College Summit

Author : Bryce Jacobs

College-Going Culture in Action

Posted by: College Summit Education Posted date: May 19, 2011

In Brett Helm's post of March 23, 2011 he asked what a college going culture looked like. Brett went on to detail a framework for determining what aspects go into creating…

Topics: College-Going Culture

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In <a href="/blog/blog_detail/what-does-a-college-going-culture-look-like/" target="_blank">Brett Helm's post of March 23, 2011</a> he asked what a college going culture looked like.  Brett went on to detail a framework for determining what aspects go into creating that culture.  Recently, Brett and I had the opportunity to put this framework into practice by surveying school stakeholders and visiting one of our high schools in NYC.  Here is a snapshot of what we found.
 <a title="College Summit: 4 Dimensions of a College-going Culture by msjones166, on Flickr" href="http://www.flickr.com/photos/msjones166/5553601279/"><img src="http://farm6.static.flickr.com/5257/5553601279_86e4dd6d95.jpg" alt="College Summit: 4 Dimensions of a College-going Culture" width="500" height="499" /></a>
The first part of the framework is “Knowledge and Expectations - The extent to which stakeholders know and understand student PSE & career opportunities.”  Based on stakeholder surveys, most respondents report to understand the value of high school.  They understand that high school is a launchpad to postsecondary plans.  The school has made strides in increasing attendance and retention which could be an indicator that more students understand the process of showing up to school, doing the work and being prepared to apply to college.  When you walk around school, several displays on bulletin boards make a direct connection with careers and the school also offers students membership in professional organizations.   Based on our survey results, parents of students expect their children to pursue postsecondary education and almost all of the educators in the school report do so as well and do things like coach students on their postsecondary options.
  The second part of the framework is “Academic Behavior and Rigor - The extent to which academic opportunities are available and used, and how well students perform academically.”  Many states and districts are now requiring all high school curricula be “college preparatory” curricula.  This is the case in NYC and the school we visited offers AP classes, dual enrollment credits, and is pursuing additional outside accreditation.  One aspect of this indicator is the availability of technology and computers to students and this school has many computer labs and areas where students can access computers throughout the school. 
 The third part of the framework is “Support, Structure, and Tools - The extent to which institutional supports, structure, & tools advance college-going efforts.”  This aspect of the framework includes student awareness of financial aid opportunities, dedicated college counseling and rewarding student improvement as it relates to postsecondary outcomes.  The school in NYC that we visited has outward displays of pictures of students and their academic achievements such as regents passed and credits earned.  The counselors have shared office space and students can visit with counselors or use the computers to print out college acceptance letters.  The school organizes FAFSA events where parents and students can fill out their FAFSA right then and there with professional help from community volunteers. 
 The final aspect of the framework is “Signaling - The extent to which the educational community signals the importance of PSE planning and application.”  The walls of this NY school are covered with graduation caps and gowns, <a href="/regions/news-events/northern-california/northern-california-third-annual-wall-of-honor-contest" target="_blank">College Summit banners with student school acceptances are displayed prominently on a bulletin board</a>, and College Summit milestones are reported on a chart in the hallway.  College banners line the walls of the counselors’ offices and teachers report integrating college going into their everyday classroom lessons.  Though these might seem like “fluffy” ways to encourage college going, they work!  Students see these messages every time they walk the halls in their schools and are reminded why they are there.  <a title="Lionel Wilson College Prep Wall of Honor by msjones166, on Flickr" href="http://www.flickr.com/photos/msjones166/5736754591/"></a>
<a title="Lionel Wilson College Prep Wall of Honor by msjones166, on Flickr" href="http://www.flickr.com/photos/msjones166/5736754591/"><img src="http://farm4.static.flickr.com/3456/5736754591_5be83b5a78.jpg" alt="Lionel Wilson College Prep Wall of Honor" width="375" height="500" /></a>
Photo courtesy of College Summit Northern California
Though just a framework, we at <a href="/" target="_blank">College Summit</a> believe that the four pieces of the puzzle here can guide schools through creating a college-going culture that will help more students get to and through college. 

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