstand how their classes ft with a college

preparatory sequence begins with asking

them to participate in the planning o the

articulation o the curriculum. Schools

also can reach out to institutions o higher

education to implement dual enrollment

opportunities or have community college

proessors teach courses on campus.

Roadblock 1.2. Enrolling students who

are not prepared or the academic rigor in

college prep or college-level classes is seen

as counterproductive.

Suggested Approach. It is critical that all

students have the option to participate in

these types o classes and are supported

in their eorts. Developing a culture o

achievement among the aculty is a key

strategy to supporting students in their e-

orts so that the teachers are interested in

and willing to help students who are chal-

lenging themselves. Schools can provideacademic support or students who take

the most rigorous course load available

by setting up peer-tutoring opportunities

so that stronger students can work with

those students who may be struggling

in honors, AP, or IB classes. Teachers can

be encouraged to set up this sort o peer

system among students in their individual

classes.

Roadblock 1.3. Our high school has lim-ited inormation on entering 9th-grade stu-

dents to assist them in planning their high

school coursework.

Suggested Approach. High schools need

academic inormation on incoming stu-

dents to help them plan a our-year course

trajectory that will prepare students or

college. High schools can coordinate with

middle schools to obtain transcripts, aca-

demic records, and other resources that

help high school sta better understand

the needs o incoming students. This in-

ormation can be used to assist students in

selecting appropriate high school courses

and to help high schools create an appro-

priate our-year plan with students. High

schools also can coordinate with middle

schools to inorm students about how

their middle school perormance aects

the courses they will take in high school

and their ability to access college.


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( 20 )

Recommendation 2.Utilize assessmentmeasures throughout

high school so thatstudents are aware ohow prepared they areor college, and assistthem in overcomingdeciencies as theyare identied

Copeting the courses needed tograduate ro high schoo and eetcoege entry requireents doesnot guarantee that students havethe knowedge and skis needed tosucceed in coege. many high schoosproduce students who ay passstate exit exas and eet graduationstandards but sti are acadeicayunprepared or coege, as evidencedby the neary 60 percent o studentswho are required to take reedia

courses as a condition o enroent.40High schoos ust assess studentprogress to identiy, notiy, and assiststudents who are not adequateyprepared as eary as possibe in theiracadeic career.

Level o evidence: Low

The panel determined that the level o evi-

dence supporting this recommendation is

low. In this case, the rating is not neces-sarily a result o limited or poor research:

the ability to implement related data and

assessment systems is a airly recent de-

velopment. Advances in both capabilities

and resources devoted to state longitu-

dinal datasets have been promising, but

these data do not yet exist or many juris-

dictions. As they become more prevalent,

40. Bailey (2009).

the panel expects that research on their

use also will expand.

Although our programs with studies meet-

ing standards included practices related to

data use and additional instruction to as-sist students, these practices were neither

isolated in the evaluation nor necessar-

ily a major component o the program.41

Studies o two additional programs42 that

potentially meet standards suggest that

the use o data to identiy and notiy stu-

dents o their academic progress during

high school had an impact on college out-

comes. There is also suggestive evidence

that district- or statewide use o assess-

ments associated with college readiness(such as PLAN and ACT43) is associated

with improved college outcomes, but this

correlation does not mean that requiring

students to take those tests caused im-

proved access to college.44

Brie summary o evidence tosupport the recommendation

Two programs with studies that potentially

met standards assess students when they

are high school juniors to determine their

readiness or college-level work. Caliornias

Early Assessment Program (EAP) uses as-

sessment results to inorm students about

whether they need additional preparation

to become college ready and includes sup-

plemental programming or students who

do not meet expectations.45 The College

41. Talent SearchConstantine et al. (2006);Sponsor-a-ScholarJohnson (1998); QOP

Schirm, Stuart, and McKie (2006); UpwardBoundSetor, Mamun, and Schirm (2009).

42. College NowCrook (1990); Caliornia EarlyAssessment Program (EAP)Howell, Kurlaender,and Grodsky (2009).

43. Although ACT was originally an acronymor American College Testing, the ocial nameis now ACT. PLAN is the name o an assessmentadministered by ACT.

44. ACT (2008a, 2008b, 2009a, 2009b).

45. Caliornia State University (2005); Howell,Kurlaender, and Grodsky (2009).


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RECOmmEnDATIOn 2. UTIlIzE ASSESSmEnT mEASURES THROUgHOUT HIgH SCHOOl

( 21 )

Now program in New York City uses assess-

ment data to determine whether students

are eligible or dual enrollment courses or

need developmental classes to prepare or

college-level coursework.46 Studies o both

programs ound that they reduced the needor remediation in college, and College Now

increased the number o college credits that

students earned.

Two additional programs with studies

that potentially met standards include

elements o academic support. Project

GRAD analyzed data to understand and

track students progress toward meeting

graduation requirements. GEAR UP sites

provide individualized academic supportor students with academic problems and

those who do not perorm well on stan-

dardized assessments.47 Studies o both

programs examined middle school out-

comes and did not report high school or

college outcomes.48

Four college access programs that provided

academic assistance to improve students

academic profciency had studies that met

WWC standards.49 Talent Search, Sponsor-a-

Scholar, and the Quantum Opportunity Pro-

gram (QOP) oered airly low-intensity aca-

demic assistance through tutoring services

or homework help ater school. Although

Talent Search and Sponsor-a-Scholar had a

positive impact on college enrollment, aca-

demic services ormed a minor component

o all three. Upward Bound oered addi-

tional academic coursework throughout the

school year and during a six-week summer

session but did not have an impact on col-

lege enrollment or degree attainment.

46. Crook (1990); Karp et al. (2007, 2008).

47. Standing et al. (2008).

48. Opuni (1999); Standing et al. (2008).

49. Talent SearchConstantine et al. (2006);Sponsor-a-ScholarJohnson (1998); QOPSchirm, Stuart, and McKie (2006); UpwardBoundSetor, Mamun, and Schirm (2009).

Correlational studies that examined ACTs

College Readiness System provide sugges-

tive evidence on identiying and notiying

students who are not college ready.50 The

College Readiness System includes the EX-

PLORE and PLAN assessments in 8th and10th grades that are precursors to the ACT

(one o two national college admissions

tests) and the COMputer-adapted Placement

Assessment and Support Services (COM-

PASS), a college placement test adminis-

tered by ACT.The panel also relied on other

descriptive and qualitative studies.51

How to carry out thisrecommendation

1. Identiy existing assessents, standards,

and data avaiabe to provide an estiate o

coege readiness.

Assessments can play a key role in alert-

ing students, parents, and teachers about

whether students are on track or col-

lege matriculation when they graduate

rom high school. Currently, no single

college-readiness assessment is commonly

available or used by schools and districts

(although there is progress in that direc-

tion52). Recognizing the limited time and

resources schools have to develop a new

assessment, the panel recommends that

high schools consider several existing as-

sessments that can provide an early indi-

cation o students academic preparation

or college:

College or community college place-

ment exam. Schools and districts can

use whole assessments or a subset oitems rom existing college or com-

munity college placement exams as a

diagnostic measure. Although many

placement exams are school specifc,

50. ACT (2008a, 2008b, 2009a, 2009b).

51. Achieve, Inc. (2009); Austin IndependentSchool District, Oice o Program Evaluation(2002); Quint, Thompson, and Bald (2008).

52. See, or example, Achieve, Inc. (2009).


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some common assessments can be ad-

opted by a high school (e.g., COMPASS

and ACCUPLACER, an assessment de-

veloped by the College Board and used

to help determine course selection or

students).

College admissions exams. High

schools can have students take one

o the college admissions exams de-

signed or students in early high school

grades (e.g., PSAT, EXPLORE, PLAN).53

These assessments can gauge early ac-

ademic preparation in math and read-

ing as well as reasoning and critical

thinking. Later in high school, states

can have all students take the collegeadmission exams (e.g., SAT, ACT) to

gauge their college readiness.

Statewide college and career readi-

ness assessments. Schools in states

that already conduct a college or career

assessment should take advantage o

these assessments and use them as an

indicator o college preparedness.54

Local assessments. In districts,

schools can use existing benchmark

assessments on a regular basis to mea-

sure students progress against stan-

dards tied to academic profciency.55

53. Achieve, Inc. (2009); Dounay (2006); Howell,Kurlaender, and Grodsky (2009). For example,Bualo, New York, administers the PSAT to frst-year high school students; Chicago, Illinois, usesthe ACTs EPAS system, administering EXPLORE

to its 8th and 9th graders and PLAN to its 10thand 11th graders.

54. Ten states administer college and career-readiness assessments to all students: our arestate specifc, as is the Early Assessment Pro-gram, and can replace placement tests; one ad-ministers the SAT; and fve administer the ACTstatewide (Achieve, Inc., 2009).

55. Quint, Thompson, and Bald (2008). For exam-ple, school districts in Richmond, Virginia, andFresno, Caliornia, use benchmark assessmentsevery nine weeks to measure students progressagainst standards tied to academic profciency.

In some cases, schools may be able to ob-

tain fnancial support or implementing

one o these assessments.56

The inormation gathered rom these as-

sessments should be combined with otherindicators o academic progress to deter-

mine i students are on track or college

as deined by coursework progression

and academic profciency. High schools

can connect assessments in each o these

areas into a cohesive set o inormation

that can be used in guidance and planning.

High schools can assess coursework pro-

gression against the college preparatory

tracks described in recommendation 1.

Academic profciency inormation is con-tained in existing state assessments, and

postsecondary aspirations can be assessed

in a brie student survey.

To gauge whether they are successully

preparing students or college, high

schools should gather inormation on

postsecondary enrollment or past stu-

dents. In some states, high schools can

gather this inormation rom a state data-

base that tracks students rom kindergar-

ten through college. In other states, high

schools and districts can track their grad-

uates through the National Student Clear-

inghouse (http://www.studentclearing-

house.org), a comprehensive student-level

repository o data rom 3,300 postsecond-

ary institutions attended by 92 percent

o college students in the United States.

Alternatively, high schools may be able to

partner with local and regional postsec-

ondary institutions to gather inormation

on the enrollment o their graduates. Thepanel recommends that high schools use

these data to understand the enrollment

rate, persistence, and degree attainment

o graduates in order to better understand

the impact o current practices.

56. For example, Florida and South Carolina pro-vide unding to districts that want to administerthe PSAT or PLAN assessment to their students.
http://www.studentclearinghouse.org/http://www.studentclearinghouse.org/http://www.studentclearinghouse.org/http://www.studentclearinghouse.org/


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2. Utiize perorance data to identiy and

inor students about their acadeic pro-

ciency and coege readiness.

The inormation schools collect on aca-

demic perormance and college readiness(step 1) should be used to identiy students

who are alling behind and to inorm all stu-

dents o their progress in becoming college

ready. This applies to both the courses stu-

dents need to be qualifed or college entry

and the skills they acquire in those courses

to avoid remediation once they matriculate.

The use o perormance data should occur

as early as 9th grade to ensure that students

can take the necessary steps to get back

on track. The panel recommends using thedata in the ollowing ways:

Identiy students with college expec-

tations who are perorming below

grade level and who are not on a col-

lege-ready track. Schools should iden-

tiy students who are not meeting grade-

level standards and who are not on track

or college but have college aspirations.

Although state assessments can be used

to identiy students perorming below

grade level, course grades, grade point

average (GPA), course completion, and

college-readiness assessments can be

used to identiy students who are not on

track or college. For example, a school

can ag students who are perorming

below a certain GPA, or students who

have not completed courses on the col-

lege preparatory track. High schools

should obtain and use middle school

transcripts o their incoming students

to support course placement and agentering 9th graders with academic def-

ciencies beore those students step oot

on campus.57

Inorm all students about their per-

ormance and its implications or ac-

cessing college. Discussions with stu-

dents should be held at least annually

57. Gewertz (2009).

about the progress they are making and

the hurdles they need to overcome in

becoming college ready.58 Students and

amilies should receive the results o

the data collected by the school, pos-

sibly in the orm o a data report or aletter.For example, a data report might

include inormation on course grades,

college-readiness assessment results,

and high school course completion.59

Students identifed as below grade level

or not on track or college should have

an individual meeting with someone

at the school to discuss the results

and their implications or accessing

college. Students who are not making

progress toward completing graduationor college preparatory requirements

should be notifed o possible interven-

tions that can help them get back on

track (e.g., summer school, remediation

programs).60

3. Create an individuaized pan or students

who are not on track.

Students who are not on track to complete a

typical academic course sequence oten have

trouble catching up and meeting college-

readiness objectives.61 The earlier in high

school a student can catch up to a standard

course sequence, the greater the likelihood

o meeting college entrance requirements at

the time o high school graduation.

High schools should work with students

who are not on track to develop a plan

that will assist them in catching up.62 The

plan should speciy the steps students will

take to get back on track academically andthe additional instruction they will receive

to support their academic proiciency.

High schools, colleges, and a variety o

58. Dounay (2006).

59. Gewertz (2009).

60. Christie and Zinth (2008).

61. Wimberly and Noeth (2005).

62. Quint, Thompson, and Bald (2008); Robinson,Stempel, and McCree (2005).


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student academic support programs pro-

vide a range o options or students who

are behind but eager to make progress.

Teachers, counselors, and college advisors

can play a pivotal role in helping students

make the best choices or supplementalinstruction and in connecting students

back into more typical instructional pro-

grams at the appropriate time. The panel

encourages high schools to choose these

programs careully, paying particular at-

tention to the ft between a particular

students demonstrated need and the pro-

grams intent. Reteaching a student with

similar instructional strategies, in simi-

lar instructional settings, may not be as

useul as a more customized approachto matching defciencies with deliberate

progress objectives.

Specifcally, high schools and districts can

collaborate with postsecondary institu-

tions or existing college access programs

to oer additional instruction during out-

o-class time. One example is tutoring and

homework assistance by college students,

program sta, or teachers, and in a vari-

ety o ormats: both in small groups and

one-on-one.63 More ormally, schools can

implement recovery programs or math

courses, in which students who ail a unit

are immediately required to attend ater-

school instruction or that unit and as an

incentive or attendance may be given

the opportunity to improve their grade

or

practice guide excerpt

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