NYC STUDY 2020
Organizing for Access
BUILDING HIGH SCHOOL CAPACITY TO SUPPORT STUDENTS’ POST-SECONDARY PATHWAYS
By Janice Bloom, with Leigh McCallen NYC STUDY 2020
3 YEARS 7 NYC schools
Shifting college outcomes for first
generation low-income students
of color through successful practices;
and reflecting on the challenges
schools encounter in transforming
their organizational culture and
infrastructure. NYC STUDY 2020
Table of Contents
Executive Summary 1 Introduction 4 CARA’s Approach 12 The Study: Seven Schools 25 Findings > Curriculum Implementation 33 > Professional Development for Staff 43 > Counseling Support 50 Conclusion 61 Case Studies > Career High School 69 > Neighborhood High School 79 Endnotes 90 Appendix: Additional College Inquiry Materials 92 Acknowledgments 102
© 2020 CARA: College Access: Research & Action NYC STUDY > Executive Summary 1
to
Curriculum Curriculum , and and , college access infrastructure access college . Professional Development Professional ,
now in college, who return to work in the college in the college work to who return in college, now They work. access college a critical role in office—play very (at capacity both bring additional counseling as credible messengers from the and serve cost) low who can reach students in ways that community adults cannot. College Access: Research & Action (CARA) spent three spent three (CARA) Action & Research Access: College studying the implementation of (2016–2019) years in Bridge programs and College Inquiry its College Our goal was City. York schools across New seven both the possibilities and challenges understand to the to making structural and cultural changes of in order to high schools, organizational blueprint of an effective create students college first-generation low-income, serve post- requires that increasingly in an economy education. secondary has identified as most areas that CARA The three important this infrastructure are in creating Implementation Support Counseling themselves—“peer people young that also found We from the high school, graduates of in the form leaders”
College Access: Research & Action (CARA) spent (CARA) Action & Research Access: College implementation of the its studying years three in Bridge programs and College College Inquiry City. York New schools across seven
Executive Summary Executive Professional Development Professional to all students. to for teaching college access access college teaching for knowledge in grades 9–12. knowledge Providing individualized, individualized, Providing Positioning and equipping and equipping Positioning learning about college access access learning about college expert college counseling counseling expert college destinations. Counseling Support Counseling Curriculum Implementation Curriculum and applying to post-secondary post-secondary and applying to staff to supportstaff to students in Creating instructional space instructional space Creating The three areas that CARA has areas that CARA The three identified as most important in creating this infrastructure are: NYC STUDY > Executive Summary 22 Structures of accountability to peers—and peers—and to accountability Structures of undertakethus staff time to this new ensure consistent to best way the work—is all students. implementation for college access for all staff. Staff’s ability ability Staff’s all staff. for access college support first-generation effectively to students through the process college and to pathway depends on their own which to the degree through college, the racial and socioeconomic share they serve, the students they of backgrounds went they time since and the amount of much the landscape and how college to then. has changed since development professional More targeted staff doing direct for is required based on the students, instruction of and thus the content teach grade they In 11th and are instructing on. they is more expert knowledge 12th grade, students through post- steer to needed and application exploration secondary there at least initially, and therefore, in investment intensive for is a need development. professional In order to serve all students across the all students across the serve In order to access college school, high of years four office the college out of move to has work much wider set of a on by and be taken school staff. staff wider group of Ensuring that this access- a post-secondary- buys in to give to and is equipped mission, for-all to information and up-to-date accurate undertaking requires at least students, around development some professional > > > > > > Professional Development Professional > > The following findings emerged emerged findings The following ofin each three areas these
In every arena, engaged In every leadership is critical. preconditions to success. to preconditions Close attention from school leadership from school leadership Close attention of implementation, years few in the first and accountability shared ownership as sufficient time as well among teachers are work strand of undertaketo this new conversations—beginning in 9th grade in 9th grade conversations—beginning high school— throughout and continuing and goals and pathways, about career higher education in those the role of pathways. tasks that are required to apply to a set of a set of to apply to tasks that are required colleges. good-match first-generation for access Post-secondary ongoing students requires college In the second semester of 11th grade 11th grade of semester In the second a of 12th grade, and the first semester in seminar is most successful dedicated supporting students through the many and application exploration necessary instructional space around college access. around college instructional space instructional types of these of range A for can be used successfully spaces grades implementing curriculum in early (9th and 10th). Schools have successfully innovated with with innovated successfully Schools have seminars, dedicated b) using a) advisory, classes, academic into c) integration creating for days event and d) special > > > > > > > > > Curriculum Implementation > Findings: Findings: NYC STUDY > Executive Summary 33
over the next several several the next over Consistently messaged the importance importance messaged the Consistently in both word their staff, to the work of and action; and staff leadership and Encouraged ownership. > > students do extracurricular activities, activities, students do extracurricular pathways, career to students exposing role of helping students understand the tests). standardized take and prepare to a critical role in supportingFamilies play As pathways. post-secondary their children’s overburdened already challenging as it is for low-income, and educate include schools to families (who may students’ first-generation or be multiple jobs, work English, not speak must do so if they under significant stress), matriculation. increase college to hope they the same knowledge much of Families need beginning that students do, and experience throughout their children’s and often early high school careers. > > access college improving Successfully more work, leads to inevitably outcomes more colleges, to apply as more students (e.g., processes with more complicated CSS Profile), Application essays, Common be and apply and getting them to schools requires at good-match accepted year senior before more work substantially ensuring trips, organizing college (e.g., > > that COVID-19 have engendered will make engendered will make have that COVID-19 to undertakefor schools the it more difficult believe we yet, And within. suggested work access equitable for that the best practices education remain the post-secondary to be even them may for the need same; in fact, years ahead. more pressing in the difficult > was done writing here the research and All of 2020: of March before crises the educational and economic years, >
Made initial commitments of of Made initial commitments resources; substantial new issues as they to close attention Paid to figured out how arose and quickly troubleshoot; > > > > In every arena, engaged leadership leadership engaged arena, In every who accomplished Leaders is critical. significant and lasting changes: the event of turnover or absence. turnover of the event more in this arena creates Success not less. work, to a college office. a college to “expert” be just one There should never at a school who holds all counselor college the expertise in this area; it is importantof in that can hold this work build a team to not a good model for strong post-secondary strong post-secondary not a good model for to need counselors as college counseling, experts in the field. become and cost- leaders are an innovative Peer capacity add counseling to way effective the ideal ratio of college counselors to to counselors college the ideal ratio of seniors is 1:80 or less. time between split their Having a counselor is work counseling and college guidance extensive individual counseling support individual counseling extensive of commitment a significant requires this area. to school resources predominantly In schools that serve students, first-generation low-income, the old model of “enrichment”—services “enrichment”—services the old model of on a those who knock to provided “entitlement” an door—to counselor’s all first-generation, model that assumes and should get students need low-income Moving post-secondary counseling from from counseling post-secondary Moving > > > > > > > Additionally, CARA found some other some other found CARA Additionally, building principles in relation to overarching infrastructure in schools: access strong college > > Principles Findings: Overarching > > > > Findings: Counseling Support Counseling Findings: > NYC STUDY > Introduction 4
that looking beyond high school graduation to post- high school graduation to that looking beyond high many radar of on the education is now secondary schools) some middle and elementary schools (and even not the case that was simply in a way across the country At the same time, ago. years, five or even years, twenty crises facing the country the current health and economic undermine or halt much of to threaten COVID-19 due to this progress. Building College Access Infrastructure Access Building College and persistence to access years, the past twenty Over an increasing through higher education has become This States. across the United policy educational of focus with years, in recent grow to continued has attention the celebrity Higher initiative, Reach Michelle Obama’s several and the call by admissions scandal, college presidential Democrats running in the 2020 Democratic education all shining college community free for primary young for a sustained national spotlight on inequities and class. across race college in accessing people a significant growth by matched has been This attention the playing field, leveling to devoted in the resources own) being nonprofits (including our new with many research studies created, tools technological founded, funding and government and philanthropic undertaken, There is no question addressing this issue. to directed CARA is working in more than sixty schools and schools than sixty in more working is CARA City York ofacross a range in New school types support school structures to to transform all students. for access post-secondary
Introduction and for supporting them as supporting and for step choose the next they journey. on their their education. Schools are their both thus responsible for preparing them academically, of students, but rather as an of students, but rather institution that helps launch phase of them into the next particular, to see high school to see high particular, not as a terminal educational the majority for experience We need to rethink the We of public education; in work NYC STUDY > Introduction 5 has has 4 3
In the fall In the fall 2 This is true for even the highest the highest even This is true for 5 Cognizant of this reality, high high this reality, of Cognizant
1 83% of high school graduates from high- high school graduates 83% of directly families enroll in college income 67% from low-income only high school, after families do. students: the most academically performing students (based on qualified low-income to just as likely “were scores) national test suggestions here; but we believe that a clear that a clear believe suggestions here; but we paths high roadmap will be useful whatever years. in the coming schools take Context for The National Access Post-Secondary has established that post- Research lead to is likely education secondary life and improved higher earnings to outcomes. report school students almost universally with a greater college, go to aspiring to students sharing proportion low-income of before. this aspiration than ever 20 million students enrolled in the 2019, of system. post-secondary States United increase in post- this dramatic However, the 1970s aspirations since secondary matriculation into by matched not been while across social class: nationally, college group of individual students to get to get to students to individual group of school structures transform but to college, all for access supportto post-secondary some useful that believe students—we do so. to about how lessons are emerging of the work analyze we brief, In this policy infrastructure in access building college years, three of course the schools over seven be useful to anticipate what we and draw policymakers, school leaders, for conclusions in these issues and philanthropists invested ahead. years in the in session, back While schools are not fully the to implement be difficult it may for the past nine years with whole school with whole school years the past nine for schools in more than sixty change—working school types in New and across a range of not just support to a smaller City York education and the economy are likely to shift shift to are likely education and the economy it access, college and timing of the trajectory a time will return to that we unlikely seems or needed. when it was not expected innovating As an organization that has been students’ exploration of post-secondary post-secondary of exploration students’ the multiple and their navigation of choices, engage to need they processes bureaucratic While college. access with in order to both higher the changing landscape of on the level of classroom learning (i.e., the the (i.e., classroom learning of on the level standards, Core the Common introduction of on preparing students for with a focus clearer What has become work). level college support to is the need years in the past ten next phase of their education. Schools are Schools are their education. phase of next both preparing them thus responsible for supporting and for them as academically, journey. on their step the next choose they done has been this work great deal of A As was the case a century ago, this will will this ago, As was the case a century public of the work rethink us to require school high see to education; in particular, educational experience not as a terminal as an but rather students, of the majority for the into institution that helps launch them moment similar to the turn of the previous previous the of the turn to moment similar when high school education moved century, to the few for from being an expectation all. for mandated) (in fact, being necessary nationwide, public schools and particularly schools and particularly public nationwide, logical high schools are the most public as a country we how rethink location to successful generation for position the next are at a we ways, In many adulthoods. As the institutions directly serving the serving the directly As the institutions people young of largest population NYC STUDY > Introduction 6
12 11 Over the past ten years, years, the past ten Over 13 enroll in a college far below below enroll in a college far match (37%) as they their very to enroll in a were college (38%) selective The most academically The most academically qualified low-income just as likely were students to not enroll in college or graduation and college matriculation rates, matriculation rates, graduation and college in 2019 students graduating of with 77.3% reaching a matriculation rates and college students who started 62% for high of new high school in 2015. expanding) (and continuously an extensive community-based nonprofit and of network tackle post- up to organizations has grown the city. in and success access secondary Department City York the New In addition, University Education (DoE) and the City of made significant (CUNY) have York New of processes, national counseling ratios ratios counseling national processes, and only around 1:460 hover to continue time is spent counseling about 20% of schools. in more than half of on college and upper middle- Families from middle- supplement whatever can class backgrounds low-income their schools provide; resources families who students from first-generation their schools or local are dependent on support organizations for community-based resources. of from this lack the most suffer Post-Secondary Looking Locally: City York in New Access high relatively boasts City York New
8
6
And while 10 These students 9 This gulf in outcomes across social across social This gulf in outcomes 7 understand these obstacles. increase to working schools are many supporting to devoted resources counseling search, students through the college and matriculation financial aid, application, Research studies over the past ten years years the past ten studies over Research document that high school consistently with first- working staff across the country sufficiently generation students fail to federal and state financial aid failing to to aid failing financial and state federal the also lack many up with inflation, keep undertake to needed capital” “economic taking fearing rightfully higher education, college. for pay debt to on extensive financial aid application processes—and financial aid application processes—and social networks to capital”—access “social college-related students to that can connect And with and opportunities. information rising and college attending of the costs post-secondary dreams. post-secondary non- to access lack and their parents often that are the norm among resources material specifically families, college-educated the understanding of capital”—an “cultural and and the college college landscape of Both research and a wide range of policy policy of Both research and a wide range document reports accounts and journalistic students the myriad obstacles low-income to attend who are the first in their family their realize to try as they encounter college bachelor’s degree, only 13% of twenty-four- 13% of only degree, bachelor’s backgrounds from low-income year-olds have. the 1970s. since narrowed class has barely to enroll in a very selective college (38%)”. college selective very enroll in a to even become outcomes These inequitable completion: with college more pronounced from twenty-four-year-olds while 62% of attained a have backgrounds high-income not enroll in college or enroll in a college or enroll in a college in college not enroll were (37%) as they their match far below NYC STUDY > Introduction 7
19 That That 21
These students need—and schools schools These students need—and 20 schools should have a “college-going culture” culture” “college-going a schools should have school leaders; many familiar to is now to this means—or how what exactly however, at schools where many elusive it—is create in steeped already students do not arrive with college. experiences family earlier). knowledge- must build in—experiences, with conversations and reflection, building, throughout the high school and adults peers in increasing amounts and year, and day their senior as students approach complexity application post-secondary and the year and who can and where, But when, process. City York New of the majority At do this? these answering of the work high schools, questions is just beginning. Creating College Access at Work Our Infrastructure: College Access: Research & Action (CARA) and nationally, City York Both in New slowly has been these questions to attention 2000s and the the early since growing “Nine McDonough’s Patricia publication of (2002). Culture” a College of Principles counseling. In New York City high schools, high schools, City York In New counseling. of an average serves counselor one guidance one schools, at one in six 221 students—and than 300 students. more serves counselor individual for the need And meeting is year in junior and senior counseling part decreasing the puzzle of of only the While this is often matriculation gaps. low- first-generation, for most glaring need, are City York in New students—who income color—research students of overwhelmingly post-secondary to exposure that shows walk the moment they begin to options needs high school (and even through the doors of
17
15 18 , and CUNY’s ASAP program ASAP and CUNY’s , 14 ; it is somewhat early to expect large large expect to early ; it is somewhat 16 to college: while advisement ratios are college: to than in other parts better of the significantly in relation are still inadequate they country, individual for have these students the need to ( e.g. with a 93% graduation rate, but 69% but 69% with a 93% graduation rate, ( e.g. matriculation rate). high quality, of a lack For these students, is a advisement post-secondary effective the road navigate significant barrier as they educational institutions—both across race/ with and within schools, class in aggregate, low- schools serving large populations of posting the largest color students of income and matriculation graduation gaps between Even before COVID-19, large gaps continued large gaps continued COVID-19, before Even students the number of persist between to and the graduating from high school, post-secondary number matriculating into CUNY in the pandemic, with announcements with announcements the pandemic, in CUNY cuts made less All” for Access “College about were closed schools after weeks than five virtual COVID-19. and learning went due to the progress These cuts endanger much of years. the past five made over that has been already showing growth in SAT taking and taking and in SAT growth showing already in matriculation numbers, some movement 2014. about 4% since with an increase of the these programs were the same time, At DoE and both the by to be cut first very At the college level, ASAP, started in 2007, started in 2007, ASAP, level, the college At gains in graduation impressive has posted rates are but they initiatives, from the DoE’s shifts Success Initiative” and “College Access for All” All” for Access “College and Initiative” Success work on broadening access focusing initiative across the city in raising significant funding investing rates. graduation college community commitments to addressing disparities in addressing disparities to commitments “Expanded with the DoE’s and success, access NYC STUDY > Introduction 8
. . We believe this this believe We . college access culture, what we we culture, what refer to instead as infrastructure We attempt to frame We it means to create what a deep college-going to the stool’s function, but none of them them but none of function, the stool’s to the stool three, Without all alone suffice. will explain As we unsound. is structurally that utilizing students believe we shortly, and/or near-peer peer themselves—in these areas is a of roles—in all three (and responsive culturally critical, transform schools to for way cost-effective) culture/infrastructure, their college-going they people young the empower and to as they agency a sense of with serve after about their lives decisions make high school. In this policy brief, we attempt to frame frame to attempt we brief, In this policy college- a deep create what it means to as instead to refer what we going culture, infrastructure access college change actually to names how better term which we organizational infrastructure, critical in three envision as happening predominantly that serve areas in schools college first-generation low-income, students. envision as the These areas are what we in creating successful a stool of legs three students: for outcomes post-secondary an important makes each leg contribution for the disappointing progress in actual for schools, in many matriculation outcomes be a great deal of what appears to despite this concept. to attention whose footprint in the school cannot begin in the school cannot begin whose footprint information for need address students’ to on these a focus believe We and support. as opposed to “culture,” changes to surface accounts structural ones, more meaningful, the penultimate—rather than ultimate—stop than ultimate—stop the penultimate—rather In many educational journey. on students’ supporting post-secondary other schools, on a small group focused has been access organizations to or outsourced students, of Fridays, students are renamed “scholars,” and and “scholars,” students are renamed Fridays, universities; classrooms are named after fundamental schools, many but in far too reflect changed to not been structures have high schools as in the role of shift the deeper going culture” has been translated in some translated has been going culture” than schools as superficial changes rather and meaningful intensive of the provision students to and experiences resources pennants are hung in College time. over on T-shirts college wear teachers hallways, “literacy” cannot be taught in just one class, be taught in just one class, cannot “literacy” but must be infused across the curriculum; post-secondary the same is true of believe we (though dismay with watched have We access. “college- of also sympathy) as the concept roles, and young people themselves—as well well themselves—as people young and roles, the of the complexity of as an understanding schools. of organizational culture ago that academic a decade Schools realized (CARA) was founded in 2011. As former former As in 2011. founded was (CARA) early City’s York New at some of teachers with a deep began we schools, small public school inside the resources belief in building of adults in a range communities—both It was to address this complex question question complex address this It was to Action & Research Access: that College NYC STUDY > Introduction 9
being about closing these gaps. being about closing these gaps. tracked we partnership, of years three Across each school made in “moves” the specific and infrastructure, access building college (ENL) and/or recently arrived immigrant arrived recently (ENL) and/or located the schools are Some of populations). and impoverished segregated in deeply in rapidly while others are neighborhoods, These seven the city. of gentrifying areas strong graduation schools had relatively the falloff of conscious but were rates the number of of in terms graduation after the for college: on to students who went graduation rate the average 2016, class of the across the schools was 81.8% while was 60.5%. enrollment rate college average these partner chose to with CARA, When they as articulatedwork their schools specifically creating instructional space for teaching college access access college teaching for creating instructional space positioning and equipping staff to support staff to positioning and equipping students in providing individualized, expert college counseling. A school’s school’s A counseling. expert college individualized, providing
Three Areas for Successful Post-secondary Outcomes for Students for Outcomes Post-secondary Successful Areas for Three PROFESSIONAL DEVELOPMENT: DEVELOPMENT: PROFESSIONAL COUNSELING SUPPORT: COUNSELING CURRICULUM IMPLEMENTATION: IMPLEMENTATION: CURRICULUM teachers needing to understand both math and the pedagogy of math, i.e., what their students i.e., math, of understand both math and the pedagogy to needing teachers knowledge in grades 9–12. Schools must understand that the landscape of higher education landscape of Schools must understand that the in grades 9–12. knowledge in information/concepts that set of of the teaching for 9–12, in each grade, permanent space learning about college access and applying to post-secondary destinations. Building college Building college destinations. post-secondary and applying to access learning about college expertise in the post-secondary search, application, and matriculation process, and be and matriculation process, application, search, expertise in the post-secondary do and do not know at any given grade level, and how to help them acquire that knowledge. help them acquire to and how grade level, given at any do and do not know or other trained staff) must develop counselor, guidance counselor, college staff (e.g., college is a subject matter that needs to be explicitly taught to first-generation students, and identify and identify students, first-generation taught to be explicitly to that needs matter is a subject in the content and in the teaching of the content. This is not any different than, for example, math example, for than, different This is not any the content. of and in the teaching in the content an engaging, experiential way with a thoughtful scope and sequence. with a thoughtful scope way experiential an engaging, sufficiently focused and resourced to provide individual support to second-semester juniors individual supportto provide to second-semester focused and resourced sufficiently year. seniors throughout their senior and to access infrastructure requires training the school staff that will deliver this subject matter both matter this subject training the school staff that will deliver infrastructure requires access Figure 1.1 Expeditionary Learning; schools serving Learning; Expeditionary learners Language English as a New mostly We deliberately chose schools that chose schools deliberately We five City’s York New of four represented large ranged from small to boroughs, various school and included comprehensive, Education; Technical models (CTE/Career schools chosen were implementing whole implementing schools chosen were Inquiry our College school change through leadership peer youth and leveraging program, Bridge program. through our College New York Community Trust and later the and later Trust Community York New CARA Children, Foundation for Heckscher the transforming of studied the process at a range of infrastructure access college seven The City. York schools across New Seven Schools, 2016–19 2016–19 Schools, Seven with support the from Starting 2016, in fall NYC STUDY > Introduction 10
% 61 COLLEGE ENROLLMENT COLLEGE % We look more closely at closely more look We SCHOOLS WORKING WITH CARA WITH WORKING SCHOOLS WERE MOST CONCERNED WITH CONCERNED MOST WERE 82 CLOSING THE GAP THE CLOSING GRADUATION RATE GRADUATION the stories somewhat more challenging, more challenging, somewhat the stories is extremely this interaction believe we important and fruitful. with watched we years, the three Across schools—through admiration as these seven varying obstacles, facing varying methods, success—worked of varying degrees and with post- access students to prepare their to moving Amidst the many education. secondary parts schools represent on that all public doing so was and continues level, a daily challenge and the be a tremendous to We be fragile. to continue accomplishments what a picture of offers their work believe and a roadmap for might be possible, tackle this schools and districts inspired to important work. Case Studies: Case of at two transformation case studies of and “mapping” chronicling the the schools, one year in programming of implementation the work infrastructure for (where the initial and then observing the schools is created), that issues complex tackling the increasingly begin they once and three, two years arise in obstacles understand the many better to facing in accessing their students are the three Throughout, higher education. inform intervention programmatic strands of rather than with each other, and interact telling While this makes living separately. We look look We
We look at the look We . We analyze analyze We
We lay out the approach lay We
(Note that all names of schools (Note that all names of We draw some larger conclusions some larger conclusions draw We
We look at the struggles and successes at the struggles and successes look We Conclusion: high the structures of about transforming preparing students encompass schools to whether that be access, post-secondary for or something else. college development. Support:Findings: Counseling across schools in the struggles and successes support. individual counseling area of in the area of curriculum implementation. in the area of for Development Findings: Professional Staff: professional across schools in the area of The Study: Seven Schools: The Study: Seven schools pursued in various strategies the their infrastructure. transforming Findings: Curriculum Implementation: schools across at the struggles and successes CARA’s Approach: CARA’s and College Inquiry College CARA’s of understand the in order to Bridge programs, made at the schools. intervention of the schools across the course of the year. year. the of the schools across the course of lessons from across these offer we In this brief, schools seven and individuals are pseudonyms) prep classes, and at team meetings where meetings and at team prep classes, design and implement to small groups worked conducted we three, year In the programming. staff members as with a range of interviews seniors at three a small group of as with well to capture the experiences and voices of the of voices and capture the experiences to year In taking partpeople in that change. observations at all seven conducted we two, at office, the college in work watching schools, in college meetings, development professional surveyed staff and students. In the second In the second students. staff and surveyed research also undertook we years, and third
NYC STUDY > Introduction 11 Neighborhood HS Neighborhood
2.30 2.49 1950 437 64.4 48.9 12.1 21.6 63.8 Queens Community School Arts HS Arts 2.67 2.98 247 49 60.7 49.4 37.2 1.6 98.2 Manhattan Arts
) Centro HS Centro
2.49 2.69 404 83 71.3 64.4 26.7 1.5 93 Manhattan N/A HS for Leadership for HS
2.14 2.44 357 53 63 7.3 91.3 3.9 72.2 Brooklyn Consortium World HS World
65.6 1.90 1.78 93.9 79.4 12.1 76.6 The Bronx ENL 470 114 HS for Technology for HS ) ) % % ( ( 8th grade ratings measured on a 4 point scale (
81.9 2.39 2.51 74.7 56.8 33.6 6.1 The Bronx CTE 544 111 Career HS Career Demographic and Achievement Characteristics of Seven Seven of Characteristics Achievement and Demographic Year) School (2015–16 Selected High Schools 98 2.67 2.95 43.2 53.6 15.8 1.7 Queens CTE 545 128
22 STUDENT ACHIEVEMENT ACHIEVEMENT STUDENT STUDENT DEMOGRAPHICS DEMOGRAPHICS STUDENT STUDENT DEMOGRAPHICS DEMOGRAPHICS STUDENT ELA Rating ELA Graduation 8th gr Avg Math Rating 8th gr Avg ENL % HS Latinx Black Senior Enrollment Economic Need Type Total Enrollment School Location Name of Name of Table 1.1 Table NYC STUDY > CARA’s Approach 12
.
(see Figure 2.1)
inquiry-based curriculum for 9th through 12th 9th through 12th inquiry-based curriculum for have areas that we the four grade that covers and to increased exposure students need found college; mapping the landscape of of: exploration paying for understanding the application process; careers and exploring college; Implementing a comprehensive, field-tested, field-tested, Implementing a comprehensive, >
Whole School Change: College Inquiry Whole School Change: College program was developed Inquiry College CARA’s 2009 and 2011 with supportbetween from a College State York New Challenge Grant from the Access (HESC) Corporation Higher Education Services (ISA). Achievement Student for and the Institute college-going a comprehensive develop It aims to schools that supportsinfrastructure for students application, to exploration, from post-secondary embed post-secondary Its goal is to enrollment. to scheduled day, regularly in a student’s exploration 12th grade they so that by starting in 9th grade, application college can undertake a well-informed and coaches resources provides CARA process. in critical areas outlined schools across the three the Introduction: >
CARA’s programs aim to develop a comprehensive a comprehensive to develop programs aim CARA’s that schools infrastructure for college-going from post-secondary supports students to application, to enrollment. exploration, CARA’s Approach CARA’s predominantly of students predominantly of color. generation, low-income generation, low-income because of which, students York the segregation of New schools, means that these City schools are also made up It is important to note It has focus that, to date, our been schools that serve first- predominantly seven schools: how were we we were schools: seven how attempting to support schools to build deep college access infrastructure? Before diving into the findings into the diving Before need to we research, of our in these work CARA’s explain NYC STUDY > CARA’s Approach 13
LESSON
college Exploring College Majors
a at career-focused college. Major 6 College Signs the room Posted throughout Post-it notes 24 + extras Handout: Student Profiles 1 cut into strips Handout: College Majors 8 sets in more offered MATERIALS • • • • VOCABULARY students may Terms not be familiar with • and “major” majors
a of
college kinds arts to. choosing the of apply liberal
a to knowing concept College Inquiry: High School Curriculum Curriculum Inquiry: High School College Contents of Table Curriculum Inquiry: High School College Sample Lesson how the colleges between
of oup rep needs to find 3 different schools for the student to apply to. needs to find 3 different oup rep e filled, the rep must scramble to find a different college and major for rep must scramble to find a different e filled, the about list their understand think distinguish options.
build
students students students them oup must be able to justify why their student should apply to each college by showing major, oup that is able to find 3 colleges to apply to, all of which have an appropriate oup sends one representative to participate in the “scramble.” oup sends one representative CAREERS help help help EXPLORING
help Résumé DevelopmentRésumé Jeopardy Career Interview Career Sort Career Fair Career Investigating Career Interests at Career Looking Clusters Majors Connecting and Careers
ou “apply” by sticking one of your group’s 3 Post-it notes on the college signs around the room. 3 Post-it notes on the college signs around ou “apply” by sticking one of your group’s o help your fictitious student choose some possible majors.
• To • To can • To post-secondary > to “major” in What is a “major”? What does it mean > of. Sometimes a List as many “majors” as you can think >T > help your fictitious student choose 3 schools to apply To > Each gr > During the scramble, the gr >Y > If the slots at the college ar > Each gr > Each gr GOAL ACTIVITY brainstorm: Start with a whole group something? Studies than one name such as Women’s major can have more and Gender Studies. the class they will be playing a game called School Tell Scramble. The students will be acting as guidance counselors to 8 fictitious students. The goals of the game are: Exploring Majors College at all colleges. offered and that not all majors are chosen based on student interests students that majors are Note: Tell to that have appropriate majors. to that have appropriate 1 of 2 - 4 students. Give each group Split class into 8 groups 1 set of College Majors handouts, and 3 Post- Student Profile, name on each should write their student’s it notes. The group of the 3 Post-it notes. They should discuss together some possible majors that their Student Profile. should read The group have those majors. They should identify colleges that interests. would be a good fit based on that student’s colleges for the student to apply to, using the College Majors handouts as should plan three Each group college and possible major on each of the 3 Post-it notes. the name of an appropriate support. Write The teacher then explains the rules of School Scramble. that student. is a major at that school that would interest that there wins a small prize. the student to “apply” to. Their group members can help. They might need an extra Post-it note. the student to “apply” to. Their group LESSON
3 4 5 1 2 HIGH SCHOOL CURRICULUM | Mapping the Landscape COLLEGE PAYING FOR PAYING What Is Financial Aid? What Is Financial FAFSA4caster What Are Opportunity Programs? Aid Comparing Financial Packages of the Costs Comparing Public Colleges and Private at FAFSA Looking Applying for to Steps Aid Financial Rates and Interest Loans Back Loans Paying Making Sense of Financial Letters Aid Package Bills at College Looking and Budgets
PROCESS THE COLLEGE APPLICATION APPLICATION College Inquiry: High School Curriculum Inquiry: College Transcript Review Transcript in Context the SAT Putting Debriefing SAT in a College What’s Application? Application College Steps Candidate Admissions Scramble Mock Admissions Committee Safety Match, Reach, Creating an Annotated List SUNY College Making a CUNY List 1 College Making a CUNY List 2 College Making a CUNY List 3 Essay College the CUNY Completing Application “Submit” Hitting After Plan Future UNDERSTANDING UNDERSTANDING TABLE OF CONTENTS OF TABLE
LANDSCAPE MAPPING THE Surveying Student KnowledgeSurveying Student about College SortCollege College in America: Myths and Realities Myths and Realities Visits: College Pre/During/Post Visit College Fair About College Learning Interviews: Through 3 Lessons from Different How is College High School? Videos in the Family First Majors Exploring College Matching College Scavenger Hunt SUNY What’s Search: College The Important to Me? Colleges Researching Online in the Family: First Years College Your For-Profit Are What Colleges? of Do Classes Types What College Take? Students Exploring Course Catalogues at College Looking Schedules What is a Syllabus? Resources Using College Vocational Comparing Options Post-Secondary High School Curriculum School | High COLLEGE INQUIRY Figure 2.1 Figure NYC STUDY > CARA’s Approach 14
. (Figure 2.2) the most high-functioning the most high-functioning three to schools, takes years. four CARA believes that coaching believes CARA is an essential component of shifting school infrastructure, at and that the process, even school’s scope and sequence, and supporting and sequence, scope school’s leadership roles into step school staff to small group both running with their peers, development. professional and meetings “best practices” a set of developed have We Patricia of based on the work (initially McDonough; Appendix: Additional see College and an implementation Materials) Inquiry help guide schools as use to that we rubric undertake this work they with a small team, then meeting with then meeting team, with a small with the from each grade, representatives support, to and with administrators counselor, and troubleshoot implementation. monitor, professional specific the school’s Determining facilitate to and helping needs development and with staff meetings sessions at whole or supporting school staff to smaller groups, an is also development, do this professional work. coaching of important piece four, and three years in is lighter Coaching year visits in or six five approximately to four, year visits in or four and three three the and revising troubleshooting continue . (see Appendix: (see Appendix: . (see Appendix: Additional College Additional (see Appendix: College Additional College Inquiry Materials) Inquiry College Additional support 11th and 12th grade students and financial aid, in the application, in order to matriculation processes, good- enrollment into increase students’ influence and positively colleges match rates their persistence Inquiry Materials) Inquiry office college a high capacity Creating with sufficient and that is equipped to individually trained staff sufficiently as smaller, targeted groups based on on groups based targeted as smaller, early e.g., with, work the students they direct vs. 9th graders awareness for application support 12th for college graders information—good or bad, correct or or correct or bad, information—good the adults that they incorrect—from time with: their teachers. spend the most and helps run whole provides CARA as well development staff professional Building staff capacity around college college around staff capacity Building students receive in the belief that access, > > first two years, coaches are at the school years, first two creating initially a month, once approximately and sequence an action plan and scope experience working in New York City public public City York in New working experience as expertise in college schools as well post-secondary York in the New access do intensive be able to in order to context, In the areas. across these three coaching functioning schools, takes three to four years. years. four to three takes functioning schools, schools our goal is for that time, the end of At sustain this work, to built the capacity have to support. CARA’s no longer need and thus to extensive have Coaches Inquiry College CARA CARA believes that coaching is an essential that coaching believes CARA school infrastructure, shifting of component most high- at the even and that the process, > > NYC STUDY > CARA’s Approach 15 0 1–1.99 0 mtgs 9th Grade: 0 9th Grade: 10th Grade: 0 10th Grade: 0 11th Grade: 0 12th Grade: Less than 50% Less than 20% Less than 50% Less than 50% Less Less than 50% Less Less than 50% Less Less than 20% Less Less than 50% than Less 50% than Less Less than 65% Less 1:125 or more Less than 50% Less or rudimentary Does not occur No Peer Leadership No Peer Not Yet Developed Not Yet Not Yet Developed Not Yet Not Yet Developed Not Yet system is non-existent Tracking Senior Cohort Size: Senior Cohort 1–2 1 mtg 2–2.99 50–64% 50–64% 65–74% 50–64% 50–64% 20–39% 50–64% 34–21% 50–64% 50–64% 50–64% 9th Grade: 1–4 9th Grade: 1:101 to 1:124 Developing Developing Developing 10th Grade: 5–9 10th Grade: 11th Grade: 1–12 11th Grade: 1–14 12th Grade: 4 month program Irregular or Less than Monthly or Less Irregular Tracking system exists but used system exists Tracking irregularly or is not easily sharable or is not easily irregularly 3–4 3–3.50 2 mtgs 65–79% 65–79% 75–89% 65–79% 65–79% 40–59% Monthly 49–35% 65–79% 65–79% 65–79% 65–79% 1:81 to 1:100 Developed Developed Developed 9th Grade: 7–10 9th Grade: 10th Grade: 10–12 10th Grade: 13–15 11th Grade: 10 month program 12th Grade: 15–20hrs 12th Grade: progress in tracking system in tracking progress Effective Counseling Effective Consistently records student records Consistently Outcomes: School/Program Staff Knowledge and Attitudes Knowledge and Staff College and Career Exposure & Understanding Exposure and Career College 5+ >1:80 College Inquiry Infrastructure Rubric Infrastructure Inquiry College Weekly 80–100% 80–100% 90–100% 3+ mtgs 3.51–4.0 80–100% 80–100% 60–100% School: 50–100% 80–100% 80–100% 80–100% 80–100% 9th Grade: 10–13+ 9th Grade: 12 month program 10th Grade: 14–18+ 10th Grade: 15–20+ 11th Grade: 12th Grade: 20+ hrs 12th Grade: Highly Developed Highly Developed Highly Developed uses a tracking Consistently system in order to strategize system in order
Over time, investments in college access infrastructure should manifest in improving leading indicators and ultimately matriculation outcomes. matriculation ultimately and indicators leading should manifest in improving investments in college access infrastructure Over time, Score Student Average College on 12th Grade Knowledge Survey % of Completing Students Assessment Performance Projects Capstone Average Number of Average Student Per Visits College by End of 11th Grade % of 12th Grade Engaging in 1:1 Students Planning Postsecondary Staff Trained Meetings with College Counseling Staff Counseling College Ratio to Senior Student employee = 1; *FT = .25 10 hour/week PL Access and # of College Year Per Lessons Career % of Seniors Graduating into College Matriculating or Alternative Postsecondary within Six Months Destination Demonstrated Baseline Demonstrated Understanding of NYC Landscape Postsecondary Context: Specific and NYC Answers on Staff % Correct Questions Survey Content Frequency of Grade Frequency Meetings Devoted to Team Planning Postsecondary on Staff Score Average Questions Attitude Annual Staff PD Annual Staff Meetings Devoted to Planning Postsecondary % of Students 11th Grade Engaging in 1:1 Postsecondary Planning Meetings with Staff Trained % of Students 11th Grade Family with a Completed Year by End of Income Form Shared student-level Shared system for tracking data and financial application aid steps for all seniors College Youth-Led Access Programming % of Seniors Completing applications SUNY/Private by January 1 % of Seniors Completing 1 by March FAFSA to a % of Seniors Committing 1 June Plan by Postsecondary % of Seniors Completing 1 January by application CUNY College Inquiry: Infrastructure Rubric Infrastructure Inquiry: College Figure 2.2 Figure NYC STUDY > CARA’s Approach 16
take the form of talking at students, trying to to trying at students, talking of the form take them rather than engaging them facts, give about their post-secondary in an inquiry the amount increasing to In addition pathways. helping students time that schools spend of the of one pathways, learn about these program Inquiry important the College goals of this their approach to help schools shift is to structural meaningful view, In our as well. work culture” “college-going schools’ changes to for spaces must include both creating ongoing education and learning about post-secondary and learning that happens teaching the kind of in those spaces. (Oakes, Mendoza & Silver, 2005) & Silver, Mendoza (Oakes, Creating a College-Going Culture in High Schools Culture a College-Going Creating there are a clear set of structures and experiences dedicated to supporting students, supporting to dedicated students, structures and experiences there are a clear set of to negotiate college without sacrificing their own identity and connections with their home connections and own identity without sacrificing their to negotiate college both logistically and socio-emotionally, through the college search, application, application, search, college through the and socio-emotionally, both logistically families, peer groups, and local communities.” communities.” and local peer groups, families, communities. They recognize that college is a pathway to careers that are valued in their valued that are to careers is a pathway that college recognize They communities. staff members are dedicated to preparing all students for post-secondary education; post-secondary preparing all students for to staff members are dedicated material”; “college as themselves see students are helped to financial aid and decision making process. financial aid and decision “Students see college going as integral to their identities; they have the confidence and skills the confidence have going as integral to their identities; they “Students see college > > > > > > their high school careers. their high school careers. multicultural college-going identity in students: identity multicultural college-going knowledge and skills needed to make and carry out informed choices. In a school with a choices. informed out and carry make to and skills needed knowledge of motivational and experiential opportunities around college, for all students, throughout all students, for opportunities motivational and experiential around college, of encourage students and their families to explore post-secondary options and develop the options and develop post-secondary explore students and their families to encourage strong college-going culture: strong college-going In particular, a growing body of research supports of cultivating a the importance of body a growing In particular, Figure 2.3 A college-going culture refers to the environment, attitudes, and practices in a school that and practices attitudes, the environment, to culture refers college-going A This goal needs to be reinforced in all aspects of a school’s work, through the integration through the integration work, a school’s of in all aspects be reinforced to This goal needs to bring this approach to English, social English, approach to bring this to found have we curriculum, or science studies, about college conversations often, too that, knowledge alongside others; and when they and when they alongside others; knowledge that ideas and concepts are engaging with stage. fit their developmental in attempt work the schools we of While many young people learn best when classroom learn best when classroom people young activities start knowledge, with their own have when they and concerns; questions, have engage in activities, to a chance construct and with peers, conversations It is important to note CARA’s approach to approach to It is important CARA’s note to that believe We as well. curriculum here NYC STUDY > CARA’s Approach 17
27-126
WITH SCHOOL STAFF WITH SCHOOL > What Are Educational Opportunity Programs? Are What > of Higher Education Opportunity Programs > Perks in the Sciences Programs > CUNY Knowledge | 97 SUNY Your Increasing Answer Key Options & SUNY Adriana’s > | 101 for College Pay Understanding How Students Answers & Statements True/False Aid: > Financial and Definitions Terms Aid > Financial Sample Letter Award Aid > Financial it Down > Breaking High School? | 109 From Different How is College Answer Key > Between High School and College: Differences > Cutout Cards Between High School and College: Differences Options | 113 Post-Secondary Vocational > Study Michael: Case WantWho Don’t Our Students Tell > We What Do to Go to College? Auto Mechanics Options: > Post-Secondary Weighing | 119 Access on College Suggested Readings Planning College Access Professional Development: Professional Access Planning College An Overview | 29 and Examples > PD Resources #1 Year > Sample PD Calendar #2 Year > Sample PD Calendar School | 35 Your at Culture College-Going Creating Culture College-Going A Creating > Posters: | 47 About College Exploring Beliefs Sort Statements > College School’s Your Using Data to Understand Outcomes | 53 College Motivations & Obstacles | 55 to College: Generation First Quotes Generation First > Posters: | 75 Studies Application Case College Studies Case > Student | 85 or Fiction Options: Fact College | 87 Admissions Mock Knowledge | 91 CUNY Your Increasing Profile Student Adriana’s > Answer Key Options & CUNY Adriana’s > PROFESSIONAL DEVELOPMENT DEVELOPMENT PROFESSIONAL
1-26 TOOLS FOR DEVELOPING FOR DEVELOPING TOOLS A COLLEGE ACCESS PLAN ACCESS COLLEGE A Best Practices for Creating College Going-Culture | 3 Going-Culture College for Creating Best Practices | 9 Progress School’s Your Tracking to Matriculate Likely Are Students That Indicators > Leading To Attention > Pay Data To Implementation Rubric Inquiry Program > College | 13 Curriculum Rationale Curriculum Planning Map | 17 | 19 Office in the College Work Supervising Report Status Counselor > College Administrators for Timeline > College TABLE OF CONTENTS TABLE | Resources for Leaders COLLEGE INQUIRY College Inquiry: Resources for Leaders for Inquiry: Resources College Contents of Table subset of higher performing students, as we we as students, higher performing subset of a fourteen of that the future potential believe on so early not be determined old should year partner with only we Therefore, in their lives. implementing our to schools that commit their students. with all of work We have also learned that if schools are if schools are also learned that have We restructuring to up front, not committed, implement time to create their schedule to dedicating grades, all four curriculum across development, professional staff time to at least one staff member and do not have it counseling, grade college 12th to dedicated school structures transform is not possible to impact on a positive to make sufficiently that the schools Thus, access. post-secondary partners meet to with all need now CARA of also insist that the work We these criteria. high schools in public access post-secondary all students and not a smaller must serve
AID 131-150 FINANCIAL FINANCIAL teps to Applying for Financial Applying for Financial teps to S Aid | 135 Income Form Family English | 137 Income Form Family Spanish | 139 English Preview Aid Financial on | Powerpoint Spanish & website CARA DocumentationAid Financial Guide | 141 for Letter Party Sample 3rd | 143 Verification Waiver Sample Deposit | 145 Letter Aid Comparison Financial | 147 Tool Appeal Aid Sample Financial | 149 Letter
website ting | 95 Year | 79 Year Year | 83 Year n Making
egistration | 99 egistration Application Process Application Process s | 93 Activity for Parent R Tips | 121 Tips 75-130 Junior Resources COLLEGE COLLEGE Application Steps for Application Steps for Application Steps PROCESS files: Pro Admissions sions ach
ollege nts: APPLICATION e llege o ollege C C Par Senior Parents: Understand Helping Parents the C (English & Spanish) | on CARA Powerpoint Selection Survey for College English | 89 Parents: Selection Survey for College Spanish | 91 Parents: Admis Survey: College Junior Interest Mee Counseling SAT Group Username and Password: College udents | 103 for St Tracker HEOP Supporting 1st Colleges | 105 Students Generation Building a College List | 107 Application: Completing a CUNY Step by Step Directions | 109 Application: a SUNY Completing | 113 Directions by Step Step the Common Completing by Step Application: Step | 117 Directions for Rubric Essay College | 119 Counselors College and Out-of-State Private Outre Checklist: Counselor Meetings, Individual Student | 123 12th Grade Script for Calling Student | 125 Colleges Submit: From Hitting After Application to Enrollment Checklist | 127 Decisio College Sheet | 129
AND 35-74 LEADERSHIP CARA’s Right to College Right to CARA’s COLLABORATION College Vocabulary | 39 Vocabulary College Overview for Process College on Staff | Powerpoint website CARA of Letters Writing | Powerpoint Recommendation website on CARA Letters Recommendation Teacher | 43 Tips Writing ofLetter Recommendation: | 49 Form Request of Letters Tracking | 53 Recommendation Agendas: Counselor Sample Meeting with 11th Grade | 55 Team Agendas: Counselor Sample Meeting with 12th Grade | 57 Team forTimeline College | 59 Administrators Applications: Online Completing and Teachers for Directions Other Staff | 65 Trip: Planning a College Pre-Planning Trip College Guide | 69 College Office Resources College TABLE OF CONTENTS TABLE
College Inquiry College 01-34 FOR SUCCESS COLLEGE OFFICE COLLEGE College Office Best Practices | 5 Practices Best Office College Application Steps: College Junior Student Tasks | 9 Tasks Junior Student Application Steps: College | 11 Tasks Senior Student Tasks: Application College | 13 Tasks School for College Tips Classroom | 17 Counselors Admissions up College Setting Visits | 19 | 21 School Profile Your Creating Recommendation: Counselor Request Form | 23 Form Request Guide | 25 Planning Fair College SETTING UP YOUR | COLLEGE INQUIRY College Inquiry: College Office Resources Office College Inquiry: College Contents of Table CARA’s CARA’s program.) program.) secondary access. (For these schools, we we (For these schools, access. secondary other programming to developed have adequate ensure that students can receive more for counseling; post-secondary see information, sense to partner, as we found that that found as we partner, sense to graduation low schools with extremely with simply overwhelmed were rates graduation and not getting students to on post- their energy focus to ready yet of it in more than sixty schools; we schools; we it in more than sixty of twenty with approximately work currently year. given schools in any twenty-five to refined the profile have we time, Over it makes think we schools with which of CARA formally began this work in 2011 in 2011 work this began formally CARA has undertakenversion date some and to NYC STUDY > CARA’s Approach 18
Financial Aid Rates Panel Interviews: Alumni Interviews: Clusters College through College v. Private v. Steps Annotated SUNY List SUNY Annotated Application 2: Public Aid Packages > Looking at Career at Career > Looking > College Application > College an > Creating the CUNY > Completing > After Hitting “Submit” at FAFSA > Looking Applying for to > Steps Financial > Comparing and Interest > Loans Loans Back > Paying > Surveying Student > Surveying about > Knowledge About > Learning 12th Grade
Majors Me? Students with Matching During/Post Majors What’s Important to What’s Interviews Colleges Online Colleges Context List College College Through College Steps Schools Annotated SUNY List SUNY Annotated Aid Packages > Exploring College > Exploring College > Researching > Researching Review > Transcript Application> College Likely: Match, > Reach, in the SAT > Putting > Making a CUNY Essay > College an > Creating Aid? What Is Financial > Financial > Comparing > Surveying Student > Surveying about > Knowledge > Admissions Mock Visits: Pre/ > College about > Learning > Exploring College Hunt Scavenger > SUNY Search: The College >
11th Grade Different from High Different Myths and Realities Interviews Opportunity Programs? Opportunity College Through College Matching College School? Video and Careers > Career Sort> Career Majors > Connecting Fair > Career > What are Educational > > Learning about about > Learning Review > Transcript > College Sort > College America: in > College > First in the Family Visit > College is College > How 10th Grade Sample Scope and Sequence Map Sequence and Scope Sample 9–12 Advisory Curriculum: During/Post Interviews Career Interests 1 Interests Career College Through College Application? > Career Jeopardy > Career > Your Investigating Interview > Career > What Is Financial Aid? What Is Financial > > Transcript Review > Transcript in a College What’s > > Surveying Student > Surveying about > Knowledge about > Learning Visit: Pre/ > College 9th Grade
Exploring Paying for for Paying Process Mapping the Landscape of Program Careers College College College College Application Figure 2.4 Figure NYC STUDY > CARA’s Approach 19
more than seventy hours more than seventy training, of comprehensive a Bridge Coaches develop range of skills and content then that they knowledge unique use, alongside their perspective, near-to-peer individualized to provide support to graduating students and reduce melt ” “summer Each participating high Each participating a Bridge school embeds an alumni Coach—usually into school— of their college office, under their the supervision of their college With counselor. by several New York City City York New several by 2 The creation of our College our College The creation of 1 one (January–August) to a full-year one a full-year one (January–August) to the Bridge allowing (September–August), the whole guide students through to Coaches and see application process, college year-long it through from start finish. to based on overwhelming feedback across feedback based on overwhelming wanted schools that the biggest change they earlier!”— “start was in the program see to the program from a four- extended CARA an eight-month month one (May–August) to graduated seniors through the range of seniors through the range of graduated take to that are likely matriculation steps year, senior the summer after over place when high schools are closed and college Starting in 2014— vacation. on counselors hiring graduates now in college to work work to in college now hiring graduates support to the summer students in the over had attended. high schools they students supported newly These college of “summer melt” of up to 40% of low- 40% of up to of melt” “summer of students income Assembly, including Urban organizations, called (now Home in College At CUNY’s whom began all of and CARA, LINCT), CUNY to College” campaign advocates for more more for campaign advocates College” to at youth with resources access college the forefront. with Bridge program in 2011 intersected the phenomena to attention growing Success model, of which College Bridge Bridge which College of model, Success in genesis lay These programs’ is one. Student for with the Institute our work the as organizing by as well Achievement, Us “Get whose Collaborative, Youth Urban Youth leadership has been a central part a central been leadership has Youth work access college approach to CARA’s of run three we and founding, our since up our that make programs connected & Access College for Leadership Peer Peer Leadership: College Bridge College Leadership: Peer NYC STUDY > CARA’s Approach 20 IMPACT OUTCOMES Higher college achievement accumulation and credit Increased college persistence and graduation college persistence and Increased Increased college success Increased post-secondary Increased matriculation Increased social-emotional Increased skill development number ofIncreased students with a defined post-secondary plan Development of competencies in core college counseling and professionalism timely completion of Increased applications App) and/or Common SUNY CUNY, (FAFSA,
• • • • • • • • Peer Leader Peer School/program Creation of infrastructure for the involvement for the involvement of infrastructure Creation of to inequitable young people in solutions college access and success SITE-BASED IMPLEMENTATION Peer-led workshops, events, and events, workshops, Peer-led programming One-on-one post-secondary advisement and buy-in leadership involvement, Administrator and work time for training Leaders pay for Peer Regular schedule during the school day for working Consistent with students Supervisor involvement and meetings and reporting tracking Data performance-based Engagement in meaningful assessment opportunities
• • • • • • • • Integration of Peer Leader programming into school programming Leader ofIntegration Peer infrastructure Development of strong Peer Leader and supervisor Leader Development of Peer strong relationships ofImplementation high-quality for students college access and success supports served Peer To Peer Model Theory ofTheory Change Model Peer To Peer Universal access to high-quality counseling expanded in high school & college through advisement capacity College Bridge Program College Peer-to-Peer Model Theory of Change of Theory Model Peer-to-Peer support INPUTS CARA PROGRAM CARA Training for PL supervisors in for PL Training youth development and effective counseling practices building for site-based Capacity implementation tools and Data 70+ hours of in counseling training skills content and professional of best Community peers to share and resources practices Performance-based assessment and support tools Data
• • • • • • • Supervisor training & development training Leader Peer & development Increased rates of rates post–secondary Increased and college persistence among matriculation and/or students first–generation, low-income, of color city–wide Figure 2.6 Figure 2.5 Figure NYC STUDY > CARA’s Approach 21 - -
in with such huge advantages because they know know they because with such huge advantages in them.” and the students know the school, The move to a full-year program also trans a full-year to The move able were people young the role these formed membersvaluable positioning them as play, to seniors know got to the school staff who of as meaningful role serve and could deeply through the post-second models and guides some students, for that, in ways process ary provide. staff could surpassed what adult had who has now counselor As one college commented: years several for coaches full-year are the best bargain in Coaches Bridge “College are so skilled, they value: add so much They town. come they talent, homegrown are our own they shows student in CUNYFirst that there is a financial aid verification sheet the verification is a financial aid CUNYFirst that there student in shows to student how well; shows student as for student needs to fill out; prints this out helps student fill out the needs to do; then what parts mother and fill out paperwork “ do himself. he can parts of the paperwork everything and asks if his financial aid package Coach also shows “Student then googles the cost of the school, and Coach and board. room except is covered the semester for and fees tuition writes down to calculate. He student how shows school for year whole the for of cost figure two—shows multiplies by and then the student and shows $19,000) (about and meal plan and board room including “ $7,789. and board: room with aid and total cost financial the gap between “Student having trouble with tax verification—requested transcript, but over over but transcript, verification—requested tax with “Student having trouble will if IRS but not sure mother, with to call Needs arrive. and didn’t weeks three with student calls when is not translator says if there Coach have translator. translate.” can and Coach tomorrow to come in them for today, mother sent Already CSI. CUNY for financial aid with student is having issues “Another case. Coach just in print again has him but Coach commitment forms, with FAFSA A field note from our observations captures the high level observations captures the high level field note from our A Bridge Coach is able to do. an experienced work of expertise to do, such as helping students students such as helping do, expertise to private lists for good-match create fill out to how or determining colleges situations. family in complicated FAFSA office free up counselors from some of some of from up counselors free office work endless bureaucratic the seemingly This application process. the college of more then spend to counselors the allows the have they time on tasks that only of training and then supporting college training and then supportingof college high their alma mater in work students to hours/week. ten office college school’s counseling The additional well-trained the college bring to that they resources Since 2015, CARA has been running a running a has been CARA 2015, Since hours seventy providing program, full-year NYC STUDY > CARA’s Approach 22
>CONNECT
order for them and their families to successfully complete complete successfully families to them and their order for financial aid applications make packages in order to and compare decode To decision. fit” “good a related financial decisions about with family talk To planning. post-secondary to By providing culturally competent technical support technical in competent culturally providing By Peer Leaders can SUPPORT Students can SUPPORT Leaders Peer WITH Students CONNECT can Leaders Peer Peer Leaders can ASSIST Students ASSIST can Leaders Peer To navigate and access campus-based supports and and access navigate To programs. special including CUNY resources, application components. the necessary With completing college between the tasks required In completing and enrollment. commitment match” “good a develop to strategies utilizing counseling By plan and/or persist in college. post-secondary and support track student progress. using data to By and/or persistence matriculation, tailor the application, To vulnerable student populations. of ensure the success to process a range to and transmitting knowledge running workshops By and school staff. parents, including students, audiences, of youth-friendly create to perspective youth using their By and engage all students in the post-secondary spaces planning process. To explore options, create balanced college lists that reflect lists that reflect college balanced create options, explore To colleges. fit” “good and choose opportunities, “match” good program processes. opportunity complete To a that promote and people places campus-based to connect To strong supports belonging and provide persistence. sense of for Peer Leaders can GUIDE Students can Leaders Peer Peer Leaders can ENGAGE Students can ENGAGE Leaders Peer To use career pathway information to inform students’ students’ inform to information pathway use career To choices. post-secondary alternative fit” “good select to Who aren’t choosing college options. post-secondary >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>>
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Peer Leader Core Competencies Core Leader Peer Highly trained Peer Leaders understand and know how to do all of the following: do all of to how and know understand Leaders trained Peer Highly Peer Leadership for College Access & Success Leadership for College Peer CORE COMPETENCIES
and loans in the financial aid process. The components of financial aid award letters. of The components scholarships and college-based private The role of CUNY, SUNY, and private college application and college and private SUNY, CUNY, and other including opportunity systems, transfer programs. special and matriculation college successful to leading The steps roadblocks students encounter. and common persistence All facets of the financial aid application, the financial aid application, of All facets campuses. The support available on college resources non-college and state-funded The city opportunities available in NYC. verification, and/or refile process. verification, The landscape of college options. college The landscape of inform interests The ways in which career pathways. majors and post-secondary The range of opportunity programs and programs and opportunity The range of requirements. eligibility post-secondary of The social-emotional aspect transitions and campus integration, and their and their transitions and campus integration, student success. importance to The timeline for critical benchmarks, including including critical benchmarks, The timeline for data. accurate the importance of including student populations, vulnerable of The needs and students with IEPs. students, undocumented MLLs, skills. and group communication Presentation of context and the as a peer Their influence organizing. youth Effective, culturally competent counseling and and counseling competent culturally Effective, the social- skills in relation to communication planning. post-secondary emotional challenges of COUNSELING & COMMUNICATION COMMUNICATION & COUNSELING CAREER PATHWAYS CAREER NAVIGATING COLLEGE SYSTEMS COLLEGE NAVIGATING PAYING FOR COLLEGE FOR PAYING COLLEGE ENVIRONMENT & FIT & ENVIRONMENT COLLEGE
Knowledge
Peer Leader Knowledge Leader Peer Peer Leader Knowledge Leader Peer Peer Leader Knowledge Leader Peer Peer Leader Knowledge Leader Peer
www.caranyc.org Leader Peer >GUIDE >SUPPORT >ASSIST >ENGAGE
Figure 2.7 Figure NYC STUDY > CARA’s Approach 23
) , and the stories they they and the stories , rooted in multiple ways in ways in in multiple rooted , be those Spanish, Mandarin, Mandarin, be those Spanish, , credible messengers, credible in ways that adults’ knowledge—from when when knowledge—from in ways that adults’ The Hechinger Report’s Guidance Gap series. Guidance The Hechinger Report’s CARA’s Op-Ed in CARA’s They see we’re going through it now, and if they ask ask and if they going through it now, we’re see They with them. it real just keep we us something, going to college,” one peer leader said, shaking his head. “No one there is going to “No one there is going to shaking his head. leader said, one peer college,” going to hold your hand.” They are frequently more sympathetic and approachable to a range of young people. young a range of and approachable to more sympathetic are frequently They adult about an not go to would “There are certain things they us, leader told peer A the same At ” judge me.’ she is going to know you ‘oh are like, they maybe because demand authentically them to allow transition challenges college their own time, they’re treat them like to needs “Someone with. work the students they more of us: “We keep it real. Sometimes the adults, they come from a perspective where the where the from a perspective come they Sometimes the adults, it real. keep “We us: ancient ages ago, ago, years through this process went you oh students might think, just we us something, ask and if they going through it now, we’re see They times ago. them.” it real with keep about academic preparedness; worries about finances and career pathways. As one one As pathways. and career about finances preparedness; worries about academic “I am a living testimony.” it, explained leader peer is up-to-the-minute Their knowledge leader One peer or thirty—cannot be. or thirteen, ago, years three graduated they while another told the freshest memories” not have “might that adults explained school, on Instagram and Snapchat and TikTok at midnight. TikTok and Snapchat and on Instagram school, shoes their peers’ a mile—or a hundred—in walked have They young of and worries the fears speaking to information, share go beyond to have about belonging, fears transition in their lives: time of momentous at this people Peer leaders speak the languages of their communities their languages of the speak leaders Peer and in the spaces people, young the language of also speak They or others. Bengali, after the corner around hang out: in the cafeteria; people young at the times where > > > > (For more on this, see see (For more on this, > > > > adults cannot be: What we have come to see over the past five years is that young people trained to serve as peer peer as to serve trained young people is that years past five the over see to come have What we as serve success and access college for leaders that ways in a range of be effective to them This allows are serving. that they the communities NYC STUDY > CARA’s Approach 24
And in quite a few of our partner schools, our partner of schools, a few And in quite as be seen to come have Bridge Coaches returning important staff members, critically coaching of or fourthyear third, a second, for counseling of reaching high levels and work the ways inspired by been have We expertise. schools’ has transformed in which their work placing access, post-secondary approaches to at the front young people first-generation creating meaningful bridges to of and center their peers. high school for education beyond
leadership, there really is no program to speak of. leadership, there really important it is.” how That’s “If other elements were missing, our post-secondary program program post-secondary our missing, were elements “If other could not have we leadership, youth Without work. could still without peer experience, my the same success. Based on that they undertake Inquiry coaching, coaching, undertake Inquiry that they a hire partnersthey that Inquiry and to Coach. Bridge College CARA noticed that schools doing both schools doing both that noticed CARA the highest gains seeing programs were then, Since outcomes. in matriculation do both, schools to encouraged have we our Bridge partnersuggesting to schools Soon after the move to a full-year program, program, a full-year to the move Soon after NYC STUDY > Seven Schools 25 -
to focus on schools in their second year of of year in their second on schools focus to balancing our and Bridge, doing both Inquiry a made it to that not all schools experience a long for with the need work of year second their development follow enough period to time. over Choosing Schools the most learn would that we believed We at be successful to from schools most likely task; as noted complicated this extremely it was schools Approach Section, in CARA’s building infrastructure and simultaneously participating leadership (i.e., utilizing peer in Bridge and College Inquiry both our College the greatest showing programs) that were these Anecdotally, gains in matriculation. the biggest also showing same schools were decided we So, in thinking and culture. shifts
serving, with the purpose ofwith the purpose being able to inform serving, and the field. makers policy In 2016, CARA received a grant from the New York York from the New a grant received CARA In 2016, on building col to do research Trust Community were we infrastructure in the schools lege access
Seven Schools Seven The Study: The and college matriculation for this and college matriculation for population of students across the city. and involving peer leaders as peer and involving meaningful members of the college the potential to close the team—has school graduation high gap between among staff and students, increasing college access activities enhancing across grades 9–12, college counseling ability, school’s We will study whether building whether will study We college access a school’s organizational infrastructure— increasing college access knowledge NYC STUDY > Seven Schools 26
Written case study notes of curriculum curriculum of notes case study Written professional implementation, and practices, office college development, that supported them work the coaching the study of years across the three A “map” of college support tasks created support tasks created college of “map” A what the school was and was capture to working doing when it began not already with CARA for The initial action plan schools created articulating or two work, of year their first year, tackle in the first to priorities three best practices based on CARA’s Inquiry initial College completed A locating the Infrastructure rubric, along a continuum practices school’s indicators implementation of staff and student knowledge of Results surveys > > > > > > staff their notes and other coaching and other coaching staff their notes their all of documentation from of with infrastructure-building work including: schools, > > > > The Research schools needed we course, of And then, in partnering interested in the with us demands the additional despite research, In represent. would on school staff it coaching intensive CARA’s this aspect, crucial: College relationships proved introductions provided coaches Inquiry CARA for principals and school staff to researchers and helped researchers, and context understand the complex the research Alongside each site. at players College and interviews), (observations work shared with research coaches Inquiry ; and ; and 1 into the students served by the schools, and and the schools, by served the students into matriculation outcomes, their post-secondary our began CARA before year the in 2016, with these schools. research work the size of New York, we knew this would not not this would knew we York, New of the size but study representative be a scientifically broad a as to speak be able to to wanted we as possible. contexts set of some insight 3.2 provide Table 3.1 and Table chose to examine implementation across implementation across examine chose to schools and boroughs: types of a range of learning pursuing a range of big and small, parts different very in located philosophies, in a city schools seven only With the city. of serve Congressional districts that are the districts that are the Congressional serve as those that as well poorest in the nation the best educated are the richest and models and so through a range of do they deliberately we For this reason, approaches. school contexts that make up the New York York New up the that make school contexts range from schools City landscape. City ones with 150 students to ones with only people young teach they more than 6,000; 170 languages; they speaking more than Finally, we knew that this work would need need would that this work knew we Finally, across the many differently very happen to philosophies, located in very very philosophies, located in parts ofdifferent the city. a range of of types schools and boroughs: big and small, pursuing a range of learning We deliberately chose to deliberately We examine implementation across NYC STUDY > Seven Schools 27
1.6 21.6 ENL 1.7 6.1 76.6 3.9 1.5
69.1 87.3 41.5 Post-Secondary Enrollment Post-Secondary 80.6 62.1 39.6 43.1 * Career HS: 6.2% Asian, 20.4% White 20.4% Asian, HS: 6.2% Career * **Neighborhood HS: 32.5% Asian, 4.9% White 4.9% Asian, **Neighborhood HS: 32.5% 86.6 61** % Black & Latinx % Black 69.4* 90.4 91.5 98.6 91.1 93 98.2 63.8 High School Graduation (%) 98 81.9 65.6 72.2 60.7 64.4 % Economic Need Need % Economic 43.2 74.7 93.9 63 71.3
The Bronx The Bronx Brooklyn Manhattan Manhattan Queens Location Queens 470 357 404 247 1950 Total Total Enrollment (N) 545 544 Baseline Post-Secondary Outcomes of Study Schools Study of Outcomes Baseline Post-Secondary 2016 Class of for Demographic Overview of Schools in Study Schools in of Overview Demographic Arts HS Neighborhood HS HS for Leadership HS for HS Centro Career HS Career HS Technology HS World Name of School Name of Neighborhood HS Centro HS Centro Arts HS Technology HS Technology HS World Leadership HS for Name of School Name of HS Career Table 3.2 Table Table 3.1 Table NYC STUDY > Seven Schools 28
:
How
Areas Work of PROFESSIONAL DEVELOPMENT PROFESSIONAL COUNSELING SUPPORT: COUNSELING CURRICULUM IMPLEMENTATION: CURRICULUM the college access community? access the college time was devoted (across the whole (across the whole time was devoted ensuring that staff had the up-to- to supporting seniors individually to application through the college full-time? Half-time along this work to undertake curriculum work as as undertaketo curriculum work its engagement the school began how connected were they to up-to- to they were connected how whole staff agree on a shared vision vision on a shared whole staff agree time was devoted much counselor a staff member doing Was process? counselor with traditional guidance counselor-to- of What kind work? part in? What spaces were available available were partWhat spaces in? with CARA? How much staff development time time much staff development How experienced was the counselor, and and was the counselor, experienced and from colleges information date date knowledge and skills to provide provide and skills to knowledge date their students? to guidance exposure work was happening in was happening in work exposure 12th school before classrooms at the college visits to many grade? How take students get to campuses did all What kind of early awareness/ early What kind of around supporting post-secondary around supporting post-secondary much staff development How access? groupings) targeted staff or in smaller, and advice post-secondary accurate How student ratio did this add up to? (if any) was devoted to helping the helping the to (if any) was devoted Figure 3.2 AMOUNT 36 3,332 70 hrs 75 233 Data Collection Figure 3.1 Observations Student Surveys Student Surveys Staff Interviews Staff Interviews Student Interviews Staff Surveys TYPE TYPE classroom, professional development, and and development, professional classroom, with interviews observations, office college interviews administrators, staff members and and staff surveys. and student with students, Additionally, CARA’s research team collected collected team research CARA’s Additionally, including conducting data, a range of NYC STUDY > Seven Schools 29
> Guidance counselor who was counselor > Guidance counseling do college to moved self-taught earlier, years several full-time > Doing college = 1:462 > Ratio added full-time CBO, Through NOTE: work; started CARA as counselor college to field new > Doing college full-time > Doing college = 1:116 > Ratio as worked previously > Counselor at the school; an English teacher but at school, background deep role and field to new ½ time college > ½ time guidance, a Bridge Coach had > Had already years for several = 1:116 > Ratio who was counselor > Experienced the school part staff of founding of guidance ½ time > ½ time college, year in previous > Had a Bridge Coach = 1:154 > Ratio counselor experienced > Slightly ½ time college > ½ time guidance, = 1:216 > Ratio counselor > Experienced ½ time college > ½ time guidance, = 1:106 > Ratio > Teacher with several years’ years’ with several Teacher > counseling college doing experience ½ time teaching > ½ time college, = 1:256 > Ratio just out of counselor new A NOTE: school’s first full-time graduate school, hired just beforewas counselor, college (teacher will with CARA beginning work first semester of leave be on maternity work) CARA counselor > Experienced Counseling Beginning Work with CARA Work Beginning Prior to Prior > No staff PD on college > No staff PD on college > No staff PD on college > No staff PD on college > No staff PD on college > Regular advisory grade team grade team advisory > Regular meetings > No staff PD on college > No staff PD on college Professional Development Professional
What Was in Place at Each School in Place Was What > Counselor pushed in to do college do college pushed in to > Counselor lessons in 12th grade English visits fair trips & college > College in grades 11–12 12th grade push-in to > Counselor a once times/month, three to two four to and three month in 11th, in 9th + 10th times/year 11th graders trip for > One college grade lessons in any > No college trips > No college teachers adopting several seniors adopting several teachers process through college mentor to trips college if any few Very > classes > CTE with excellent > Partnerships opportunities internship select trips for > College students only structured four-year > Highly program with one teacher advisory leadership role per grade in advisory > 9th grade seminar > College research project in project research > College 9th grade program > Internship local to 11th grade trips Three > schools classes > CTE with excellent > Partnerships opportunitiesinternship students only select trips for > College class first > 11th grade internship with opportunities to semester, access discuss college with program, > Senior mentoring > Strong advisory program, advisors program, > Strong advisory grades 9–12 students follow planning class > 12th grade college Curriculum/Experiences
Table 3.3 Table HS Arts HS Neighborhood Centro HS Centro HS for Leadership World HS World Technology HS Technology Career HS Career Name of Name of School they began their work, in terms of the three major areas of work. areas of major the three of in terms their work, began they The chart below, Table 3.3, provides a summary of where each of the seven schools began began schools seven the each of where of a summary provides 3.3, Table chartThe below, access college a strong to defined as critical has that CARA areas three in the their work as these schools across and differences the similarities a snapshot of It gives infrastructure. NYC STUDY > Seven Schools 30
> Ratio = 1:69 > Ratio full-time college Two > school-based, (one counselors experienced one CBO-based), networked and increasingly > Four Bridge Coaches = 1:160 > Ratio > Bridge Coach = 1:72> Ratio experienced, now > Same counselor, ½ years; three in role for working ½ time college time guidance, Bridge Coaches Two > = 1:71> Ratio ½ counselor, > Same experienced ½ time college time guidance, > Bridge Coach memberstaff Corps Advising College > = 1:47 > Ratio counselor > Full-time college through outside organization, CARA by recommended Initiative) (CollegeBound working > One Bridge Coach hours/week) double hours (twenty = 1:71 > Ratio counselor > Experienced ½ time college > ½ time guidance, worker + family > One Bridge Coach spending some time on college > Full-time counselor with three with three > Full-time counselor experience years’ teacher > Knowledgeable supporting SAT like projects days event special and registration with three Bridge Coaches Two > experience years’ = 1:81 > Ratio doing counselor, > Experienced full-time college Counseling of Work with CARA Work of > Full staff PD sessions three > Full staff PD sessions three on college/career times/year topics college of meetings Weekly > team > Three to four whole staff whole staff four to Three > access, on college year PDs per counselor college by facilitated year > One whole school PD per PDs whole school two > One to per year grade by meetings Advisory > on planning focused once/month curriculum program with Adopt-a-Senior > supporting fiveteachers to two seniors through their college PD sessions with two one to process, this work train them for them to > Annual school-wide off-site off-site Annual school-wide > on focused retreats overnight staff and for knowledge content curriculum refining advisory and sequence scope grade advisory > Regular on focused meetings team curriculum and career college implementation available > No information Professional Development Professional after Three Three Years after What Was in Place in Place Was What > Piloting five to eight lessons in > Piloting five 9/10th grade English classes select > Trips in all grades Trips > fairs multiple college to Access > class in 11th grade year > Full in 9th and 10th lessons/year > Five grade English classes 11th graders > Spring class for daily that meets 12th graders that > Fall class for daily meets to counseling push-ins by Weekly > spring 12th grade class, economics > 12th grade lessons in advisory curriculum > Advisory lessons in CARA incorporating grades 9–12 incorporating curriculum Advisory > lessons in grades 9–12 CARA lessons Additional CARA > varied academic in incorporated grades 9–12 (9th grade spaces 10th grade transition seminar, 11th grade first research class, class) and career college semester Coaches program > Internship trips overnight number of > Large in multiple grades available > No information > Some lessons incorporated in grades 9/10 and advisory into multilingual learners for adapted lessons in 11th grade > Career class internship > Strong advisory program > Strong advisory and career college incorporating 9–12, planning activities grades from feedback to responsive graduates planning class, > 12th grade college Bridge and two counselor taught by Curriculum/Experiences
Table 3.4 Table Neighborhood HS Arts HS Centro HS Centro HS for Leadership Technology HS Technology HS World Name of Name of School HS Career The following chart, Table 3.4, captures the college access infrastructure that schools had in place place schools had in that infrastructure access the college captures 3.4, Table chart, The following with CARA. work of years three after NYC STUDY > Seven Schools 31
Disadvantage High Economic High Economic
100 World 2016 World
World 2018 World 90 +13.5 -1.1 +15.1 % Change +8.0 -3.4 +11.6 +12.8
Citywide Citywide Avg. Avg. 2018 Avg. Avg. 2016 80 Technology 2016 Technology 2018 70 Centro 2018 Centro 2016 SECONDARY ENROLLMENT ENROLLMENT SECONDARY 60
-
Arts 2016 Arts 2018
Class of 2018 POST 82.6 86.2 56.6 Class of 2018 Class of 88.6 58.7 51.2 55.9 Neighborhood 2018 50 Neighborhood 2016 Leadership 2016 Enrollment Enrollment Leadership 2018 Low PostsecondaryLow High High Postsecondary Class of 2016 40 Economic Disadvantage (%) Career 2018 Career 2016 Career 30 20 The Bronx The Bronx Brooklyn Manhattan Manhattan Queens Location Queens 10 Change in Schools’ Post-Secondary Enrollment from Enrollment Post-Secondary Change in Schools’ Disadvantage Economic of Level 2018 by 2016 to Change in Post-Secondary Outcomes of Study Schools from Schools from Study of Outcomes Change in Post-Secondary 2018 Class of Baseline to 0 0
70 60 50 40 30 20 10 90 80
100 Postsecondary Enrollment Rate Within 6 Months (%) Months 6 Within Rate Enrollment Postsecondary
Figure 1 2016 to 2018 by Level of Economic Disadvantage Change in Schools’ Postsecondary Enrollment from
SCHOOL INFORMATION SCHOOL Arts HS Neighborhood HS World HS World Leadership HS for HS Centro Career HS Career HS Technology Name of School Name of Disadvantage Low Economic Economic Low Figure 3.3 Table 3.5 Table The next chart, Table 3.5, then captures the post-secondary matriculation rates of 2018 graduates 2018 graduates of rates matriculation captures the post-secondary then 3.5, Table chart, The next with CARA. work of years two after data available), most recent schools (the the of from each NYC STUDY > Seven Schools 32 matriculation rates (Arts rates matriculation School) was High starting spectrum, the of at the other end matriculation high 87.3% very out with a the smallest graduating with However, rate. schools (around fifty the seven of class size students significantly one or two students), to and so it is difficult impact this number, what it means. know the beyond look we sections, In the next to them, that produced the work numbers to can learn from the experience what we see years across three undertakingof this work schools. in these seven post-secondary matriculation, with four of them seeing of them seeing with four matriculation, post-secondary gains in the double digits. Overall, five of the seven schools made strong gains in in schools made strong gains of the seven five Overall, and thus did not complete the program. the program. and thus did not complete a drop in The other school that saw high school graduation rate dropped dropped rate high school graduation multiple oversight precipitating sharply, state. and from the city interventions they budget cuts, of because Ultimately, with CARA work of year did not do a third matriculation, with four of them seeing them seeing of with four matriculation, Of the other digits. gains in the double High one school (Technology two, in their tremendously School) struggled their with us after work of year second Overall, five of the seven schools schools of the seven five Overall, in post-secondary made strong gains NYC STUDY > Findings: Curriculum Implementation 33
across the city over the past ten plus years. years. plus the past ten over across the city they once The first questions that schools face, implementing college to commit to decide are: when and where? Given curriculum, access how on instructional time, demands the many already the school’s fit this curriculum into to Having surveyed the schools that we worked worked the schools that we Having surveyed area the first turn to now we in from 2016–19, What building infrastructure: curriculum. of schools about from these seven learn can we students implementing curriculum that gives make to need they experiences and the exposure about their decisions knowledgeable pathways? post-secondary access building our college began CARA Since in more than sixty worked have we curriculum, reportWhile we schools. public City York New studied much schools that we here on the seven the top the themes that rose to more closely, work in our coaching seen have issues we echo Curriculum Curriculum
the past ten plus years. years. the past ten plus While we report here on the seven schools, the seven report here on the we While have we rose to the top echo issues themes that over across the city work coaching seen in our Findings: Findings: Implementation out in our seven case study schools, case study seven out in our of year first in their particularly implementation. and there is no perfect choice for choice for and there is no perfect full school in already work this the saw We schedules anywhere. play and disadvantages advantages names in different school sites, but names in different similarities share underlying they of these Each across contexts. pros and cons spaces has both different spaces into which we’ve we’ve which spaces into different Access seen schools fit College look somewhat They Curriculum. of variety a and can have different For the most part, there are four the most part, there are four For NYC STUDY > Findings: Curriculum Implementation 34
A space, often often space, A new subject matter. They look somewhat somewhat look They matter. subject new names of variety a and can have different share but they school sites, in different across contexts. underlying similarities has both pros and these spaces Each of for choice and there is no perfect cons full school schedules in already this work and the advantages saw We anywhere. case out in our seven disadvantages play in their first particularly schools, study 4.2 lays out Figure implementation. of year then examine and we these pros and cons with more closely, each instructional space schools. from the examples : A specific class meant to address college/career college/career to address class meant specific A : : Schools might choose to give a particular give : Schools might choose to department : A set of chosen days throughout the year when regular when regular year chosen days throughout the set of A : Creating Instructional Space for College Access Curriculum Access College for Instructional Space Creating (or family group, or crew, or another similar designation): or crew, group, family (or
INSIDE SUBJECT CLASSES SUBJECT INSIDE SPECIAL EVENT DAYS EVENT SPECIAL SEPARATE CLASS/SEMINAR SEPARATE responsibility for including lessons in their content classes over the course of the the of the course classes over including lessons in their content for responsibility etc. in 10th, science math in 9th grade, with a somewhat smaller size than regular classes, meant to address other-than- meant to classes, than regular smaller size with a somewhat ADVISORY out of college and financial aid applications. college out of schedules are put on hold, and an entire school or grade focuses on college on college school or grade focuses and an entire schedules are put on hold, lessons and/or tasks. access academic issues, i.e., social-emotional concerns, health, community service, etc. service, community health, social-emotional concerns, i.e., issues, academic filling and preparedness lessons and actual including exposure activities, access year for all four years, or share this responsibility across departments, e.g., within within e.g., across departments, or share this responsibility years, all four for year Figure 4.1 Curriculum? different there are four For the most part, schools fit this seen which we’ve into spaces honestly evaluating the outcomes after a after outcomes the evaluating honestly and adjusting accordingly. year, or a semester the Right Instructional What Is Access College Space to Teach a period, groupings of students, and teacher and teacher students, groupings of a period, or easy obvious There are rarely suitability? our and much of these questions, to answers years is schools in the first two with work option, sorting through choosing the least-bad full schedule? And what is the right space, in right space, And what is the full schedule? in time allotted of amount frequency, of terms NYC STUDY > Findings: Curriculum Implementation 35
> Involves a lot of initial planning to get vertical get to initial planning a lot of > Involves and grade-wide alignment ensure lessons to oversight administration’s > Needs happening are actually objectives other course time in the class for > Less like class be a problem if it is in a high stakes (can exam) with a state math that concludes student every a class find be challenging to > Can in 12th grade especially takes, > Hard to program it into students’ schedules if it does schedules students’ program it into > Hard to daily not meet counselor, or guidance counselor college > If taught by does not build staff capacity counselor, or guidance counselor college > If taught by available detract from that person’s actually it may support one-to-one time for of because class sizes larger than average have > May OR does availability scheduling demands and teacher miss out schedules so they some students’ not fit into burdensome at the start the plan and create to Very > years easier in subsequent structure; becomes may school day routine than a regular different A > or students not taking the attendance weak lead to seriously content that students are missing concerns have > Staff may on these days content” “academic pairings that do not teacher/student involve > May lead which may year, happen at other points in the challenging staff/student dynamics to schools solve can be a concern—some > Space going off-site this by in implementation consistency teacher of > Lack often staff members, training many > Involves trainings differentiated through multiple, Cons be short periods may Advisory > teachers for priority lowest is often Advisory > in implementation consistency teacher of > Lack single staff member training every > Involves advisory into get tossed other things may > Many lessons and career college which can displace it expect culture (do staff and students Advisory > time?) hall or relaxation be a study to and teacher oversight Administrative > can be limited accountability students may not credit-bearing, is > If advisory it seriously not always take not be grades—students may > Hard in early on college course a lengthy for ready developmentally counselor, or guidance counselor college > If taught by “The Expert” as position that person to continues
Pros and Cons of Instructional Spaces Instructional of Cons and Pros > Administration can easily plan to monitor teacher teacher monitor plan to Administration can easily > implementation through observation momentum in school structures existing > Builds on schools’ it is part because valuable as access college > Positions learning and impacts their grades regular students’ of that be aligned with curricular standards > Can important/worthy teachers to feel already staff many of and knowledge > Builds capacity or including entire grade levels members, departments a month in early be done once > Flexible—can in upper grades a week grades; once > A dedicated class signals priority to students to class signals priority dedicated A > or as few involve staff (can of in terms > Flexibility ways) different as desired and in many as many due other space schools that cannot find > Great for or credit concerns, staffing programming issues, to concerns accumulation work leaders or peer-to-peer youth involve to > Potential school routine from regular break welcome be a fun, > Can in at once lessons and experiences many pack > Can signal importance and build energy/ > Can > Builds capacity and knowledge of all staff of and knowledge > Builds capacity staff members fewer program of Affects > about PD and support a few for worry to need > Only staff members key where students can focus space a special > Creates on their goals solely and 12th grades in 11th powerful > Is especially support 12th grade to be used in spring of > Can student transition to counselor easier for it logistically > Makes financial aid tasks application and specific accomplish Pros structures existing > Builds on schools’ have often programs > Schools with strong advisory and sharing advisory developing for in place teams curriculum curriculum aligned vertically develop to >Easy with individual attention smaller class sizes > Often may they years, four students over > If advisors follow with and be familiar well very students know get to goals their post-secondary family a students’ to access have Advisors often >
Figure 4.2 Figure Academic Classes: Academic is Curriculum embedded in or elective core classes in each grade Special Event Event Special Days: Students forgo their classes to a rotation attend workshops of application and transition process College/Career College/Career Seminar: class, specific A in multiple often designed grades, prepare to students for post-secondary Advisory: lessons CARA are partthe of curriculum in 9–12 regular program advisory Model NYC STUDY > Findings: Curriculum Implementation 36
“What’s happening in advisory, particularly particularly “What’s happening in advisory, the teachers know the advisory because the and know at this point well families so trying to help them really is, well students so project or sort of create some pros and cons what does it Like, into the future a little bit. or year home for an additional mean to stay a school in to leave What does it mean two? will it what with $60,000 in debt, years four do much money how that off, to pay like look to make?” have you “I think the biggest challenge to using the to using the the biggest challenge “I think the lesson just in terms of material, CARA in terms of … plans and the curriculum the issue getting it to be the most effective, pressures in terms of has been just competing that content.” delivering The value of these long-term advisory advisory these long-term value of The relationships was clear when it came to being with families and really working on the ground helping students make difficult decisions. On the other hand, at Career High School, High School, at Career On the other hand, as who also served Assistant Principal one 12th graders and had been an advisor of 9th students since with the same group of structure that the advisory grade noted with families work staff members to allowed of fine-grained details on the important, making: decision “We don’t have time to do everything the the to do everything time “We have don’t too much. It feels like asking. administration is these lessons are when know just don’t We on.” with so much else going going to happen, leadership who had taken the teachers One of with her grade access around college year: second the at the end of commented new initiatives were also placed also placed were initiatives new other semester of doing the lessons, the college the college doing the lessons, of semester about what she was talked counselor hearing from advisors: began their work with CARA, the school the school with CARA, their work began circles justice doing restorative began initiatives and the two in advisory, weekly time in the limited for ended up competing In the first minutes. advisory of real estate The catch-all nature of advisory at the at the advisory nature of The catch-all also meant that Leadership High School for any that they year in the same the space: into implementing actual lessons when students students implementing actual lessons when halls, study to accustomed had become activities, culture and community-building to proved fun activities, and announcements, advisors. many be a challenge for content. At the High School for Leadership, Leadership, the High School for At content. by welcomed initially lessons were CARA struggled with had often They advisors. space, the advisory the loose structure of and a clear scope which did not have regularly However, or curriculum. sequence period, losing student interest and focus in the and focus losing student interest period, days or sometimes weeks. intervening was precisely major challenge second A set did not have the fact that advisory period (30 minutes) proved to be a challenging to proved period (30 minutes) to lessons designed fit with inquiry-based or with conversations extended encourage Most activities. engagement with complex a two-day be done over to lessons needed saw this as a natural fit for post-secondary for post-secondary this as a natural fit saw set have already it did not curriculum because to drawbacks significant there were content, High School, Centro At space. this instructional advisory their length of the example, for Advisory schools—initially many While we—and NYC STUDY > Findings: Curriculum Implementation 37
“The teachers understand that we’re not we’re “The teachers understand that to support the working we’re in a silo, working counselors—this college and the office college work as supporting the class needs to serve with the students.” that needs to get done “I introduce a boxing glove, I talk about me I talk glove, a boxing “I introduce education for my single day fighting every myself me humbling was in college—which and getting back down and being knocked so they up to them, I opened myself … up understand it’s possible to fail and still can I didn’t take if And at the same time. succeed with just taught the class I if this approach, written in the as it’s curriculum CARA the the have would that they I don’t think binder, need.” they resilience seminar classes were a logical and coherent a logical and coherent seminar classes were teach to bring in Bridge Coaches to space something that lessons and support seniors, more difficult significantly been have would across multiple scattered if lessons were area classes. content advisories or different first-generation college graduate of color— of graduate college first-generation and successful had a similar strong presence seminar access in the college outcomes she taught. group a core Neighborhood High School, At seminars for on college took teachers of part11th and 12th graders as a large of targeted for and this allowed their program, a close- them, for development professional plan together, that could team knit teacher with the college collaboration and intensive who Principal there Assistant An office. with this group remarked: extensively worked the 12th grade High School, And at Career The 9th grade seminar teacher at Centro at Centro The 9th grade seminar teacher Assistant High School—who was also an and counselor college and former Principal background knowledge on the intricacies of of on the intricacies knowledge background help meant she couldn’t counseling college tasks.” necessary with many students “Maria struggled with classroom management “Maria struggled while the 12th grade in 11th grade; and of [her] lack work, in the engaged was class were taken over by an Assistant Principal who Assistant Principal an by over taken were color, of person was herself a first-generation infusing it by the course and who transformed experiences: with her own again, she simply did not teach the lessons. the lessons. did not teach she simply again, having a the strengths of On other hand, with the curriculum deeply single person work Arts year High School in at evident became when the 11th and 12th grade seminars three, lessons were put into an 11th grade internship 11th grade internship an put into lessons were year through the it emerged halfway seminar, under the educated had been that the teacher a teach to and was ill-equipped British system once unfamiliar; so which she was with subject included in 10th grade. The plan had been to to The plan had been included in 10th grade. the a research class taught by add them to and in overwhelmed but she felt librarian, teach to neglected simply the first semester, where High School, World At them at all. At Centro High School, a related issue emerged a related High School, Centro At be supposed to with the lessons that were CARA lessons, but as she reflected after a visit: a after but as she reflected lessons, CARA was a big step forward; however, the teacher teacher the however, forward; was a big step who had space teacher assigned was a dance be to another class needed in her program (i.e., The CARA load). full contractual her teaching a syllabus using create to helped her coach of competing pressures, but raise different but raise different pressures, competing of a ArtsSchool, High at For example, issues. for was created a week class twice full-year extensive The graders. both 11th and 12th the school by this work to time commitment College/Career Seminar College/Career the problem solve seminar spaces Dedicated NYC STUDY > Findings: Curriculum Implementation 38 11th grade seminar spring semester 11th grade seminar full-year 11th grade spring seminar 12th grade fall seminar 11th advisory seminar and full-year 12th advisory classes CTE to push-in Counselor seminar 11th in internship 12th advisory Varied academic classes in 11th grade academic Varied Advisory Advisory > > > > > > > > > > > > 11th/12th grade approach it possible to adopt this approach without adopt this approach without it possible to teaching. disrupting their content used schools exclusively our seven None of access address college days to event special do not and on the whole we curriculum, it is a reliable enough structure to think support implement a to the time required 10th graders in English classes, with English 10th graders in English classes, discuss to occasionally meeting teachers strategies. lesson implementation and share And one school not included in the study access classes for content used has entirely situating them in math classes in lessons, grades 9–11 and discussing implementation have They meetings. math team at weekly that fitting them in on what they found a leading up to days”—i.e., “strategic call study—made units of vacation or in between English classes English classes > Advisory > Advisory > Advisory > 9th seminar in 10th class Academic > > > > Advisory classes > Academic 9th/10th grade approach Seven Schools’ Approaches to Curriculum Implementation Curriculum to Approaches Schools’ Seven
Arts HS Neighborhood HS HS for Leadership HS Centro Technology HS Technology HS World Career HS Career Name of Name of School Figure 4.3 a last resort, after trying for two and a half and a half two trying for after a last resort, in the 9th and 10th find other routes to years unsuccessful. proved grade that ultimately began they year, their third the end of At 9th and doing one lesson per month for to all of the teachers; the entire school would would the entire school the teachers; all of to then do the assigned lesson at the same time. these of two only however, year, In the next across grades. teachers done by lessons were this was also At Neighborhood High School, lessons across grades, and this was only this was only and lessons across grades, other unsuccessful several exploring after their second the end of Toward avenues. charge of took counselor a guidance year, distributing one lesson per grade per month Other Approaches Other our one of High School is the only Technology use academic to schools that decided seven access college for vehicle classes as the main NYC STUDY > Findings: Curriculum Implementation 39 Centro Centro most telling about both the challenges schools face and the routes to success. We were struck by struck by were We similarities that seemed to as hold across school types, the those seemed perhaps high school careers. One caveat to this is is this to One caveat high school careers. High School that World like schools for students with of percentage a large serve Since (ENL). language English as a new students were High School World most immigrants to arrived and recently ENLs their adapting lessons to States, the United However, more challenging. was needs these of with a group is working CARA are and they City York schools around New just in 9/10th grade, tackling this work and in smaller increments. more slowly There are many possible options for early early possible options for There are many grade: in 9th/10th work awareness lessons in a 9th grade High School does in advisory entirely seminar; it is done High School; Neighborhood at Career classes in subject High School is using early for 9th and 10th grade as a space is the content Because awareness work. lessons and the number of more general, approached much can be the work is fewer, at this point in students’ more flexibly > What, then, is important to think about about is important think to then, What, teach to spaces when choosing instructional curriculum? access college > the challenges schools face and the routes and the routes the challenges schools face which model a school No matter success. to with stick to tended they chose at the outset, evidence of in the face their approach even so it is important to choose flaws, major of this work. when beginning wisely implementation of college access curriculum curriculum access college implementation of In across grades 9–12 jumped out at us. similarities that by struck were we particular, as those school types, hold across to seemed about both perhaps the most telling seemed Looking across the seven schools (while schools (while across the seven Looking with in mind our experiences also keeping our other partner not in the study), schools about takeaways other key a number of the successful for required the conditions identification of who is the “lead” for the for the “lead” of who is the identification importantway in smoothing the work—were happen successfully this to for Takeaways Key Other in college access work—and allowed a a allowed work—and access in college both part—in take staff to kinds of of variety the given start, a bumpy to schools it got off make to required coordination amount of Strong students. for coherent the experience school leadership—and clear by intervention all cases, a seminar class and advisory in in a seminar class and advisory all cases, particular grades and also 9th/10th/11th Figure (see classes at Centro grade academic While curriculum map). Centro’s 4.4 for engage additional time to this provided As noted in Figure 4.3, Centro High School, High School, Centro in Figure 4.3, As noted High School High School and Career World across spread curriculum work to opted multiple areas in particular grades; in this for 9th and 10th graders (while holding 9th and 10th graders this for and are 11th and 12th graders), seminars for another school that with working currently days as one event use special is planning to curriculum. access do college to major space comprehensive 9–12 curriculum. We do know do know We 9–12 curriculum. comprehensive with has had success one small school that of NYC STUDY > Findings: Curriculum Implementation 40
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ADVISORY ADVISORY Student Surveying About College Knowledge College Visits Pre/During Post CollegeFair Visit Pre/Post ExploringMajors College Spring Advisory or Transition Workshops: Lookingat College Schedules ExploringCatalogsCourse of Classes Do Types What CollegeStudents Take? UsingResources College 12th Grade Personal Statement/Essay Personal ADVISORY Brag Sheet Plan Future ELA Essays IN PUSH Steps Application College App CUNY Completing App SUNY Completing You Hit Submit After ADVISORY on materials Develop professionalism Trip to SUNY College ADVISORY ADVISORY Aid Financial Comparing Packages IN PUSH Looking at FAFSA Steps to Financial Aid of FinancialMakingSense Aid Letters
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Up of Interviews ADVISORY ADVISORY Student Surveying About College Knowledge CollegeMatching College Interviews College Visits Pre/During Post SEMINAR ExploringMajors College OnlineColleges Researching What’s Search: TheCollege to Me Important 11th Grade ADVISORY Log Activity Admissions Mock (spring) Committee SEMINAR Reach/Match/Safety List 2 CUNY A Making List 3 CUNY A Making List a SUNY Making ADVISORY Interview Career Clusters* at Career Looking Jeopardy Career SUNY for All and AP College Trips: Manhattan Trips: College Write College Obs/ Guide Career CUNY/ Survey Clusters Lists SUNY ADVISORY What is Financial Aid Part 3 Costs of Comparing the Public Colleges and Private Opportunity What Are Programs /
to
10th Grade 2 and 2 3 SEMINAR Student Surveying About College Knowledge Hunt Scavenger SUNY College(modifiedMatch to allbe about CUNY) OnlineColleges Researching ADVISORY Exploring Majors College College Visits Pre/During Post Fall CUNY trip Fall CUNY Project Research College Log Activity Obs/ Guide College Survey Interest Career ADVISORY ADVISORY Log Activity Transcript Review AdmissionsMock Committee List 1 CUNY Making A (an introduction system) CUNY SEMINAR Career Investigating Interests* Résumé Development ADVISORY Sort Career Career Jeopardy ADVISORY ADVISORY What is Financial Aid Parts /
Family Realities Realities
9th Grade the Up of Interview 1 SEMINAR Student Surveying About College Knowledge Visits Pre/During College Post for Fall Trip ADVISORY Sort College College in America: Myths and First in College Match College College Interviews College Visits Pre/During/ Post for Spring Trip CollegeObs/ Guide LogActivity Plan Ahead Year Career Interest Survey Summer Plan CollegeTrip to Manhattan College trip Spring CUNY Write ADVISORY ADVISORY What is Financial Aid Part SEMINAR Career Investigating Interests ADVISORY Log Activity Plan Ahead Year Transcript Review Plan Summer
Sample Curriculum Map, Centro High School Centro Map, Curriculum Sample
Mapping the of Landscape College Assessments College Milestones: Paying for Exploring Careers College Application Process *Can substitute Naviance’s career survey for either of these for either survey career Naviance’s *Can substitute Sample Curriculum Map Curriculum Sample Figure 4.4 Figure NYC STUDY > Findings: Curriculum Implementation 41 it is increasingly it is increasingly Both Career High Both Career —by exploring interests and and interests exploring —by starting small and sustainably starting small and sustainably graduated piloting approach allows more piloting approach allows graduated and what does assess what works room to scaling before mistakes any not and fix it easier This approach also makes up. professional the necessary provide to buy-in build staff and to to development and students. from both faculty a grounded sense of what they want to want to what they a grounded sense of will help and beyond in college study of plans in the face them hold on to wiser choices make and to obstacles, them sense for about schools that make and financially. both educationally new As is true with undertaking any initiative, to is likely in phases work the growing success. greater lead to School and Neighborhood High School started with a smaller group purposefully started with 11/12 and (Career students of 9/10; Neighborhood rollout to then a later 11th graders) of sections started with a few ended up with more solid and have the High School for structures than Centro, and High School, Technology Leadership, whom tackled all of High School, World This year. in the first at once everything As our economy shifts, shifts, As our economy important post- the point of address to it links how education and secondary on and throughout the early careers to curriculum link they how talents and understanding Many careers. and to study college to struggle teachers 9th and 10th grade about engage students in thinking to their to so distant it feels because college and fifteen-year- but fourteen- students, developmental olds are at the perfect are and about who they think stage to For older students, be. want to who they > > > >
No a dedicated class class a dedicated are best suited to to are best suited and purposes of family conferences, were were conferences, family and purposes of these individual meet able to better arose. as they needs enough individualized help to keep keep help to enough individualized forward most students in a class moving Schools that tasks. with the necessary senior of needs different the recognized dates the shifting example, for by, year done in a “lesson” format. At schools with schools with At format. “lesson” done in a bring it was possible to seminar classes, in these spaces, help leaders to in peer as critical additional acted and they provide staff that made it possible to college counselor themselves is teaching is teaching themselves counselor college a senior seminar—the individualized application tasks college nature of it on make year senior of from October be to the work most of impossible for 12th graders need so much individual so much individual 12th graders need that a year support the much of for with a single adult classroom space are is insufficient and multiple adults address individual needs. to needed if a is—or expert a teacher how matter continued to be done exclusively or or be done exclusively to continued facing voiced staff in advisory, mostly year after year the same frustrations progress. without seeing tasks at this level. At schools that opted schools that opted At tasks at this level. among conversations this structure, for the improve to about how staff were these classes, of structure and content access while at schools where college grade means that this area is much this area is much grade means that Instead, less flexible. and first year junior semester second semester senior year application post-secondary accomplishing The amount and complexity of college college of and complexity The amount 11th and tasks in material access > > > > NYC STUDY > Findings: Curriculum Implementation 42 leadership plays a leadership plays a This means attending This means attending messaging both directly through words through words messaging both directly and through actions (the dedication of that time and money) like resources amidst is a priority work access college a school. priorities of competing the many the curriculum. In the face of inevitable inevitable of In the face the curriculum. were durable systems turnover, teacher important maintaining accountability to time. over a which route no matter And finally, a college implement to school takes curriculum, access strand of critical role in making this new successful. work arise early the problems that to closely ensure and problem-solving to on, to need get the supportteachers they an example (for work undertake this new High Study: Career Case see this of teachers School.) It means empowering with on leadership in their work take to It means putting the kinds their peers. mentioned systems accountability of they and ensuring that in place above It means consistent are maintained. Career and Neighborhood High Schools Schools High and Neighborhood Career tasks in both completing grades for gave Centro seminars, 11th and 12th grade financial documents made turning in part grade in the 12th grade fall the of there schools where At class. government this for system was no accountability said that their colleagues— teachers work, themselves—often that they and admitted the same At lessons. did not do planned accountability the most successful time, built not on top-down were systems to accountability but teachers’ structures, through shared accomplished their peers, over planning time and shared ownership > > At While perhaps While perhaps done. A sense of early success and and success early sense of A done. the currency of schools—and so college schools—and so college of the currency be woven to curriculum needs access Schools system. this accountability into ways: while approached this in different take seriously the planned college access access the planned college seriously take it as see they because and sequence scope on which valuable—this is not the model is Attention high schools are designed. grades— toward that count things paid to As with any other school curriculum, other school curriculum, As with any both for accountability for there is a need and students. teachers otherwise—that both were wish it we and to stick students would and teachers led to discouragement and a sense of and a sense of discouragement led to things they new many how despite failure, had initiatives, new momentum are crucial for less is more. at the beginning, and so, Career High School, 11th grade teachers 11th grade teachers School, High Career of the number by overwhelmed were get supposed to were lessons they to and failed year, through in the first This in the spring. them of many teach The value of a piloting approach holds holds a piloting approach of value The well. lessons as the number of for > > > > planning time and shared the curriculum. over ownership down structures, but teachers’ down peers, to their accountability accomplished through shared The most successful accountability The most successful accountability not on top- built were systems NYC STUDY > Findings: Professional Development 43
spill over the edges of every working hour. It is It is hour. working every the edges of spill over sufficient that is given the rare school initiative it is time before development professional is rarer when an initiative and even launched, several of the course ongoing time over given implementation. of years As noted at the end of the Findings: Curriculum Findings: Curriculum the the end of at As noted support sufficient staff implementing for Section, at a its success is critical to work access college from the experience learn What can we high school. of schools about implementation our seven of staff? for development professional new that any sense in a general way It makes be accompanied to or curriculum needs initiative in development, adult learning—professional by be effectively order to educational parlance—in in doing so effectively However, implemented. challenging because very high schools is often staff time is scheduled with of the majority those students of and the needs people, young Professional Professional
order to be effectively implemented. to be effectively order Any new initiative or curriculum needs to be curriculum or initiative new Any adult learning—professional by accompanied parlance—in in educational development, Findings: Findings: Staff for Development much the landscape has changed much since then). the students they serve, and how and how serve, the students they time has passed since they much thus how to college (and went and through college, the degree and through share the racial and they which to of socioeconomic backgrounds Staff members’ ability to effectively to effectively Staff members’ ability support first-generation college the process students through to pathway own depends on their NYC STUDY > Findings: Professional Development 44 of people to successfully support a school successfully to people of in an area with which they initiative not been but have some familiarity, have do instruction? prepared to professionally spaces) that best supports that best spaces) their needs. understand this is to better to One way across literacy for about initiatives think teaching one point, At the curriculum. the as only viewed skills was “literacy” most However, English teachers. of province that learning recognize high schools now range of depends on reading across a wide becomes matter as subject and areas, subject across the high school complex increasingly and math and social studies science years, skills literacy teach to need also teachers the more Furthermore, in their classrooms. these strategies that a school coordinates that students matter—so across subject similar are given vocabulary, hear the same the same meet to and have scaffolding, are they more successful expectations—the be. to likely prepare such a wide range to then, How, teachers and students spend together over over spend together and students teachers during Thus, year. a school of the course students are likely years, these formative messages conflicting hear a range of to spend with whom they from the adults sufficient devoting by Only the most time. staff developing to time and resources and correct a baseline of to knowledge the landscape of about current information local area— in their own higher education the population issues for and about access a school serve—can students that they of message and accurate present a coherent and informal (in both formal students to
it important to devote significant significant it important devote to is Go to college thirty years ago or three? ago or three? years thirty college Go to Did they go to an Ivy League for four four for League an Ivy go to Did they college? or startyears at a community at home or go away? Live > > > or in the informal conversations that that conversations or in the informal hours during the many occur inevitably > their their background, Whatever to talk be what they to is likely experience either formally “college,” students about as much the landscape has changed since then). then). much the landscape has changed since > > their own pathway to and through college, and through college, to pathway their own the racial and share they which to the degree the students of backgrounds socioeconomic much time has passed and how serve, they how (and thus college to went they since has experience with, by nature of having the the having of nature by with, has experience teacher? a become to required degree to their ability because The answer: college support first-generation effectively depends on students through the process devoted to adult learning across the staff that to devoted can flourish at the highest level. this work Why on staff already that everyone a topic time to school has a “college prep” mission, they can they mission, prep” “college school has a development professional skip or skimp on of particular the to topic when it comes that also seen have We work. access college with sufficient time and energy it is only development time to building their college building their college to time development At across the whole staff. capacity access a few quite seen have we the same time, all staff because that, high schools assume and the college attended members have We recognize, then, that every school will be that every then, recognize, We sufficient professional devote challenged to NYC STUDY > Findings: Professional Development 45 it; they see the success and then they start and then they see the success it; they grind to get the But it’s a daily into it. to buy with the message, message out and to stick Or if set back. of type any have you if even you as well things don’t seem to be going as It’s a lot them to go; it’s the persistence. want competing a lot of there’s Cause persistence. of interests at the school level.” “It’s really about prioritizing. There are a lot of There are a lot of about prioritizing. “It’s really about and it’s really priorities in the building, this willing to prioritize who’s having someone even that for day, PD say voice Having my work. 50 million other initiatives have we though district have is rolling out—we that the city we we priorities, have Chancellor’s priorities, an instructional have we goals, school have 50 million things—the fact is have we focus, are going towe that [this is] so important that work. for time this spend dedicated going we’re a PD, time that there’s every And So it’s work. more time on this to spend even sustained it’s the dedicated, not a one and out, And is important. work messaging that this hearing hearing it, hearing it, then people keep experience what they think a kid should a kid should think what they experience kids year, that this of heard more I’ve do. this because I’m not gonna do ‘Well, saying, For didn’t do that.’ the teacher said he a loan cause ‘I’m not gonna take example, Mr. ‘Well, I’m like, to.’ said not Whatever Mr. It’s father paid for his college.’ Whatever’s they who our kids are and that remembering all the information able to be need to have that informed choice.” to make coherently and consistently over time. An An time. over and consistently coherently High at Neighborhood Assistant Principal School argued: It is important, then, to engage the whole engage the whole to then, It is important, of about the place staff in conversations work; overall in the school’s access college place message that to continue and then to
“I think we do need to get better at do need to getwe better at “I think not necessarily making their own personal personal making their own not necessarily it relates to college language as common that is teachers what I mean by and talk Centro High School noted: Centro and implicit biases. We know that the informal that the informal know We and implicit biases. do with their students can teachers mentoring an important those students; it is role for play be correct that information critical therefore at Principal AsAssistant and an up to date. discuss these varying beliefs and move toward toward move varying beliefs and discuss these shared understandings and cultural a set of within their staff community, competencies different very present to continue will teachers students about post-secondary to information experiences education based on their own make the most sense, and the role that the the most sense, make supporting in specifically school should play planning. students’ and unless schools confront above, As noted staff would agree that a college education is that a college agree staff would there an important social mobility, to route about the views in their are differences work, this their students for preparedness of higher education that might to the routes First, the staff as a whole needs to be brought be brought to the staff as a whole needs First, on school is focusing the why on board as to vision larger the it fit into does How this area. experience, the school? In our and mission of while most access, college in relation to Whole Staff Professional StaffWhole Professional Development about the place of college access work overall in the school’s It is important to engage the It staff in conversations whole NYC STUDY > Findings: Professional Development 46 that students are going through. Because when Because that students are going through. It’s not just happens. what this is care, you end up internalizing it also.” you listening, “I don’t know what schools are really what schools are really “I don’t know a largeaddressing social-emotional needs on the adults are not trained most of And scale. one class in graduate had they in dealing; if an abuse training, had to take or they school, the training. don’t have they adults in schools like what happens is, And the situation the students are of because this, and almost traumatized, become they in, always what all about I think need support. then they what counselors, all the guidance the teachers, not just education-wise. they’re trying to do, the most Supporting students through some of and how can imagine, you situations horrific to have what tools they and it, process they the trauma around a lot of carry You …. process “Some faculty members sort of just inherently just inherently members sort of “Some faculty gravitate or feel to be able to more inclined the more social-emotional manage sort of where this process the role and of of pieces the factswant and the just others sort of there And …. way steps and support in that who are more comfortable are some teachers and their personal sharing about themselves are.” with their students than others lives Some staff members are better equipped equipped Some staff members are better on take to suited and more temperamentally than others. work this kind of And the Assistant Principal at Neighborhood at Neighborhood Assistant Principal And the his at the end of High School concluded interview: have experience talking about—issues more more about—issues talking experience have “counseling,” of realm to the confined often much bigger than what and ones that feel Principal Assistant An the school can tackle. High School remarked: at Career thing, not everyone can be comfortable with with be comfortable can not everyone thing, it’s I think and with advising, stuff, college I listen to the conversations It’s a skill. fair. different have [in advisory] and different staff things.” with talking about levels comfort “I feel really comfortable helping kids helping kids comfortable “I feel really it’s not about … others do not prepare, it might be a humanities/STEM information, really sold it, and the staff really loved it.” loved really and the staff sold it, really “They came up in front of the faculty and we and the faculty up in front of came “They goingwere the schools they did shouts outs of know, you just, staff amazing—the was to and it So the students story. a success loves everyone their math, science, or language teaching or language teaching science, their math, students With first-generation not. may frequently this families, from low-income that staff circumstances entails complicated but might not about in the abstract, know Some of this can be due to the ways the ways this can be due to Some of post- in which talking about students’ hopes and plans bring staff into secondary that lives with issues in students’ contact advisory but I just wanna teach math, man.” man.” math, but I just wanna teach advisory High School noted: World at While a teacher access work, even schools where it was a even work, access at teacher A work. huge part the advisory of an interview much of High School spent Career but talking in detail about his senior advisory, my “I love sheepishly, admitted at the end, This does not mean that everyone on staff This does not mean that everyone their of this aspect loving to around will come on staff reflected schools, seven at all work; college engagement with of varying levels the of these challenges, celebrating success is is success celebrating these challenges, of staff get on helping of a crucial element at a staff meeting described how, They board. post-secondary seniors and their in June, announced: were destinations schools Another staff member at Neighborhood Neighborhood staff member at Another the face in the point that, High School made NYC STUDY > Findings: Professional Development 47
Ongoing professional development time time development Ongoing professional discuss implementation to teachers for the curriculum with others who are of the same grade level. at teaching into leaders peer of Integration curriculum planning and delivery. Decision-making about when and where and where about when Decision-making based on particularcurriculum is taught in interest and abilities, staff strengths, work. access the college relation to around the 9–12 School-wide clarity and sequence scope access college Section). Curriculum Findings: (see that staff learning on the topics Targeted teaching. members are responsible for > > > > > and experience of college—into 11th and 11th and college—into of and experience 12th grade seminars can support staff date up to keep less time to who have and ever-changing with the explicit the process. details of > > 10th grade teaching staff example, for So, with career gain familiarity to might need while 11th grade websites, exploration more about local know to staff might need help to options and how college community If 12th lists. good college students make grade staff are familiar with financial aid FAFSA) and financial aid packages, (e.g., to be helpful them to this will allow training is but this kind of their students, less important staff working for probably peer And integrating grades. younger with leaders—with their current knowledge Targeted Professional Professional Targeted Based on StaffRole Development can be addressed These inherent differences through: some degree to and mediated > > >
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WITH SCHOOL STAFF WITH SCHOOL > Adriana’s SUNY Options & Answer Key Options & SUNY Adriana’s > | 101 for College Pay Understanding How Students WantWho Don’t Our Students Tell > We What Do > CUNY Programs in the Sciences Programs > CUNY Knowledge | 97 SUNY Your Increasing Answers & Statements True/False Aid: > Financial and Definitions Terms Aid > Financial Sample Letter Award Aid > Financial it Down > Breaking High School? | 109 From Different How is College Answer Key > Between High School and College: Differences > Cutout Cards Between High School and College: Differences Options | 113 Post-Secondary Vocational > Study Michael: Case to Go to College? Auto Mechanics Options: > Post-Secondary Weighing | 119 Access on College Suggested Readings > Perks of Higher Education Opportunity Programs > Perks > What Are Educational Opportunity Programs? Are What > > Posters: Creating A College-Going Culture College-Going A Creating > Posters: | 47 About College Exploring Beliefs Sort Statements > College School’s Your Using Data to Understand Quotes Generation First > Posters: | 75 Studies Application Case College Studies Case > Student | 85 or Fiction Options: Fact College | 87 Admissions Mock Knowledge | 91 CUNY Your Increasing Profile Student Adriana’s > Answer Key Options & CUNY Adriana’s > College Outcomes | 53 College & Obstacles | 55 Motivations to College: Generation First > Sample PD Calendar Year #2 Year > Sample PD Calendar School | 35 Your at Culture College-Going Creating > PD Resources and Examples > PD Resources #1 Year > Sample PD Calendar Planning College Access Professional Development: Professional Access Planning College An Overview | 29 PROFESSIONAL DEVELOPMENT DEVELOPMENT PROFESSIONAL Figure 5.1 Development Professional Staff School Sessions for
1-26 TOOLS FOR DEVELOPING FOR DEVELOPING TOOLS A COLLEGE ACCESS PLAN ACCESS COLLEGE A
Best Practices for Creating College Going-Culture | 3 Going-Culture College for Creating Best Practices | 9 Progress School’s Your Tracking to Matriculate Likely Are Students That Indicators > Leading To Attention > Pay Data To Implementation Rubric Inquiry Program > College | 13 Curriculum Rationale Curriculum Planning Map | 17 | 19 Office in the College Work Supervising Report Status Counselor > College Administrators for Timeline > College TABLE OF CONTENTS TABLE Resources for Leaders | Resources INQUIRY COLLEGE NYC STUDY > Findings: Professional Development 48 what a 10th grader should know, what an what an what a 10th grader should know, what a 12th grader 11th grader should know, they’ve everything and here’s should know, to the to build up years, the four done over a sense that more of there’s So, 12th grade. it’s building somewhere as opposed to like, like the floor, sweep gotta we week a once lesson.” CARA do a gotta we week a once “It’s not super clear what was covered in the covered was what “It’s not super clear to the 10th that connects 9th grade and how to the 11th that connects and how grade, we’re alright, it’s like times, lot of A grade. we’re know, you gonna do this lesson and then and weeks for a couple gonna do other stuff there If back. will come lesson CARA then a that and some stuff a clearer sequence was maybe then, the students along, follow could but sometimes it be more connection there’d vacuum. in a the lessons exist seems like a logical be helpful to have] would [It what a 9th grader should know, of sequence “I’m not sure we’ve had enough professional we’ve “I’m not sure college in the area of for faculty development year, this had any really haven’t We access. with instruction and is filled calendar the PD in the are involved Although they curriculum. gear during their college wear they events, not been much there’s week, acceptance I guess that’s also professional development. the faculty how a sense of I don’t have why to an opportunity don’t have we because feel, a group.” as speak of implementation, and with adjusting the implementation, of in an ongoing way. be coherent curriculum to High School at Centro teacher second-year A the curriculum of about his experience talked clear scope of a lack and the impact of there, and sequence: This lack of targeted and sustained targeted of This lack then leads to development professional ongoing challenges with the consistency based on personal pathways, some on the some on the based on personal pathways, we So not. some really familiar, very are staff would be It office. refer to the college really knowledge a bit better base of to have nice from.” to speak Iowa and I don’t know the New York system. system. York the New and I don’t know Iowa comparable. wasn’t systems of The network California, adult life in my I spent a lot of There so I learned some about that system. knowledge personal degrees of various are preparation or knowledge, we are novices. are novices. we preparation or knowledge, the to the nuts and bolts of When I speak the most I don’t have process, application my because or best information, recent up in so long ago and I grew was process “I don’t think faculty involvement is is involvement faculty “I don’t think of a lack there’s I think systemic. very The college counselor at the same school at the same school counselor The college concurred: implementation. At the High School for for the High School At implementation. the most involved one of Leadership, commented: teachers advisory to get those things happening.” happening.” get those things to advisory development professional of This level the happened less at have to tended schools that struggled with consistent their access work, as the math teacher as the math teacher work, their access staff has much the entire “Pretty noted, be involved retreats to gone on multiple process with learning about this college for it, a curriculum for up with and coming college access work more challenging, as as more challenging, work access college their peers to as ongoing accountability well High Career implementation. consistent for opportunities multiple School provided learning as each grade began targeted for Professional development provides support provides development Professional those who might find for and direction NYC STUDY > Findings: Professional Development 49 of the numerous competing demands and distractions in a high school environment. This professional This professional work, then, development project, is a long-term will often progress where and frequently be slow As with uneven. curriculum implementation, it requires the ongoing attention of school leadership in to be successful, and order requires holding on to a vision in the face long-term two people in the building fully committed, committed, fully in the building people two the guidance between to probably, the the seminar teachers, counselors, counselors the college and Coaches, Bridge people fully about twenty to a total of a alone causes So that capacity committed. to other adults. spillover what happens is that at each I think So, we’ve is committed, where the person level, is level every level, every built at constantly speed.” rising at their own “Everyone in the building is at such is at such in the building “Everyone Those closest to with this. different places committed. are fully here, me in this office from one or went we the things is, One of about the SATs, or this or that? It’s just, they they just, or this or that? It’s about the SATs, how.” don’t know landscape; or they may not know how to to how not know may or they landscape; So, students. with conversations those have a little bit more training around that. I think but this is great, like, they’re always Cause to my do I talk how Or, do I do this? how What should I know students about this? “There needs to be a little bit more training. training. “There needs to be a little bit more may but they this, of with all agree They admissions college [the] because not know, college [the] changing, is always process of the numerous competing demands and demands and numerous competing the of distractions in a high school environment. Assistant The Neighborhood High School he way about the long-term talked Principal growing: the work saw often be slow and frequently uneven. As As uneven. and frequently be slow often it requires with curriculum implementation, school leadership of the ongoing attention and requires be successful, in order to vision in the face a long-term holding on to This professional development work, then, then, work, development This professional where progress will project, is a long-term years, one of the counselors reflected that reflected the counselors one of years, He more training. staff still needed many had the staff that 85%–90% of estimated access post-secondary seeing around to come but noted: as part their job, of development well in an ongoing and thorough in an ongoing well development though Neighborhood Even order. is a tall way whole staff multiple High School devoted college to sessions development professional several their first of the course over access Rising at Their Own Speed at Their Rising that doing professional no question There’s NYC STUDY > Findings: Counseling Support 50
1
Here we endeavor to to endeavor Here we 2 what are the necessary conditions in schools in schools conditions what are the necessary
individually with every student to build “reach, match, match, “reach, build student to every with individually in and participating regularly lists, college and likely” in order communities professional counseling college in the field. up-to-date keep to captured elsewhere, not seen have what we to speak which is: supportwork? this fully to Over the past decade, the importance of college college the importance of the past decade, Over recognized. increasingly has become counseling with in this arena, Charter schools led the way and application on college resources focusing many Within work. in their school reform matriculation early organizations of number a growing schools, public college dedicated train and place to are working to high schools as a critical strategy into counselors students. first-generation for access increase college These organizations hold and are disseminating high- these counselors expertise in the knowledge level should be doing, they work and the kind of need meet to representatives including bringing in college students for advocating with students in small groups, working applied to, have that they with colleges
support expert counseling? support expert We endeavor to speak to what we have not have we what to to speak endeavor We are what is: which elsewhere, seen captured in schools to fully conditions the necessary
Counseling Support Counseling Findings: Findings: second semester of junior year year of junior second semester year. and throughout senior systems where where systems individual can happen work counseling student in the every with secondary counseling is secondary than an entitlement rather enrichment. This means creating and putting in place build a strong college office them attempts to move post- where a model toward CARA’s work helping schools work CARA’s NYC STUDY > Findings: Counseling Support 51
OR LESS OR INCOME STUDENTS INCOME - where post-secondary counseling counseling where post-secondary IDEAL COUNSELOR COUNSELOR IDEAL RATIO SENIOR TO FOR SCHOOLS THAT MOSTLY MOSTLY THAT SCHOOLS FOR GENERATION FIRST SERVE LOW
1:80 a model is an entitlement rather than enrichment. in place This means creating and putting work individual counseling where systems student in the second can happen with every and throughout senior year junior of semester that believe we be possible, For this to year. at least one person overseeing schools need at a ratio of full time, work and doing this seniors or fewer, eighty to one counselor first- predominantly in schools that serve students. low-income generation, doing counseling—based on the underlying, on the underlying, doing counseling—based assumption about these century twentieth thereof— or lack trajectories, college students’ work counseling high school college public idea that support structured on the has been walks through the whoever to will be offered those to be offered and not it, door asking for counseling college In this model, who do not. an after- akin to activity, is an enrichment in rather than an entitlement school club, English or social of years that four the way studies instruction are. helping schools build a strong work CARA’s toward them to move attempts office college
3 programs reach only a fraction of high high a fraction of programs reach only school students. overwhelming the historically of Because staff high school most public caseloads of students, either through in-school programs either through in-school programs students, and weekend or after-school AVID, such as Upward programs (i.e., options from federal state more recent GEAR UP) to Bound, these all of However, and local programs. In New York City in 2017, only 33% of high high 33% of only in 2017, City York In New counselor schools had a full or part-time counseling. college to devoted specifically programs do a range of the country, Across high-performing with academically this work 221 students, and at one in six schools, one one schools, and at one in six 221 students, more than 300 students. serves counselor ratio the counselor-to-student Nationally, these ratios include all is 1:464; both of counseling. not just college work, counseling As noted in this policy brief’s Introduction, Introduction, brief’s this policy in As noted and has been counseling post-secondary under-resourced. be severely to continues one City, York Those figures again: in New of an average serves counselor guidance conditions for this guidance, and the and the this guidance, for conditions in encounter challenges schools often implementing those conditions. Counseling: Post-Secondary Entitlement? Enrichment or strong individual guidance and support and guidance strong individual and year junior of semester in the second throughout year. senior best-practice explore we In this section, the most important things we at CARA have have the most important at CARA things we that is our work beginning learned since at schools work access college exemplary in changed will not result years in the early extremely without outcomes post-secondary How important are highly trained college college trained important highly are How One of work? access college to counselors NYC STUDY > Findings: Counseling Support 52 “The Bridge Coaches are really stepping up stepping up are really Coaches “The Bridge they’re part for themselves, and advocating are inquisitive, they meetings, our inquiry of we way the and that’s equal say, have they it.” want them part of the staff team. An Assistant An them part the staff team. of at Neighborhood High School noted: Principal counselor devoted to post-secondary post-secondary to devoted counselor for it is a mistake believe but we counseling, this hold all of a single person in a school to it is important also distribute to Instead, work. staff members. it across a range of some doing this, various ways of There are mentioned in Section been which have of such as having Findings: Curriculum, with or collaborating co-teaching, counselors and seniors in juniors of classroom teachers on post- time focused classroom designated out throughout As pointed work. secondary are people young trained brief, this policy In the valuable resources. also immensely brought Bridge Coaches studied, schools we but potentially not just additional capacity, and perspectives near-peer transformative Schools that made the greatest advice. in their culture also dug in transformations making with Bridge Coaches, most deeply many heroic counselors try, and even achieve achieve and even try, counselors heroic many in but ultimately, success, some significant provide possible to it is not this situation, post-secondary individual of the level support students that is needed. all for with only triage, is either then, What results, support, intensive some students receiving leaving their with counselors or burnout, a shortpositions after time. Office Building a Strong College like, look office What does a strong college about building them? can schools go and how sufficient to allocate is the first step Clearly, This includes a designated school resources. it is it is RATIO 1:462 1:116 1:116 1:154 1:216 1:106 1:256 We have seen so so seen have We Figure 6.1 Neighborhood HS HS for Leadership HS for HS Technology for World HS World Centro HS Centro Career HS Career Initial College Counselor: Counselor: Initial College Schools at Study Senior Ratio SCHOOL Arts HS impossible to do sufficient post-secondary do sufficient post-secondary impossible to low-income first-generation, with counseling is being balanced work when this students counseling. with guidance but continuing to also give them traditional also give to but continuing one duties with at least guidance” “school grades. with two and often grade, enough: this strongly cannot say We this role full-time at anything approaching this role full-time schools—and In the other six this ratio. with and worked have others we countless City—schools York across New encountered this role, fill are designating a person to their matriculation rates, are currently are currently rates, their matriculation post- to resources of this level devoting before year In the work. counseling secondary the of one only started with us, working they in had someone this study schools in seven However, we have found that very few few very that found have we However, increase hard to those working even schools, NYC STUDY > Findings: Counseling Support 53
“College work is in the culture of the school, the school, is in the culture of work “College the Jasmine is such a big part of because from a single source. But it is coming culture. Jasmine is one stop-shopping.” the she motivates who she is, of “Because everyone … to jump on board the staff rest of see how we to support her because wants trying she’s where see we and works hard she we much; us together pretty She keeps to go. afford for her [to go on another leave].” can’t and the Bridge Coach were left to to left were Bridge Coach and the application support the college seniors. with process the half-time High School, Centro At counselor college guidance/half-time our in March of on parental leave went In her with the school. work of year first guidance remaining the school’s absence, expertise at no college counselor—with the fort hold down along to all—was left with the Bridge Coach. > advisors of seniors, who coordinated weekly weekly who coordinated seniors, advisors of office. with the college the original Neighborhood High School, At from a counselor was joined by counselor organization (using a community-based Bridge School funds) plus four Community teaching teachers of and a team Coaches A teacher there remarked after Jasmine Jasmine after there remarked teacher A returned from parental leave: “team” counseling What might a college the part- High School, Career At like? look to continued counselor time guidance with seniors when she work support college in addition returned from parental leave, and the Bridge Coaches, two the school’s to > High School Technology The principal at admitted: At Technology High School, the full-time the full-time High School, Technology At in the on parental leave went counselor with work of semester our second fall of Reserve) Teacher (Absent ATR them; an new full-time counselor they hired to hired to they full-time counselor new and start was organized in her absence but had finished graduate hard working, and was before months school only the work. to brand-new At Career High School, the impetus for the impetus for School, High Career At with us was their part-time starting work the going on parental leave; counselor > > > that we worked with them. worked that we > work is highly vulnerable to staff absence staff absence vulnerable to is highly work was a major theme across this or turnover; turnover In particular, schools. all seven tremendous instability created and leaves years the three schools over at these seven Building Teams to individual sufficient resources Devoting 12th grade for counseling post-secondary students is a necessary-but-not-sufficient office. college building a strong in first step the is, great a counselor how No matter the focus of counselor time and energy—is time and energy—is counselor of the focus What program. office a strong college to key are additional findings from our follows schools. across the seven work do. Calibrating which work makes sense to to sense makes which work Calibrating do. (and can in classroom spaces place take with strong knowledge people be done by requires and which work but not expertise), expertise—and be thus should high level and their pros and cons; one key takeaway takeaway one key cons; and their pros and to/ access counselor balance to is the need with preserving students of time with groups individual their expertise for utilize time to can they student supportthat only on tasks The Case Studies section at the end of this this of at the end Studies section The Case these approaches detail some of brief policy NYC STUDY > Findings: Counseling Support 54
AID 131-150 FINANCIAL FINANCIAL teps to Applying for Financial Applying for Financial teps to S Aid | 135 Income Form Family English | 137 Income Form Family Spanish | 139 English Aid Preview Financial & Spanish | Powerpoint on | Powerpoint Spanish & website CARA Aid Documentation Financial Guide | 141 for Letter Party Sample 3rd | 143 Verification Waiver Sample Deposit | 145 Letter Aid Comparison Financial | 147 Tool Appeal Aid Sample Financial | 149 Letter
website ting | 95 Year | 79 Year Year | 83 Year n Making
egistration | 99 egistration Application Process Application Process s | 93 Activity for Parent R Tips | 121 Tips 75-130 Junior COLLEGE COLLEGE Application Steps for Application Steps Application Steps for Application Steps PROCESS files: Pro Admissions sions ach ollege nts: APPLICATION e llege o ollege Sheet | 129 Username and Password: College udents | 103 for St Tracker HEOP Supporting 1st Colleges | 105 Students Generation Building a College List | 107 Application: Completing a CUNY Step by Step Directions | 109 Application: a SUNY Completing | 113 Directions by Step Step the Common Completing by Step Application: Step | 117 Directions for Rubric Essay College | 119 Counselors College and Out-of-State Private Outre Checklist: Counselor Meetings, Individual Student | 123 12th Grade Script for Calling Student | 125 Colleges Submit: From Hitting After Application to Enrollment Checklist | 127 Decisio College C Par Understand Helping Parents the C (English & Spanish) | on CARA Powerpoint Selection Survey for College English | 89 Parents: Selection Survey for College Spanish | 91 Parents: Admis Survey: College Junior Interest Mee Counseling SAT Group C Senior Parents:
AND 35-74 LEADERSHIP COLLABORATION College Vocabulary | 39 Vocabulary College Overview for Process College on Staff | Powerpoint website CARA of Letters Writing | Powerpoint Recommendation website on CARA Letters Recommendation Teacher | 43 Tips Writing ofLetter Recommendation: | 49 Form Request of Letters Tracking | 53 Recommendation Agendas: Counselor Sample Meeting with 11th Grade | 55 Team Agendas: Counselor Sample Meeting with 12th Grade | 57 Team forTimeline College | 59 Administrators Applications: Online Completing and Teachers for Directions Other Staff | 65 Trip: Planning a College Pre-Planning Trip College Guide | 69 College Office Resources Office College TABLE OF CONTENTS TABLE
01-34 FOR SUCCESS COLLEGE OFFICE COLLEGE College Office Best Practices | 5 Practices Best Office College Application Steps: College | 9 Tasks Junior Student Application Steps: College | 11 Tasks Senior Student Tasks: Application College | 13 Tasks School for College Tips Classroom | 17 Counselors Admissions up College Setting Visits | 19 | 21 School Profile Your Creating Recommendation: Counselor | 23 Form Request Planning Guide | 25 Fair College SETTING UP YOUR | COLLEGE INQUIRY College Inquiry: College Office Resources Office College Inquiry: College Contents of Table lot of work to keep everyone updated about updated about everyone keep to work lot of where students are in their application.” “The culture at this school is that everyone everyone “The culture at this school is that but it’s a process, in the college is involved
information about student progress through through student progress about information also across multiple people the process holes create time and could required trial and of year a It took in the system. teams new these for error at most schools and that process effective, become to with school again sometimes started over at Centro When the counselor turnover. returning from after year a High School left found counselor the new her parental leave, it noting that the approach challenging, used to: was a change from what she was
along the lines with maybe undocumented with maybe undocumented along the lines a students or financial information that’s I And little bit different from other students. the in the office do all the other pieces can same as her.” students who don’t need to have meetings meetings who don’t need to have students sure and make with parents and stuff the So, need to do. what they they’re doing that maybe I focuses on cases counselor in or something experience not have may “I’m the backup team: she’s working with with working she’s “I’m the backup team: or meet who need to meet, these students that, with their parents or something like with the and I’m making sure I double check “Now that we have Joseph and the Bridge and the Bridge Joseph have we that “Now a game changer.” was that Coaches, the Bridge Coaches brought additional brought additional the Bridge Coaches time supervising them required capacity, while coordinating skill set, and a different rest of the team were able to continue the the continue able to were the team rest of in her absence. seamlessly relatively work transitioning from what had been However, model a teamwork into a one-person show was not without its challenges; while continuity in relationships with students in relationships with students continuity At out on leave. were when counselors Diane took Neighborhood High School, 2020; of in January leave a several-week Joseph and the missed, while she was sorely Additional team members at each of these these members at each of Additional team in a levels: on several schools worked the bringing down scenario, best-case ratio; in a worst-case counselor-to-student expertise filling gaps in school and one, explained her role across a range of tasks: of her role across a range explained And at Centro High School, the Bridge Coach the Bridge Coach High School, And at Centro seminar classes to juniors and seniors. juniors and seniors. classes to seminar commented: there counselor The college NYC STUDY > Findings: Counseling Support 55
documents they might need in order to in order to might need documents they their e.g., summer, over steps complete school immunization records. At Centro High School, senior portrait day senior portrait day High School, Centro At where students day, FAFSA also became on laptops the FAFSA complete would their photos. out for and then duck students High School, World At graduation practice leave couldn’t their summer contact verifying without and matriculation plans; they information of also handed an individual packet were > > done. There’s simply too much to do, and and do, much to too simply There’s done. to in the school day, little time too or spaces. events extra of a lot create Linking application and matriculation which (of events year senior to steps in most schools!) both there are many and helps culture, builds college-going a school support more students through critical tasks. schools: from case study examples few A > > paperwork, registering for opportunity opportunity for registering paperwork, sending immunization programs, and more. paperwork, possible makes tracking then This kind of in the college work much more strategic time with each counselors’ allowing office, on exactly focused be carefully student to move on in order to work to need what they in the process. step the next them to School Events schools that successful Another practice undertakenhave is utilizing existing work access get college to school events the the all include FAFSA completion, review of of review completion, include FAFSA loan completing financial aid packages, some of this work, its focus is more narrow, narrow, is more its focus this work, some of search and application the college covering but not the numerous financial processes, to that have aid and matriculation steps These “Submit.” students hit happen after (EnrollNYC) to support its schools, and and support to its schools, (EnrollNYC) also been have other tools of variety a and City York both within New created while Naviance—in that Note nationally. with wide use across the country—overlaps of all of these steps for one student one student for these steps all of of (and or system tool without some type of do it is impossible to at that), just barely, students without such of groups so for this purpose for built a tool CARA a tool. process that requires careful monitoring careful monitoring that requires process Missing a single complete. successfully to college impact can significantly step matriculation outcomes. track keep While it might be possible to and information from complicated tax tax from complicated and information the over multiple steps through systems) steps many with year, an entire of course a previous of dependent on the completion and overwhelming It is a bewildering one. interacting with multiple, interlocking interlocking with multiple, interacting and state, (city, processes bureaucratic application portals; state college private financial aid application and federal portals documentation which require in place is active tracking of of tracking active is in place application, search, the college of steps and matriculation financial aid application, all graduating students. for processes entails application process The college Individual Tracking Individual put schools to for system Another key NYC STUDY > Findings: Counseling Support 56
HANDOUT After Hitting “Submit” | From Application to Enrollment: Tracking Critical Matriculation Steps Matriculation Critical Tracking Enrollment: to Application From for entrance Contact Financial Aid Office to verify forms work-study and secure to college If August graduate, obtain a copy of diploma/transcript to present Register for classes or other summer programs SEEK, CD, ASAP, EOP, Attend HEOP, if your college gives you their contact information or call your roommate Write Plan how you will get to the college and what you will pack Attend first-year orientation Submit college applications colleges to all report(s) score Send SAT/ACT Submit application fee and verify it was received Send supplemental information (including forms for private colleges and Opportunity Programs) it was processed Check application status to make sure complete are profiles all CSS Make sure for CUNY assessment test (if applicable) Prepare colleges (email and snail mail!) from Look for responses placement tests any required Take aid packages financial Compare attending currently considering (if not possible, do a virtual tour and talk with a student Visit colleges you are the college) want to make) with decision you all agree with family members about options (make sure Talk Select college you will attend (let them know you will be attending) the deadline Notify Admissions Office at the college, before the deadline before Accept your financial aid award on your campus) CUNY students apply to ASAP (if offered Pay tuition deposit Complete financial aid entrance interview Note (MPN) Complete loan applications and sign Master Promissory the deadline Send in housing forms deposit before and pay by CUNY) (required Submit NY State Immunization Records your placeConfirm that you have completed all of the necessary steps to secure with Admissions Office From Application to Enrollment From Application completion for students to move from to be completed in order all of the things that have What are in a college? to enrollment of a college application Student Name: HANDOUT HANDOUT 5 6 7 8 9 1 2 3 4 22 14 15 16 17 18 10 11 12 13 29 24 25 26 27 28 20 21 23 19 HIGH SCHOOL CURRICULUM | Understanding the College Application Process Figure 6.2 Figure NYC STUDY > Findings: Counseling Support 57
“We had a student with DACA, we had to had to we with DACA, “We had a student night, on FAFSA to their parents explain I apply. couldn’t that they didn’t know they office] had to bring them up [to the college was to them and mom it down and break saying all the money were they crying cuz and the their pocket out of will come to go to a SUNY.” wants student residential colleges, or to attend college college attend or to residential colleges, demoralized feeling staff often left at all, all from the payoff see and struggling to the Bridge of One their hard work. of noted: Coaches And as schools began to support a wider support to began And as schools a wider making college students with group of financial analyzing filling out FAFSA, lists, to colleges and choosing aid packages, many how the clearer it became attend, facing. students were their barriers most of bureaucratic a never-ending was FAFSA trained counselors highly nightmare that the at points; sense of make struggled to the financial aid students gaps between college of and the costs offered were the year; get bigger every to seemed myriad situations that made it difficult attend home to leave to students for
An unexpected challenge that schools faced as they An unexpected challenge that schools faced as they supporting individual for responsibility began to take was that in access students through post- secondary not easier. got harder, work the ways many played the video at the last community video at the last community the played in.” where families come year the night of pulled seniors over to the green screen and and to the green screen pulled seniors over so name is so and ‘my filmed them saying, and then the X,’ I’m doing year and next virtual enterprise business students in our we videos together and path edited those are in the building. An Assistant Principal Principal Assistant An are in the building. High School explained at Neighborhood that in May: with “During students we conferencing Other schools built counselor touchpoints touchpoints built counselor Other schools times that they existing with families into > who encountered the curriculum starting in who encountered year. senior 9th grade made it to the more they realized how much they didn’t didn’t much they how realized the more they needed. help they much and how understand, grades would in early work Curriculum this eventually, address some of hopefully students before years be several but it would as they began to take responsibility for for responsibility take to began as they supporting individual students through post- ways the was that in many access secondary The more they not easier. got harder, work struggling, honed in on where students were Success Creates More Work, Work, Success Creates More Less Not faced challenge that schools An unexpected > NYC STUDY > Findings: Counseling Support 58
even experienced counselors are scrambling are scrambling counselors experienced even with support to cope year students to every changes in imperfect highly and often new these While each of application systems. address meant to changes are improvements year or without fail the first issues, systemic gap, but face frequent turnover in their in their turnover frequent but face gap, within school Those who do this work staff. degree master’s the have systems—i.e., be hired to required in school guidance through come within school budgets—have that do not train them certification systems people meaning that most access, in college highly any Like on the job. learn this work to years several it takes field, specialized classes and so several gain competency as be impacted seniors in a school may of feet counselors get their qualified newly teachers new unlike However, under them. do counselors in similar conditions, working the hall or within down colleagues not have the building who are doing the same work, person in this the only are generally as they role at their school. the constant by compounded This has been so that to be in, seems that the field flux as they arise. At the most successful schools, schools, the most successful At arise. as they college tuned in to closely became they throughout their seniors for application data this as a critical moment seeing year, the with and on behalf their work when all of paid dividends— years four students over of or failed to. The State of the College Counseling Field despite Another challenge is the fact that, the field significant national attention, is in its infancy. counseling college of across organizations Community-based fill this to vital work are doing the country to be experts, but they do need to acquire a a acquire to need do but they be experts, to counselors the work of knowledge working ongoing provide are doing in order to problems and understand and solve support, For all of these reasons, it is critical that it is critical that these reasons, For all of much more become school administrators and engaged managers of knowledgeable of As with management work. office college do not need they a school, other area in any leave. At the same time, the lightly staffed staffed the lightly the same time, At leave. was seeing office Transitions” “College fewer working with while increasing traffic year. staff members than the previous statements and short-answer essays, essays, and short-answer statements additional gathering of the coordinating and in multiple recommendations, teacher of All Profile. the CSS of completion cases, Diane was out on above, as noted this while, CUNY application rate on December 1st 1st on December rate application CUNY 55% and its SUNY jumped from 39% to January by Application rates and Common those private However, 11%. 1st rose by times as three applications were and SUNY personal reviewing including much work, or ACCES-VR or deciding over the summer to to the summer over or deciding ACCES-VR or colleges. two-year CUNY to apply actually work of year and third its second Between Neighborhood High School’s with CARA, private colleges rather than just CUNYs; more more CUNYs; rather than just colleges private applications; CUNY completing students were any did not have students who previously applying plan were post-secondary kind of Tech programs such as Co-Op vocational to as they succeeded in widening the set of in widening the set of succeeded as they options that students were post-secondary any by This was a triumph considering. strong students measure: academically and SUNY of a wider array applying to were Counselors’ close, individual attention to to individual attention close, Counselors’ more work created students also literally NYC STUDY > Findings: Counseling Support 59 END 1:69 1:160 1:81 1:72 1:71 1:47 1:71 START 1:106 1:462 1:256 1:116 1:116 1:154 1:216 Figure 6.3 Neighborhood HS HS Technology for Leadership HS for World HS World Career HS Career HS Centro Start and End College Counselor: Counselor: Start and End College Schools at Study Senior Ratio SCHOOL Arts HS The previously existing direct link to New New to link direct existing The previously from FAFSA aid (TAP) financial State York from most school-based working stopped students out then locked and computers, FAFSA. completing days after three for > resources to support their students, either either support to their students, resources inside or outside the school. > these of in the face Remarkably, worked we the schools all of challenges, support of both the level with did increase and the sophistication students, to offered across the time we this supportof work carefully began They with them. worked all of for tracking matriculation steps the in all of innovated their students; they new found they ways mentioned above;
graders, because they were full of full of were they because graders, students. younger The DoE rolled out a middle school The DoE rolled out a middle school program aimed at getting All” for “Access campuses visiting college students it increasingly earlier: high schools found for their 11th tours to book difficult The DoE rolled out its “College Access for for Access “College The DoE rolled out its with new across the city, initiative All” data calendars and new access college schools. of requests the city, which is generally coordinated coordinated which is generally the city, at their counselors college and run by during the school day. school sites Board rolled out a new The College system. scoring SAT The DoE created CUNY fee waivers, and and waivers, fee CUNY The DoE created to individual student waivers delivered high schools electronically. across an in-school SAT The DoE created grades, then stopped requiring this. this. requiring then stopped grades, new rolled out an entirely CUNY portal and new application with a new requirements. IRS data retrieval tool which was then which was then tool IRS data retrieval through halfway shut down abruptly the year. portal counselor and a new created SUNY transcript their enter to students required FAFSA changed from using prior year year from using prior changed FAFSA an prior/prior and introduced to taxes > > > > > > > > > > > > > > > years we were doing this study, 2016–19, 2016–19, this study, doing were we years included: these changes some of > two of implementation has created chaos on chaos on created has implementation of two the in just For example, level. a day-to-day
NYC STUDY > Findings: Counseling Support 60
Four-Year Enrollment Four-Year
Private NYS
-0.6 -0.7 -12.2 -3.3 -3.1 8.6 1.3 4.6
Four-Year Enrollment Four-Year
and Two- SUNY
1.0 3.6 4 -2.7 7.2 7.1 6.8 2.0
Enrollment Enrollment
Four-Year CUNY
0.3 -0.8 5.1 -10.8 -5.5 -1.4 15.4 -8.6
Enrollment Enrollment
Two-Year CUNY
18.7 6.3 2.9 12.6 12.8 10.4 -4.6 -9.0 Enrollment Enrollment 2018
–
Post-Secondary
15.1 8.1 8.0 -3.4 11.6 12.8 13.5 -1.1
FAFSA Completion FAFSA
End-of-Year
15.3 8.2 20.4 12.3 0.4 24.9 10.5 % CHANGE 2016 CHANGE % 6.3 Location Manhattan Manhattan Queens The Bronx The Bronx Brooklyn Queens AVERAGE Change in Post-Secondary Outcomes of Study Schools Study of Outcomes Change in Post-Secondary Arts HS Neighborhood HS HS for Leadership HS for HS Centro World HS World Career HS Career HS Technology Name of School Name of Table 6.1 Table rate rose by 8% (see Table 6.1, below). below). 6.1, Table 8% (see rose by rate great celebration. is cause for this obstacles, so many of In the face And these efforts yielded results, with many of the schools increasing their rates of what CARA calls calls CARA what of their rates the schools increasing of many with effortsAnd these yielded results, and FAFSA applications, college and private state, city, such as matriculation,” of indicators “leading matriculation their aggregate, In plans. post-secondary students with defined and completion, TAP NYC STUDY > Conclusion 61
creating instructional space for teaching teaching for creating instructional space positioning and equipping staff to support staff to positioning and equipping
providing individualized, expert college counseling. A A counseling. expert college individualized, providing
We began this policy brief by arguing that, as arguing brief by policy began this We for becomes necessary education post-secondary schools need to people, public high young most to in order work restructure their significantly adulthoods. successful people for young prepare
PROFESSIONAL DEVELOPMENT: PROFESSIONAL COUNSELING SUPPORT: SUPPORT: COUNSELING CURRICULUM IMPLEMENTATION: IMPLEMENTATION: CURRICULUM the content. This is not any different than, for example, math teachers needing to to needing math teachers example, for than, different This is not any the content. to first-generation students, and identify permanent space in each grade, 9–12, for for 9–12, in each grade, permanent space and identify students, first-generation to way experiential in an engaging, information/concepts that set of of the teaching not know at any given grade level, and how to help them acquire that knowledge. help them acquire to how and grade level, given at any not know individual to provide focused and resourced and be sufficiently matriculation process, with a thoughtful scope and sequence. with a thoughtful scope understand both math and the pedagogy of math, i.e., what their students do and do what their students do and do i.e., math, of understand both math and the pedagogy landscape of higher education is a subject matter that needs to be explicitly taught taught be explicitly to that needs matter higher education is a subject landscape of destinations. Building college access infrastructure requires training the school training the school infrastructure requires access Building college destinations. college access knowledge in grades 9–12. Schools must understand that the Schools must understand that the in grades 9–12. knowledge access college support to second-semester juniors and to seniors throughout their senior year. seniors throughout their senior and to juniors support second-semester to students in learning about college access and applying to post-secondary post-secondary and applying to access students in learning about college of and in the teaching both in the content matter this subject staff that will deliver or other trained counselor, guidance counselor, college staff (e.g., college school’s and application, search, staff) expertisethe post-secondary in must develop Three Areas for Successful Post-secondary Outcomes for Students for Outcomes Post-secondary Successful Areas for Three
We then laid out three critical areas that our research shows need to be addressed be addressed to need critical areas that our research shows then laid out three We high schools in that restructuring: by Conclusion NYC STUDY > Conclusion 62
graduation and matriculation rates—was graduation and matriculation rates—was engagement administrator of the level post-secondary the school’s with shifting with most crucially, This began, work. access the toward putting significant resources both schools added a full-time college work: intensive and Bridge Coaches, counselor work with both 11th and 12th graders, even even with both 11th and 12th graders, work challenging circumstances. under extremely that those with seen likewise have And we struggled to less strong structures have maintain this work. there the big picture, see to back step As we additional important that patterns are a few across school type and size hold appear to are important mention. to believe that we bear further think These are areas that we and unknown under new albeit study, circumstances. of The Importance Engaged Leadership out most that stood the thing Perhaps to schools that seemed about the two the most progress across the three make the tremendous differences areas—despite and student demographics, in their size, thus undermining student exposure and and exposure student thus undermining other schools, the At building. knowledge in significant resulted turnover counselor senior class experience year’s impact on that this think while we and outcomes; distribution of wider for the need revealed schools did not always see we responsibility, and build those structures, responding to us worried. this left schools closed and In the months since COVID-19, due to remote instruction became heartened to extremely been have we the schools with strong of many see access their college infrastructures continue larger project. Since lessons were placed placed lessons were Since larger project. this in these schools, at both of in advisory skip to teachers lead many to turn seemed halfway, or do them only planned lessons, confident in the schools having achieved schools having achieved in the confident in school sustainable shifts long-term schools, two At culture and infrastructure. over development professional of lack result in staff appeared to years the three the to buy-in of frustration and a lack In the other five schools—from which we we schools—from which In the other five included here, the lessons all of also drew but do not profile in as much detail—we less but feel matriculation successes saw in Case Studies Section, we attempt to show show to attempt we Studies Section, in Case two of and work in the life this interaction at particular saw success schools where we infrastructure across building college-going areas. the three separate sections; but in reality, these these but in reality, sections; separate with each and interact intersect pieces of ways in the lives daily other in minute, and schools as school staff, people, young case studies that follow In the organizations. In order to examine those areas more those areas more examine to In order pulled them apart we into thoroughly, with shifting the school’s post- with shifting the school’s secondary access work. seemed to make the most progress the most seemed to make the across the three areas—was engagement of administrator level Perhaps the thing that stood out Perhaps schools that most about the two NYC STUDY > Conclusion 63 its implementation, and overcome to figuring out how arose. obstacles as they Once the initiative was Once the initiative launched, there needed to be an administrator close attention to paying decisions to spend time and resources in this in this spend time and resources to decisions leadership commitment. area also require both at this holds as well, to The converse and in our schools, our other case study in other schools across the city: when work paying there was not a school administrator the the implementation of to close attention staff reported years, in the first three work while the school was doing more work that, nor coherent it was neither than previously, either students or teachers, for consistent be. could than it and thus far less effective This openness to ideas from staff doing from staff doing ideas to This openness them work—empowering the day-to-day it—while over ownership on take to up and keeping them for setting priorities the larger staff messaging to consistent is crucial. time, over leadership sustained Without this close, build to while it might be possible attention, complex the more office, a strong college lesson implementation is fragile of work staff turnover vulnerable to and deeply other initiatives. by and being overtaken is development professional course, And of so school leadership, by directed most often we’re going to do, and he’s like, go for it. go for it. like, and he’s going to do, we’re helps.” Which really “The principal, he’s also in favor of of also in favor he’s “The principal, quick not afraid of and he’s experimentation, what ideas of have we sometimes So, failure. he’s on board, so with that in mind, we can can we with that in mind, so on board, he’s pushing.” keep I need. And if I need something to keep something I need to keep if And I need. I get the supports, moving, the initiatives He has been the financing. the resources, whole process the of nothing but supportive done, work I need to get the whatever and “[His role is] to make sure I get the support sure I get the support “[His role is] to make Neighborhood High School, the Assistant Assistant the Neighborhood High School, commented: Principal School, this meant offering per session to per session to this meant offering School, in the first semester 12th grade teachers that when the principal saw work, the of enough time to did not have the team At curriculum. new implement the to meet elements and authority to direct or re- direct to elements and authority its to close attention staff—paying direct and figuring out how implementation, in arose, obstacles as they overcome to High Career At areas. the three each of And once the initiative was launched, there there was launched, the initiative And once be an administrator—someone to needed structural the school’s over with control time and focus of his most trusted Assistant Assistant his most trusted of time and focus the about the role of Speaking Principal. noted: Assistant Principal the principal, High School), and teaching resources in the in the resources and teaching High School), dedicated teach to faculty shifting of form At High School). classes (at Neighborhood the the resources one of Neighborhood, the was the initiative principal put toward professional development (including off- development professional at Career a grant by retreats paid for site NYC STUDY > Conclusion 64 1 not do this work well, students ultimately students ultimately well, not do this work choose, do not enroll at the schools they year. or drop out in their first support to and resources Finding spaces students number of a (hopefully) growing schools more competitive applying to Beginning conversations about about conversations Beginning so that students application criteria their grades the role of are aware of in the (SAT/ACT) tests and standardized when there is a on, from early process areas. these influence to longer runway for particularly prep, SAT/ACT Providing 900 (roughly scores students whose PSAT make could that they indicate or above) through this type significant improvement prep. test of schools/destinations “fit” Identifying good If students are applying all students. for a this requires systems, local city beyond time and research tremendous amount of and knowledge on the part students, of However, on the part school staff. of do find that if they schools consistently need to see career possibilities in order in order possibilities career see to need worth seem to college of the costs for and those who might not want to it, high school after immediately matriculate that will help finding pathways need can that careers still result in productive families. and their sustain themselves and for Supporting apply students to after activities engage in extracurricular in beginning school and in the summer, them exposure give in order to 9th grade, pathways post-secondary possible to college and build their résumés for applications. > > > > > > > grade stage: the 11th/12th At > > >
away. away. further students about career pathways. These These pathways. students about career and are important both college-bound for students; college- non-college-bound bound students and their families often for them as they begin doing lessons. doing lessons. begin them as they for organize to work a lot of it’s However, to and an ongoing expense visits, these campuses furtherget students to away. with and talking to Gaining familiarity Adding college campus visits. These were were These visits. campus Adding college at or almost nonexistent nonexistent started we schools when working many start the need seeing and they with them, “It’s exponential.” > > > At the 9th/10th grade stage: 9th/10th the At > greater understanding of the complexity the complexity of understanding greater range and the tremendous the process, of as schools uncovered that were needs of This started levels. digging in at deeper includes: additional work of “sophomore slump”—about gains that gains that slump”—about “sophomore of in some ways close but now had seemed appeared of this as a symptom saw we In large part, notable successes. Heading into year two, two, year Heading into notable successes. and hopefulness about there was energy the end of but by this time “right” getting it and exhaustion of a level year, the second progress—a sort of frustration with lack We saw a similar trajectory at quite a few of of a few at quite trajectory a similar saw We frustration and confusion the schools: some one about tackling something new, year in as excitement year that the end of but by building and a few momentum saw they This is true specifically of college office office college of This is true specifically this earlier; it is also true of as noted work, One principal emphasized, large. writ work The More You Do, the More the More Do, You The More to Do There Is NYC STUDY > Conclusion 65
importance, they also reported struggling to also reported struggling to they importance, significant making any were that they feel to yet have we In short, progress in this area. build—successful able to be see—or schools around for “best practices” families. with working us clearer to only it has become yet, And our with students, through conversations and school school staff, Coaches, Bridge own work that without significant administrators, large-scale progress on post- in this area, will be impossible. access secondary many barriers these students face, and so and so face, these students barriers many equal of our narrative contradicts directly both that are painful for in ways opportunity students and staff. Need Are Central: They Families Do Students Their the Same Things has access college of One crucial element brief entirely: missing from this policy been not just with first-generation working build to but with their families, students, individual and give knowledge college In process. year the senior through guidance while almost all this is because large part, great the schools named it as an area of of Supporting first-generation college students to pursue Supporting first-generation college students to pursue but work; hopeful inherently ways dreams is in some their doing so also uncovers America, century in twenty-first barriers these students face, and so directly the many ways in of equal opportunity narrative contradicts our staff. both students and that are painful for not have to contend with. contend to not have can discourage them from pursuing from pursuing them can discourage not dreams: a sense of post-secondary about leaving family, worries belonging, of other and a myriad concerns, financial do peers barriers that their more well-off previous supports unavailable, but but supportsprevious unavailable, the to connected yet students are not attend. plan to institutions they students Supporting first-generation that through the emotional challenges support, so that students’ post-secondary post-secondary so that students’ support, melt”— “summer by plans aren’t derailed or go up come things that may the many graduation, after the summer wrong over thus when high schools are closed and statements and supplemental essays, essays, and supplemental statements and Application, navigating the Common the CSS Profile. completing summer matriculation for Building systems with more intensive application processes. processes. application intensive with more writing strong personal These tasks include > > Supporting first-generation college students students college Supporting first-generation dreams is in some ways pursue their to in twenty-first but hopeful work; inherently the doing so also uncovers America, century > > NYC STUDY > Conclusion 66
different one next. So we started listening to started listening to we So different next. one concerns? your are what the parents more: work Small groups better. works that And better. work One-on-one appointments better. better.” work calls Reminder “So we had our financial aid night. In the In the aid night. had our financial we “So That doesn’t hall style. did it town we past, were It’s too big—we for our school. work we’d where hall doing this town always HESC—but invite a financial aid person from no one asks Q&A, to the when it comes started we what then And questions at all. we after this huge presentation, noticing, with spend more time meetingwould families individually. it up into different just broke we So this time, smaller groups and it was so it rooms, things—scholarships, focused specific on has different everyone FAFSA—because wanted, where they got to go They things. you workshop which at a conference, like go to a could then they And to go to. want “In terms of information and resources, information and resources, “In terms of system [of robust a really have we … with families] tools communication weekly got a this fall in particular, families, in terms was where their child update about what did, what they applications, the all of of still need to do.” they had traditionally been uncomfortable uncomfortable been had traditionally talked the counselor the school, to coming their approach: had shifted they about how letting them know where their child was child was where their know letting them they if see to and checking in the process, Assistant The concerns. had questions or noted: Principal where almost Neighborhood High School, At families but many nearby, all students lived from a range of areas across New York City, City, York areas across New from a range of of seniors and advisors office the college emails send weekly to forces combined student, every the parents of home to High School and Neighborhood High High School and Neighborhood High some progress with make to School began the and though what was needed families, different. very were mechanisms students which drew School, High Career At worked so hard to get them accepted to, for for to, get them accepted so hard to worked financial or other reasons. and the their second the end of Toward both Career year, their third of beginning Instagram acceptance posts may cause cause posts may Instagram acceptance are worth they elation in the moment, as students backing, little without family some of attend actually to unlikely were the school had colleges the competitive eligibility for opportunity programs or their programs or their opportunity for eligibility students fill out the FAFSA. help to taxes parents needed they Further the line, down and support both desire to the post- that their children destinations secondary While inspirational to. applying were As they dug into the process, however, however, the process, dug into As they not could that they see to schools began that realized They around parents. work estimate to their income needed they though they tried to bring parents in, early early in, bring parents tried to though they yielded disappointing results, efforts often if any that got few from mailings home or FAFSA information college responses to nights with underwhelming attendance. were peripheral, because of their lack of of their lack of because peripheral, were or in about higher education knowledge the that contradict their desires some cases, focus The schools’ the students. desires of them; of in front people young was on the Many schools began their post-secondary their post-secondary began schools Many families that view with the work access NYC STUDY > Conclusion 67 supported building families’ knowledge. supported building families’ to be educated on financial aid and on financial aid and be educated to Neighborhood and At educational debt. was more work the High Schools, World value of the around helping them see some education and for post-secondary academic (depending on their child’s of possibility explore the profile), exist to that seemed unfamiliar colleges on another planet. Individual support and counseling the alongside their children through above, As noted the process. of steps doing bi- High School began Career seniors families of outreach to weekly Neighborhood At through the advisory. where High Schools, World and parents did not significant numbers of of Bridge Coaches—many English, speak languages— native families’ whom spoke invaluable in this area and also were More knowledge and to be given that that be given and to More knowledge starting 9th in time, over knowledge what that knowledge Importantly, grade. Arts High At school. is depends on the of parents a significant group School, as adults and were college had attended to sending their children to committed taking that required colleges private out huge loans: these parents needed > > Crucially, staff also need professional professional staff also need Crucially, and ongoing support tackle to development with families. work areas of these new > What appears to be the case, then, is that is that then, the case, be to What appears list, do” “to a separate rather than being done in ways be to families needs with work with their and alongside work similar to Families need: children. > —as —as
their students educating the parents.” educating “We have to build the culture, the messaging, the messaging, to build the culture, “We have want we and the desire among the students, have and advocate them to be their own The students are to home. that trickle back I’m like [to the student], you didn’t share your your didn’t share you [to the student], I’m like doing?!?” you what are list? Like, college family. Why is this school the school for you? you? for is this school the school Why family. uncomfortable had too many I’ve Because parents had where I’ve conversations were they where that’s ‘I didn’t know saying, And child to go.’ my want applying to—I don’t “And you have to share your ‘Why’ with your with your ‘Why’ you have to share your “And A teacher at Neighborhood High School at Neighborhood High School teacher A had been with families that work commented and reflected: piece, their least successful ambassadors to reach those families who are reach those families who are ambassadors to at Assistant Principal The reach. hardest to Arts High School insists that students have with their families: talk to attend upstate campus visits. visits. campus upstate attend that noted Principals Assistant And several do they with the people schools can work them— of in front have on Saturdays, where they would provide provide would where they on Saturdays, staff and have food, serve metrocards and families around a with work present to support. including college issues, range of to parents High School invited Technology Other schools tried other approaches: World World approaches: tried other Other schools programs family running High School began development and ongoing and ongoing development support to tackle these new areas with of work families. Staff also need professional NYC STUDY > Conclusion 68 labored mightily, through shifting terrain and and terrain through shifting labored mightily, insurmountable odds, like felt what often students’ supportto their first-generation the hope that We the future. dreams of this brief will help them, in insights offered progress faster smarter, make and others, in these most especially that goal, toward of times. difficult Schools cannot do this work alone, and the the and alone, cannot do this work Schools partnerships city around the flowering many are an important in these outcomes. factor these of many this writing, as of However, jeopardy. gains are in severe at circumstances, under more favorable Even transformation kind of the the school level, support to structures needed the twenty- of for of the requirement reality century first post-secondary near-universal) (or universal and uneven. slow all has been education for partnered schools that we with All seven as the many well here—as and examined alongside daily— work others that we
rates that appear to be rising each year. year. rising each be that appear to rates the city’s rich environment of foundations, foundations, rich environment of the city’s organizations and community-based the result has been colleges, and nonprofits, to provided services of level a heightened and matriculation people, young more many across the system, encouraging a more more a encouraging across the system, model through counseling comprehensive thousands of training to access providing funding targeted directing and school staff, In access. college use on schools to for of Education had made systemic progress progress Education had made systemic of These include critical areas. in several administration, instituting in-school SAT standardizing post- and centralizing and resources information secondary the final months of writing, COVID-19 threw threw COVID-19 of writing, the final months at the curveball unexpected an entirely but be seen, to remain entire field; its effects be profound. to are likely the Department context, City York In the New part of foundations, states, and the federal and the federal states, part foundations, of tools, new the creation of led to government such as systems existing in improvements of and a huge influx application, the FAFSA In field. the playing dollars aimed at leveling in particular areas throughout, during the during the in particular areas throughout, the context research, this conducted time we in important shifted access college of and in the country. City York ways in New on the increasing attention Nationally, And yet, of course, there are many areas that areas that there are many course, of yet, And touch failed to or mentioned, only have we on at all. highlighted and in the Introduction, As noted Finally ground. a lot of brief has covered This policy
NYC STUDY > Case Study: Career High School 6969
22% White 22% 50.6% Hispanic 50.6%
15.4% 15.4% Black
Asian 6.1%
English Language Learners Language English 2%
Students with Disabilities with Students 20%
39.3% Economic Need Index Need Economic 39.3% 71% School Profile Student Demographics assistance while giving staff time to plan a plan a giving staff time to while assistance lessons of and sequence thoughtful scope Each phase of students. younger the for with a weekend begin would the work orient teachers from school to retreat away staff buy-in create and to the curriculum to These access. college the importance of to For the fall, Career High School planned planned High School Career For the fall, address the 11th rollout to a two-phase for need immediate and 12th graders’
thanking the school and listing the many thanking the school and listing the many the which for shows famous television a work, student had done on-set electrical skill the school prepared him for. of Education (DoE)—by presenting them them presenting (DoE)—by Education of An college. to going to as options equal that hangs in a this is a letter of example bulletin prominent spot on the main office’s graduate a recent board: a parent of vocational and/or union jobs related to the the to and/or union jobs related vocational wanted they Staff felt theme. CTE school’s choices—even honor these students’ to for “credit” though the school wasn’t given Department matriculation through the NYC than their 8th grade test data would suggest. data would than their 8th grade test two- Although most students go on to graduation, after colleges and four-year into a portion directly students went of and Technical Education) courses and and Education) courses Technical and a and boasts courses, rigorous academic school is known The 98% graduation rate. students meaning impact, being high for graduation outcomes better have generally admissions process, resulting in a strong in a strong resulting admissions process, and races many students from of mix variety with a backgrounds, socioeconomic High Career well. profiles as academic of (Career CTE of mix a unique School offers Career High School has an unscreened unscreened High School has an Career
Career High School is a small school that serves an average an average a small school that serves School is High Career of class and is located in a rapidly 135 students senior area ofgentrifying Queens. Case Study: Study: Case School High Career NYC STUDY > Case Study: Career High School 70
think that’s something think that’s do really we that well.” really that has ever happened. that has ever on a smaller like, even Or had the 10th we scale, and 11th grade, and then much the 9th… pretty entire staff has gone on multiple retreats to be with learning involved about this college process with a and coming up it, for curriculum for to get those advisory So I things happening. One teacher noted how how noted One teacher had they much support impact: gotten and the “I think the faculty a is probably involvement we place where do really any know … I don’t well friends in other other that schools that have retreat] kind of thing [a more while also making sure students were more while also making sure students were the best that were enrolling at colleges them academically. for match per week year-round in the college office. in the college year-round per week matriculation gap was already The college and the improvement trending toward the gap even shrink to principal wanted time teacher (when she returned from (when she returned from time teacher any have and neither would parental leave) be covered duties—those would counseling The school also school social workers. by hours ten work to Bridge Coaches hired two committing significant new resources to to resources new significant committing Beginning counseling. individual college the school hired a full-time in September, the first time. for Katie, counselor, college part- the existing by be assisted She would adequately before launching the work. The The launching the work. before adequately 11th and 12th grade staff took retreat for June. the previous place by year the The school also began advisors—so that it was framed as an as an advisors—so that it was framed already were something they of extension placing the retreat enough in By doing. it he made the work, beginning of advance about and plan think staff to possible for without providing the necessary support necessary the without providing The principal also carefully and resources. structure existing already an fit it into and their job as and staff role—advisory success of the work. The retreats gave staff staff retreats gave The the work. of success signaled ideas, about big think to space on this principal placed value the the clear that he and also made work, new responsibilities them new not give would retreats would take a lot of resources resources a lot of take would retreats but the staff commitment), money, (time, as a investment this initial saw principal the long-term for make valuable one to NYC STUDY > Case Study: Career High School 71
college process and the elements of it but then also doing the curriculum and implementing with CARA planning system.” within the advisory that “Our 9–12th grade advisory teams grade advisory 9–12th “Our and curriculum, an explicit focus have around the college exploration, and application process, planning, through systemic become really that’s work been grades. There’s all four both in terms of building the faculty’s understanding the around capacity
Year 2 CARA (2018) CARA 2 Year 88.6%
Year 1 CARA (2017) CARA 1 Year 84.3%
Pre-CARA (2016) Pre-CARA 80.6%
Post-Secondary Post-Secondary Enrollment
Year 2 CARA (2018) CARA 2 Year 97.8%
Year 1 CARA (2017) CARA 1 Year 98.5%
Pre-CARA (2016) Pre-CARA 98% college counselor and was going on parental leave over the summer. over parental leave and was going on counselor college as team leader. as team access. on college development No whole staff or small group professional half-time as a worked a teacher with CARA, work beginning before year the In 2016, Three school-sponsored trips to local colleges in 11th grade. colleges local to school-sponsored trips Three research project. college 9th grade A a member assigned with per month, once that meet teams advisory Grade level A well-established advisory system with advisors who know students and families families students and who know with advisors system advisory well-established A with them nearly from grades 9–12 and meet students follow they well; extremely at the school. years their four of day every and CUNY/SUNY the FAFSA completing seminar for planning college 12th grade A applications. > > > > > > > Graduation Graduation Graduation and Post-Secondary Data Graduation and Post-Secondary > Expert College Counseling Individualized Providing > > > Work Access and Equipping Staff to Do College Positioning > > > INITIAL ASSETS AND ASSETS AND INITIAL CHALLENGES in Grades 9–12 Work Access College Space for Creating Instructional
NYC STUDY > Case Study: Career High School 72
Year 2 CARA (2018) CARA 2 Year 93%
Pre-CARA (2016) Pre-CARA 79.7%
July 1 July Completion
Year 2 CARA (2018) CARA 2 Year 85%
Pre-CARA (2016) Pre-CARA 34.4% February 1 February Completion FAFSA Completion FAFSA
Providing Individualized Expert College Counseling Individualized Providing seminar class; this will be senior in a college every sees counselor The college in advisory, place take lessons planned to complementary with additional, expanded 12th grade advisors. taught by Positioning and Equipping Staff to Do College Access Work Access Staff and Equipping to Do College Positioning introduce funder—would from a private with funding for retreat—paid An initial off-site June. the end of at work access college to grade teams the 11th and 12th and be advisors/teachers, of there with full teams begin the fall would Planning for in the fall. coach support from a CARA by supplemented The principal had already decided that advisory would be the space college and and college be the space would that advisory decided already The principal had remaining work the years; in the coming across grades “live” would exploration career curriculum in access and supportcollege roll out, to plan, figuring out how involved the advisories. FIRST YEAR FIRST PLAN in Grades 9–12 Work Access College Space for Creating Instructional I think our counseling work is the work counseling I think our next level.” spending $50,000 for an okay private private an okay spending $50,000 for $10,000 for spending versus school, where a strong public school. That’s difference between $10,000 and $50,000, between difference worried only who’s person young a for and can’t McDonald’s about buying worth value and is it the differentiate basics of the process, understand the but then them, to advise basics of how help them understand the we do how An advisor said, “We understand the said, “We An advisor NYC STUDY > Case Study: Career High School 73 SEPTEMBER–DECEMBER 2016 SEPTEMBER–DECEMBER Undertaking college lessons in advisory for the first time, the team took a took team the the first time, for in advisory lessons Undertaking college Adding more support for seniors through advisory made sense to advisors, advisors, to made sense Adding more support seniors through advisory for The new Bridge Coaches also brought challenges and opportunities. While there was no and opportunities. also brought challenges Bridge Coaches The new both work, access college the school’s them into incorporate to how for template existing in ways that made role from scratch a new create able to were coaches and her two Katie them. and to sense for Katie was stepping in to replace a teacher who was on parental leave; this both created this both created who was on parental leave; a teacher replace in to was stepping Katie properly but also meant she had no one to her own the work make to Katie for space previously. the school had done the work how her into inaugurate most like program and, counseling a graduate was right out of Katie Additionally, access. little training on college very had received counselors, what the week ahead would entail and an opportunity to preview the lessons together. the lessons together. preview to entail and an opportunity ahead would what the week individual students had about the steps from the team more information also wanted Katie (shared her tracker She tweaked application steps. and other completion essay toward taken individual students. progress of about the communication for allow to with the teachers) Expert College Counseling Individualized Providing lessons, given all the other things that were already taking place in the advisory class. class. in the advisory taking place already the other things that were all given lessons, and the 12th class access the 12th grade college planned the lessons for Katie Initially, this felt The 12th grade team delivered. were they before days just a few grade advisory greater wanted They prepare. time to them adequate and did not give minute last was too such as an email outlining teachers, and the office the college between communication plan for the second semester. semester. second the plan for Work Access and Equipping Staff to Do College Positioning the students June what lessons and experiences the previous collaboratively Having decided but there was this work, about beginning excited advisors were in that grade, have would to do the in advisory and finding enough space role, new also trepidation about taking on this cautious approach to the number of lessons that they scheduled for the fall. However, as However, fall. the scheduled for lessons that they of the number cautious approach to asking for more comfortable became they the semester, advisors taught lessons throughout Advisors paid thoroughly. process understand the college to needed they the information along information, pair that able to and were interests their students’ to close attention to sessions, gained from supporting development professional they with the knowledge to preview what would be happening in advisory and in her college prep class. The The prep class. and in her college be happening in advisory what would preview to with compensation. meet, to grade team the 12th increased time for principal also offered getting the advisors from arose helped keep problems as they to attention His quick was also crucial. to adapt her practice and willingness flexibility Katie’s frustrated; 11th Grade: 12th Grade: Which college was confusing. spaces different in two place take but having the work Katie’s programmed into and which were in advisory should happen application steps class? readiness career and college ahead send an email a week to agreed Katie confusion, of weeks some initial After YEAR ONE FALL: FALL: ONE YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Career High School 74 JANUARY–JUNE 2017 JANUARY–JUNE Knowing that the older grades had had a retreat, the 9th and 10th grade that the older grades had had a retreat, Knowing In the new year, the 12th grade had a clearer scope and sequence of lessons, lessons, of and sequence had a clearer scope the 12th grade year, In the new Feeling less tentative after rolling out the curriculum in the fall, in the winter in the winter the fall, rolling out the curriculum in after less tentative Feeling them with important work. This was important, because these two college students would students would college these two because This was important, them with important work. the critical summer months before over contact main point of be graduating seniors’ that task. for had prepared them well Katie matriculation. the work. out by worn felt counseling on intensive advisors who had taken the same time, At create a network of colleagues to call upon when she needed assistance; she had built assistance; call upon when she needed to colleagues of a network create rapport better even an have to with the 12th grade advisors and seemed communication seniors. year’s with next be supporting who would her work with the 11th grade advisors, quite and become Coaches had also built a strong relationship with the Bridge Katie entrusting their skills and increasingly developing in her role supervising them, effective students in this school go to college,” and “the leadership at this school is committed to to this school is committed “the leadership at and college,” students in this school go to staff members reported of Forty-four talking percent college.” to student access improving classes.” in my college for financial aid and/or paying of the topic “about often Expert College Counseling Individualized Providing to She had begun under her belt. successes a range of had Katie year, the the end of By Positioning and Equipping Staff to Do College Access Work Access and Equipping Staff to Do College Positioning The results access. college about a survey took the school staff year, the first the end of At model: 100% of counseling in the distributed invested staff were strongly how showed it as part help staff see their job to of “most that agreed or strongly staff members agreed their retreat in January. their retreat in January. they about topics more information for asked they throughout the spring, meetings regular At bound non-college options for post-secondary colleges, such as the types of with, unfamiliar were lessons asimplemented and sequence, a scope cemented teams The and financial aid. students, of and a much smaller scope stakes With lower it. needed support for and asked as they planned, success. with immediate meet it easier to advisors found 9th and 10th grade work, but advisors still found it challenging to manage a class in which every student needed student needed manage a class in which every it challenging to but advisors still found the application process. point in at a different were they because attention personalized application documents. college hand in key or outright refused to Some students forgot Grade: 9th & 10th at enthusiastic engaged and incredibly and were work, their own begin to was primed team proved to be more than they could manage. Implementing lessons on financial aid knowledge knowledge lessons on financial aid Implementing manage. could more than they be to proved The programming. CTE own prep and the school’s with SAT competed list-making and college CUNY complete able to only on the schedule and were behind fell 11th grade team exhausted seniors. wait until students were to have lists would college and private SUNY lists. 11th Grade: 12th Grade: and June May to the financial aid lessons of added a robust selection the 11th grade team drafts complete students have time to using advisory set a goal of they With Katie, calendar. 11th grade. the end of lists by college of activities advisors had planned of the ambitious array spring, turned to as winter However, YEAR ONE SPRING: SPRING: ONE YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Career High School 75 SEPTEMBER–DECEMBER 2017 SEPTEMBER–DECEMBER the awareness of on more early focused grades younger in Teams The team decided to focus on strengthening and systematizing personal on strengthening and systematizing focus to decided The team had done the previous year, 12th grade 12th year, their students had done the previous Based on the work were used to used to programming and were access college These trips filled a major hole in the school’s and schools in NYC and private public visits to including all students, for exposure provide Trinity Lafayette, Binghamton, SUNY Cortland, SUNY ones outside such as Ithaca College, University. Wesleyan and Union College, Franklin and Marshall, Albany, SUNY College, Providing Individualized Expert College Counseling Individualized Providing and she should do, what work with a much clearer idea of year her second came into Katie a grant to the school received year, In its second do. the advisors to made sense for what work an expanded with the goal of students, 15% of the top for outcomes college on improved focus the school partAs the grant, of matriculating. where the students were portfolio colleges of including destinations in other states. trips, college a large number of funding for have would themselves. The agenda included sessions about Naviance, financial aid, and case studies financial aid, The agenda included sessions about Naviance, themselves. questions knowledgeable Advisors asked students and their application process. former of Teachers occur. would completion and when FAFSA about progress on personal statements and private SUNY, CUNY, about stereotypes identify to also participated in an activity students. pass on these messages to unintentionally that staff often acknowledging colleges, Positioning and Equipping Staff to Do College Access Work Access and Equipping Staff to Do College Positioning beyond 11th & 12th grade staff moved for development professional year, In the second of challenges the deeper tackling some of and toward knowledge, gaining content options. post-secondary transition to support students’ fully positioning the school to the staff to this work for the planning for The principal also passed more responsibility Staff noticed that many programs and summer internships were unpaid, and pre-college and pre-college unpaid, were programs and summer internships that many Staff noticed that students realized they solution, a have yet not did While they expensive. programs were opportunities pay about the pool of to information more and that the school needed needed contribute to opportunities viable for students who needed particular financially to attention the summer. school or during after working by economy the family to statement writing and career exploration; getting strong students to take SAT II subject II subject SAT take students to getting strong exploration; and career writing statement and writing Application, the Common navigate to students how teaching exams, in 12th grade help students arrive would these All of supplemental essays in 11th grade. the application process. for prepared better Grade: 9th & 10th participation activities. greater in extracurricular including encouraging process, college opportunity programs were. Anticipating that some seniors had not yet fully bought into into bought fully yet had not Anticipating that some seniors programs were. opportunity to planned some activities 12th grade advisors proactively college, attending the idea of institutions, for-profit of the dangers and explore options post-secondary vocational compare educational and labor markets. of knowledge build students’ hoping to 11th Grade: 12th Grade: through rather than rushing the material dig into and down slow could they advisors felt of five out of that four noted happily Katie classes had done. making as previous list college and bureaucratic content the key of understanding prep classes demonstrated her college as what higher education such learned in 11th grade advisory, process the college of steps YEAR TWO FALL: FALL: TWO YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Career High School 76 JANUARY–JUNE 2018 JANUARY–JUNE In the spring, Katie began deploying the Bridge Coaches to lead lessons in the to the Bridge Coaches deploying began Katie In the spring, because the school had put it on parents’ radars early on. on. radars early the school had put it on parents’ because attend an Ivy League institution. Many more than usual would be attending out-of-state out-of-state be attending more than usual would Many institution. League an Ivy attend students going on more college to these successes attributed Katie colleges. and private of variety and a broader college to with going away their comfort which expanded tours, not only trips as a function of the increase in college saw Katie Interestingly, opportunities. families taking students on tours but also a result of the school, the increased funding to of volume of assist all students with the could more successfully office meant that the college personalized deliver to This in turn enabled Katie application processes. college bureaucratic with seniors. during one-on-one meetings guidance attend students planning to results: there were 2018’s was thrilled with the class of Katie would the first time a student from the school and for NYU, to two Spelman, Johns Hopkins, Providing Individualized Expert College Counseling Individualized Providing the second of the course over demonstrably improved practice counseling college Katie’s tasks delegate to how knew and the process of with all aspects comfortable she was year: Coaches of the same Bridge the office The return to support teacher for when needed. or ask under their belt— and experience with much more knowledge year—also a second for For the 9th and 10th grades, a retreat took place in February. Advisors met to learn about Advisors met to in February. place a retreat took For the 9th and 10th grades, of the to plan out the remainder and programs, financial aid and educational opportunity gain to year jump through senior hoops students had to many learned about the They year. shepherded students through staff who had recently even programs; opportunity to access agreed Teachers these challenges. aware of weren’t year the previous the application process the path smoother in 12th grade. make to the groundwork lay could that they a counseling skill called “Motivational Interviewing.” Designed to help face the challenges help face Designed to “Motivational Interviewing.” called skill a counseling help which in turn would skills relied on empathy, motivational interviewing change, of until place While the training did not take students. for empathy greater develop teachers helped concerns—it seniors’ this group of address directly to late June—and thus was too arose. as they tackle challenges to being equipped were they like staff feel 12th grade advisors raised concerns about how to deal with the many emotions 12th deal with the many to about how raised concerns 12th grade advisors had to and heard from colleges as they in advisory expressing and feeling graders were address this without teachers could How pathways. about post-secondary decisions make that the the principal suggested In response, wondered? they therapists, students’ becoming chose They skills. on counseling the teachers training for plan social workers two school’s 12th Grade: Their role as college. the transition to of on the topic particularly class, readiness college concerns students’ to talk could students—meant that they current college near peers—and not. could and other staff ways that Katie in real-life Work Access Staff and Equipping to Do College Positioning YEAR TWO SPRING: SPRING: TWO YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Career High School 77 The staff
SEPTEMBER–DECEMBER 2018 SEPTEMBER–DECEMBER Our 9–12th grade advisory teams having a much more explicit focus, a much more explicit focus, teams having grade advisory 9–12th Our application process, curriculum, around the college exploration, planning, grades. through all four systemic become really that’s One grade team leader suggested students could take the career surveys the software offered offered the software surveys the career take students could leader suggested One grade team small forming perhaps even in 9th and 10th grade, learn more about their interests and could would Naviance interests. groups with other students with similar career affinity cross-advisory lists in 11th grade. this data until students startedthen store their college Providing Individualized Expert College Counseling Individualized Providing year and both Bridge Coaches Katie in her third with well staffed, was again office The college understanding student expanding goal of about her own spoke Katie year. a third returning for This tied in with and majors earlier in 9th and 10th grades. careers and connecting careers of its fullest potential. to system college-tracking using the Naviance other goal of the school’s takeaways were that various pathways are really confusing, that certificate programs differ differ programs that certificate confusing, are really various pathways that were takeaways students hard for can be and that information required, level and commitment in quality vastly would the staff support pathways, students taking alternative To truly navigate. find and to spring curriculum that the retreat planning spent the rest of They supportive a more need plan. and majors. questions about careers address students’ more thoroughly hoped would they academically strong ones, struggled at CUNY, some socially and some academically. Alums some academically. and socially some struggled at CUNY, strong ones, academically skills. their note-taking especially classes, college for preparation of also discussed their lack some key to pointed they support the thankful for school staff, of very were Although they and reflection. development of areas in need development was also a professional there the start with the goals from year, the In keeping of key The staff’s programs. vocational and degrees, non-four-year pathways, session on career the principal brought all grades together to reflect on their progress and plan for the remainderfor on their progress and plan reflect to the principal brought all grades together and the assistant principal. Katie planned by days was mostly the two The agenda for year. the of alums participated about their experiences in a panel discussion recent the retreat, At graduating from the school. since and life application process with the college the most even All the alums on the panel, success. themes about college heard several development time in October working on curriculum mapping; the assistant principal said mapping; the assistant principal on curriculum working in October time development pull to offered coach CARA house the maps; and the to place a centralized of think he would document. one cohesive the grade maps into together Work Access and Equipping Staff to Do College Positioning For the first time, access. and career college focused on the school held its final retreat In January The team of advisory grade leaders met in September, with new members serving as grade members serving new with leaders met in September, grade advisory of The team year a four- wanted they The group decided and 11th grades. 10th, leaders in 9th, team and rethinking on its map individually working each grade had been date, To curriculum map. of curriculum mapping, style general fit with the school’s Though that system year. it each staff spend some to decided the team their plan, realize To year. each work it was a lot of YEAR THREE FALL: THREE FALL: YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Career High School 78
as opposed to giving it as much as opposed to giving can.” really you emphasis as One advisor commented, “Knowing commented, “Knowing One advisor at least, going now I know what sure through the process once, I’m will be a little that the next advisory we’ll year But i think every better. prioritize you face that struggle of, so then, college classes first, your will come as an afterthought stuff
JANUARY–JUNE 2019 JANUARY–JUNE
%
98 CAREER CAREER OFFERS A UNIQUE MIX OF OF MIX UNIQUE A OFFERS and socioeconomic backgrounds. backgrounds. and socioeconomic Katie’s practice moving into the next school year and would likely be a whole new learning a whole new be likely and would year school the next into moving practice Katie’s administration and advisors. for curve CUNY at minimum. All in all, outcomes for this class seemed strong relative to the class’s the class’s to relative strong this class seemed for outcomes All in all, minimum. at CUNY off. had paid work exhausting year’s This profile. academic a partnership stages of in the beginning with CUNY the school was now the same time, At obtain an students to allow that would 9–14 high school initiative DoE’s and the NYC implications for big have was sure to This graduating high school. before degree associate college- counselor support staff with a high level of staff buy-in. The staff members were The staff members were staff buy-in. of support counselor staff with a high level college- successful. but had been tired, Expert College Counseling Individualized Providing toward the steps through move as a challenging group to described The seniors were to although all had applied plan, a definitive students did not have matriculation and a few to review their data and outcomes. The grade team team The grade outcomes. their data and review to met again in the spring The team about leading their grumpily The advisors spoke exhausted. all seemed leaders and Katie but the curriculum, completed had consistently They the lessons. students through group of classes. their academic of top was burdensome on advisory of the intensity advisors as positioning its goals of accomplished the school had mostly years in three Thus, YEAR THREE SPRING: THREE SPRING: YEAR in Grades 9–12 Work Access College Space for Creating Instructional HIGH SCHOOL HIGH GRADUATION RATE OF RATE GRADUATION CAREER & TECHNICAL EDUCATION TECHNICAL & CAREER Students are a strong mix of many races races many of Students are a strong mix
NYC STUDY > Case Study: Neighborhood High School 7979 4% White 4%
, there there ,
Hispanic 48%
Black 11%
Asian 33% Renewal school Renewal
Student Demographics
English Language Learners Language English 25%
16% 16% Students with Disabilities with Students
63% Economic Need Index Need Economic 63% 71% School Profile hope. On the one hand, there were new new there were On the one hand, hope. support to students and staff; on resources as a the other hand, compliance a set of meet was pressure to on focused which were of few measures, outcomes. post-secondary nuanced
undergoing significant change in a range undergoing significant change in a range both obstacles and that offered areas of campus, a wide range of afterschool afterschool a wide range of campus, college and a full-time on-site programs, at Thus, the CBO. by advisor paid for its engagement with of the beginning the school was 2017, of in January CARA administration and had to implement a implement a administration and had to It also measures. accountability range of partnered community-based with a local bring additional resources, organization to on the including a mental health clinic 15 the school became part of the NYC part15 the school became the NYC of school turnaround program. Renewal Neighborhood As part this program, of High School had a change in of the class consistently matriculated into into matriculated the class consistently of After colleges. community local two-year attendance, with low struggling of years issues and safety progress, poor academic 2014– in in the school, weapons to related Over a period of several years, the school’s school’s the years, several a period of Over 10% the top and most of valedictorians up of students with English as a New Language/ENLs. as a New with English up of students Neighborhood High School in Queens serves approximately approximately Queens serves School in High Neighborhood surrounding grades. The in 9th–12th 1600 students and families, Latinx of has a large population neighborhood of Bangladesh, immigrants from an increasing number all made that is increasingly leading to a student population Case Study: Case High SchoolNeighborhood NYC STUDY > Case Study: Neighborhood High School 80 out to students.” in the work, even if it’s if it’s even work, in the something as small as a I when year times a few do student conferencing a conversation and I have with kids around their planning. post-secondary teachers Because it keeps what that this is aware culture is, this the school’s is the messaging what is trying to push we’re that “I don’t think it’s think it’s “I don’t everybody for necessary the at to be involved work. offorefront the is But I do think it everybody important for some sense and to have work of the awareness going on, and some that’s to participate opportunity send students to the mental health the mental health send students to the assistant principal of Luckily, clinic. to in quickly stepped Richard, guidance, both groups to which allowed remediate, past the issues. move and the school—for example, the CBO the CBO example, and the school—for programs afterschool used classrooms for them a mess; school staff failed and left development professional attend to the CBO or to by sessions organized required students to stay close to home home close to stay to students required encourage to their ability and thus limited enroll in more competitive students to Things also college. to options or go away start the CBO between a bumpy to got off They both noted that, while they were were while they that, noted both They help more students apply to determined that the concerned were they college, to families students’ many values of cultural work for the first year, then, would be be would then, year, the first for work support that would establishing systems approach to and distributed a coordinated Joseph, Diane, between counseling college department. and the guidance knowledge and skills complemented and skills complemented knowledge of had no systems they each other, time meeting or regular communication The so their efforts not coordinated. were having a partner; however, they faced faced they having a partner; however, as their partnership challenges several trained highly were neither First, began. access in the college networked or well Joseph and Diane’s while Second, field. At an initial meeting, both the new new both the an initial meeting, At and the Joseph, counselor, CBO-funded expressed Diane, counselor, existing and about work about the excitement NYC STUDY > Case Study: Neighborhood High School 81
important messages, where the kids where important messages, urgent information need to receive from them, about deadlines, about scholarships, those kinds of things.” “It’s not a one person show—it relies not a one person show—it “It’s access the college on all of us, even kids need which teachers, knowing to send someone I need when help, when CBO-based counselor], to [the is always door … Their available he’s for open is always door open, and my if there are them to come in, especially
Year 2 CARA (2018) CARA 2 Year 56.6%
Year 1 CARA (2017) CARA 1 Year 56.4%
Pre-CARA (2016) Pre-CARA 41.5%
Post-Secondary Post-Secondary Enrollment
Year 2 CARA (2018) CARA 2 Year 70.6%
Year 1 CARA (2017) CARA 1 Year 69.2%
Pre-CARA (2016) Pre-CARA 63.8% on issues related to post-secondary planning. post-secondary to on issues related had been moved into this role from guidance several years earlier, without any without any earlier, years several this role from guidance into moved had been additional training. training at other staff members had attended and several School counselors Options Institute. Goddard Riverside’s sessions informal small, (but not all) offered counselors these guidance of Several The staff expressed disappointment in the lack of engagement from parents and from parents and engagement of in the lack disappointment The staff expressed outcomes. post-secondary their students’ to factor a large contributing this was believed students who almost 400 on-track-to-graduate a senior class of for One counselor No curriculum prior to beginning work with CARA. work beginning to No curriculum prior trips. No school-based with CARA. work beginning None prior to > > > > > > > Graduation Graduation Graduation and Post-Secondary Data Graduation and Post-Secondary > > > Expert College Counseling Individualized Providing > > > Work Access Staff and Equipping to Do College Positioning > INITIAL ASSETS AND ASSETS AND INITIAL CHALLENGES in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Neighborhood High School 82
Class of 2020 of Class 18%
5% 5% Class of 2019 of Class
Common/Private 1 January
17% Class of 2020 of Class
11% 11% Class of 2019 of Class
SUNY SUNY 1 January
Class of 2020 of Class
55%
Class of 2019 of Class 39% CUNY App CUNY 1 December Applications Submitted
Providing Individualized Expert College Counseling Individualized Providing work the to and new the CBO—young funded by Joseph, counselor, new Addition of counseling). school for in graduate (currently through the College in the fall, leadership add peer to with CARA discussions Begin Bridge program. Regular meetings of teachers of the college access class over the course of the spring the spring of the course class over access the college of teachers of meetings Regular on development professional Supported by and sequence. adjust the scope to semester coach. CARA from the topics content first- for access with whole staff on college development professional fall Plan for generation students. Pilot four sections (serving 25% of the class) of a credit-bearing “college access” course, course, access” “college credit-bearing a of the class) (serving 25% of sections Pilot four department (including the social studies teachers a group of using head) taught by curriculum. CARA Work Access Staff and Equipping to Do College Positioning FIRST YEAR FIRST PLAN in Grades 9–12 Work Access College Space for Creating Instructional CBO-based counselor], did you check you did CBO-based counselor], with the Bridge Coach?” in you hear back from this school, you’ve you’ve from this school, back hear you with [the check in you got this—did [the with check in you did counselor], have staff that are always asking, where asking, staff that are always have They’re did that student get accepted to? asking the students directly—did “Information is not just staying in the is not just staying “Information Teachers everywhere. it’s college office, come into the college … they know You going on. what’s see office—they NYC STUDY > Case Study: Neighborhood High School 83
JANUARY–JUNE 2017 JANUARY–JUNE Classes began in February, with 100 of 400 juniors in four sections which sections juniors in four 400 of with 100 in February, Classes began programs. The teachers learned how to support students to make college lists, and take and take lists, support college to make students to learned how teachers The programs. to pushing team was also open The consideration when doing so. into financial information that whole staff and small and agreed access about college their thinking and knowledge year. within the next be a priority would development professional team questions were raised about how to navigate those students whose families were less those students whose families were navigate to raised about how questions were those who had more especially go away, let them unwilling—to willing—or completely States. the United to come recently that grounded the development professional on content-driven focused increasingly They and opportunity SUNY, CUNY, in the landscape of team and the guidance teachers access Some challenging conversations ensued. The counseling team, for their part, noted that the that noted their part, for team, The counseling ensued. Some challenging conversations and identified this served they up with the student body staff demographics did not match suggesting not necessarily out that suburban schools were pointed They as a challenge. shift, the group to of the conversation students and this allowed options for vocational look expectations, discuss realistic with more willingness on the part to the teachers of Important journeys. college own on their reflect and colleges, between at differences classes wondered aloud whether the school should be focusing more on vocational and vocational more on aloud whether the school should be focusing classes wondered for teaching had been and white predominately who were staff, This teaching trade schools. the being articulatedby for all mission now college of the were unsure years, to twenty fifteen not afford on students who could college” “pushing of a fear expressed repeatedly They school. attend. them to not allow or whose parents would hard enough, not work would it, Positioning and Equipping Staff to Do College Access Work Access and Equipping Staff to Do College Positioning as they viewpoints: a range of clear that there were it became this small team, within Even The assistant reaction. had the same not everyone data, post-secondary at the school’s looked about the high rates concerned were team and the counseling Richard, guidance, principal of access assigned to who had been teachers the of but many colleges, enrollment at two-year of CARA curriculum map given what they had learned in the pilot year. year. had learned in the pilot what they curriculum map given CARA an important more support larger lesson: students needed drew also get through to They a second plan for to also began they Thus, year. in their senior process the actual college a application class in the fall for structure: a 12th grade school’s the major addition to seniors. large group of their schedules, and if the student was in good academic standing, he obliged; however, as he obliged; however, standing, was in good academic and if the student their schedules, the given challenges, new students created of the larger number in size, these classes grew Nothing was simple. lessons. CARA of the nature and reflective exploratory the junior class of sections add extra planned to they the fall, toward looked As the team adapt the to and thought about how reach more students, in order to year the following 11th Grade Pilot: week. days a met five were more engaged and students classes improved, more confident, became As the teachers Richard, other students. spreading to began and word process, about the college informed to course access add the from students to getting requests began the assistant principal, YEAR ONE SPRING: SPRING: ONE YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Neighborhood High School 84
>>> continued JANUARY–JUNE 2017 2017 JANUARY–JUNE “The culture of having kids have higher expectations than just getting a higher kids have “The culture of having to …. The culture of can attest the diploma is something I think everyone need to we where headed It’s years. the past few school has shifted over get better.” can only which direction be, and heading in a positive families respectively, and were pleasantly surprised with the attendance. the attendance. surprised with pleasantly and were families respectively, Other senior teachers pitched in to help as well, and a much higher percentage of of and a much higher percentage help as well, in to pitched Other senior teachers years. than in previous their FAFSA students completed They with juniors. tackle work to also began teachers and the access staff The counseling of the junior class. for the parents their first spring financial aid night in June facilitated Spanish and Bengali speaking room for and had a separate a guest speaker utilized They Unwilling to let another year go by before addressing this situation, the APs, counselors, counselors, APs, the this situation, addressing before go by year let another Unwilling to 12th graders. plan for FAFSA in an emergency collaborate to agreed teachers APPS and two First, a week. for change programming to Richard led the planning and agreed access and one for counselors one for scheduled, sessions were development professional studies class periods and rotating seniors through the using social Then, class teachers. working on FAFSA. senior spent a class period every lab, computer and office college to that year’s seniors, in particular looking at their FAFSA completion rates. While some of While some of rates. completion in particular looking at their FAFSA seniors, year’s that to and graduate to on track 375 were the 514 seniors, okay—of looked the other indicators FAFSA. the completed had students fifty only mid-February once—by the SAT 404 took enrollment in four-year the limited explained that this fact likely realized quickly They past graduates. for in general, and college colleges, important components of the application work and did not always honor their weekly did not always honor their weekly and the application work important of components making progress. were but they meetings to to go juniors began office: the college an impact on generated Junior seminar quickly sense The heightened one-on-one support. with questions and for counselor the college in on what was happening focus to team Inquiry student engagement led the College of Providing Individualized Expert College Counseling Expert Individualized Providing track to system a coordinated came up with regularly, meeting began Diane and Joseph meet, to With the time in real partnership with one another. and started work to students, things was doing a good team—Joseph were ways they clear that in many it became bringing students on admissions, with such as networking time for, Diane did not have collect to how by still challenged were They POSSE. with and working trips on breaks, YEAR ONE SPRING: SPRING: ONE YEAR NYC STUDY > Case Study: Neighborhood High School 85 SEPTEMBER–DECEMBER 2017 SEPTEMBER–DECEMBER The same teachers who had taught 11th grade classes moved to teach the 12th teach to taught 11th grade classes moved who had The same teachers Their resources had increased, but so had their work. The upside: more and more students at The upside: more and but so had their work. had increased, Their resources college. in applying for being engaged and assisted the school were classes were helping increase the traffic in the college office because students without a office college in the helping increase the traffic classes were parts miss the application and did not want to completing of their peers seeing class were emerged was supporting the main challenge that students. these on, As the fall went out. and were grouped, were not in a class Diane and Joseph figured out where the students who reach the students and support those classes to push into them through the to Diane began process. the college of steps ensuring that they attended training; and Joseph struggled with trusting the Bridge Coaches training; and Joseph struggled with trusting the Bridge Coaches attended ensuring that they them. meaningful tasks to delegate enough to which by completed about which tasks had been confusion a great deal of this led to All of Diane and Joseph. between tension and led to student, access problems in another way: the senior college creating new were More resources positive step, the additional coordination they required also presented some challenges. some challenges. also presented required they the additional coordination step, positive use her to but Diane continued tracking system, the Bridge program brought a new First, one. not aligned with the new which was own, and them should be supervising the Bridge Coaches it was unclear which one of Second, how those assumptions lined up with the messages students received about college. Diane about college. lined up with the messages students received those assumptions how recommendation. of staff training around writing letters a concurrent and Joseph facilitated Expert College Counseling Individualized Providing College three added: had a furtherof resources set office the college September, in Beginning a were hands on deck While the extra the CBO. by paid for whose salaries were Bridge Coaches, year—continued to meet throughout the fall to develop their content knowledge, with a knowledge, their content develop the fall to throughout meet to year—continued completion. and application programs, opportunity aid, on financial focus whole staff to in November day development a citywide professional The school devoted the over in the school library with the entire staff Meeting access. around college work going for discussions about college a range of facilitated coach the CARA the day, of course and college, had about exploring the assumptions staff themselves students, first-generation Nevertheless, with students once again clamoring to get into the class, the school had the school the class, get into to again clamoring students once with Nevertheless, planning. support for with post-secondary hungry were their students irrefutable evidence: Work Access and Equipping Staff to Do College Positioning the same students in their senior with working course—now the access teaching The team 12th Grade Pilot: review. with and what to entering students were the gaps know would so they grade classes, be from seniors to increasing requests again he was getting Richard reported that once not were classes still but the existing possible, class: he obliged when an access added to a majority. or even serving all seniors, YEAR ONE FALL: FALL: ONE YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Neighborhood High School 86 JANUARY–JUNE 2018 JANUARY–JUNE The teachers who taught 12th grade access classes pivoted back to to back classes pivoted grade access who taught 12th The teachers The school had planned to add lessons in 9th and 10th grade in the fall, in 9th and 10th grade in the fall, add lessons to The school had planned “The college access classes became so helpful—they are the glue that keeps are the glue that keeps “The college access classes became so helpful—they a great difference.” a difference, making ….They’re us together Diane and Joseph planned ahead for next year’s college office systems and added a fourth and added a systems office college year’s next Diane and Joseph planned ahead for hitting a groove. were They the team. to Bridge Coach families through the critical issues they were facing. As the Bridge Coaches began to hit their to began As the Bridge Coaches facing. were families through the critical issues they clear. increasingly became people young as make had to they the contributions stride, graduating seniors had significant celebrate: there was a lot to a close, to drew year As the yielding more school applications, and private and four-year completion increases in FAFSA office, And in the counseling seniors. graduating class of the for placements and HEOP EOP Providing Individualized Expert College Counseling Individualized Providing Bridge with the CARA meeting Diane and Joseph continued Throughout the spring semester, establish a more coordinated to worked They team. the counseling knit together to Coaches the and utilized of tracking systems, their use clarified the coaches, incorporated that system support to support parent night and to 11th and 12th grade counselors help of students and In early June, the CARA coach led a professional development session focused on the steps on the steps focused session development led a professional coach the CARA June, In early understand further staff to helping the the college, into and matriculating applying to of Diane and Joseph shared data more importantly, even Perhaps the process. of complexity the school’s celebrating go in the fall, to planning 12th graders were on where the school’s in this area. accomplishments growing Positioning and Equipping Staff to Do College Access Work Access and Equipping Staff to Do College Positioning department, from the history classes—mostly access college of teachers the for Development classes in their programs—continued access given others who had also been but a few they ensuring that staff had the content days, development during whole staff professional the classes effectively. teach to needed the following year. year. the following Grade: 9th & 10th college two to one In the spring, teachers. set of or a space identify clearly but had failed to awareness work but the early classes, exploration 10th grade career to added lessons were way. systematic the ground in any did not get off 11th & 12th Grade: 11th & 12th serve added in order to sections group—with additional a new with juniors—now working the college much of how seeing And the grade. about half of though still only more students, teaching the at got better as they even of January— the end by remained unfinished process 12th grade class adding a full-year contemplated the assistant principal, fall class—Richard, YEAR TWO SPRING: SPRING: TWO YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Neighborhood High School 87 The team pulled together in the face of these of in the face pulled together The team
SEPTEMBER–DECEMBER 2018 SEPTEMBER–DECEMBER and Regents score alignment with CUNY entrance requirements. requirements. entrance alignment with CUNY score and Regents The school had an existing “Are You Green?” campaign—added when it campaign—added when Green?” You “Are existing The school had an Additional teachers joined to teach college access classes, including special special including classes, access college teach joined to Additional teachers Frustratingly, the newly introduced CUNY application made this work harder than ever. Before Before harder than ever. application made this work CUNY introduced the newly Frustratingly, the numerous issues with accessing students ran into fill out the application, even could they portal glitches. browser and unanticipated new like feel but it was hard to representatives, their CUNY to reaching out frequently challenges, plans. and well-laid their hard work all of despite making progress, were they senior would have individual support for the post-secondary planning process. They split They planning process. individual support have the post-secondary senior would for on supporting focusing students who were with Joseph and the Bridge Coaches this work, scheduling or other for with seniors who, separately and Diane working classes, in access these classes. one of not programmed into were reasons, Providing Individualized Expert College Counseling Individualized Providing the first time; the for component night included a college school parent to back September’s of and brought a group the first time, fair at the school for a college school also organized prepare for lessons in 12th grade classes to utilizing CARA fair, college a SUNY students to effort ensure that every to also made an extensive team The counseling visit. and debrief the work forward, yielding involvement from several staff members not previously engaged staff members not previously from several yielding involvement forward, work hosting other school monitors; over information (their ideas included: sharing college increased access staff engagement around post-secondary Overall, events). college-related were with the challenges their students appearing more in touch with many noticeably, school for at the had worked they that commented teachers Several facing in the process. this. like an initiative seen years and had never fifteen about—the topic. A November professional development session focused on stereotypes on stereotypes session focused development professional November A topic. about—the and exploring education systems, higher and state city about the public had teachers options about the range of and building shared understandings misinformation correcting their students. for the move to continue to suggestions give to teachers the school invited Increasingly Positioning and Equipping Staff to Do College Access Work Access and Equipping Staff to Do College Positioning time to development staff professional and use whole reserve to The school continued citywide professional the three In particular, with staff. and center front access college keep not in attendance) were but students working, were days (when teachers development knowledge push staff engagement with—and to continue to year throughout the used were their report cards and progress toward graduation. their report graduation. cards and progress toward was added to element secondary a post- times per semester), fall (three In both spring and with information share to had developed they using the large data sets these conferences, now these meetings horizons, Expanding students’ their future planning. students in relation to review score included PSAT 12th Grade: ENLs. for sections 9th-11th Grades: each the end of suspended at strategically were school—where classes a Renewal became review to with 9th–11th grade students staff met individually and the whole marking period, YEAR TWO FALL: FALL: TWO YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Neighborhood High School 88 JANUARY–JUNE 2019 JANUARY–JUNE Creating a sustainable space for lessons in 9th and 10th grades was lessons in 9th for a sustainable space Creating The school was not able to add a spring class for seniors, despite the amount the amount despite seniors, add a spring class for able to The school was not in place had a solid curriculum plan the school year, their third Heading into Excitingly, all four of the schools’ College Bridge Coaches would return for a third year the year a third return for would Bridge Coaches College the schools’ of all four Excitingly, in their confident increasingly were they the team, embedded into deeply Now fall. next students. in the school’s the potential and helped staff see expertise, was transformed to include all post-secondary options, in order to help all students at the in order to options, include all post-secondary to was transformed The CBO supporting the school joined this effort. part the process. school feel of to back come alums to getting ways, in new work peer-to-peer their also expanded They with lead the spring conferences and using 12th graders to other students and staff, to speak 10th graders. Joseph, and the Bridge Coaches worked with the 12th grade checklist of tasks to ensure that ensure that tasks to of with the 12th grade checklist worked and the Bridge Coaches Joseph, out those that still had college pulling the process, of step every student completed every financial aid ones. particularly complete, tasks to helping who were office, Connections in the Career also looped in counselors they year, This checklist completion the college Thus, process. ACCES-VR through the students with IEPs different ways, was paying off in larger shifts in culture. in culture. in larger shifts off was paying ways, different Expert College Counseling Individualized Providing getting students of the work had gone in the fall, the application process slowly how Given the end straight through to and really, spring, into continued through applications and FAFSA Diane, classes, economics and through this, the school was prepared for Luckily, year. the of In the spring “Are You Green?” conferencing, they pulled each senior aside in front of a green a green pulled each senior aside in front of they conferencing, Green?” You “Are In the spring then handed were These plans. about their post-secondary video shoot a quick to screen that was shown video a and made into virtual students in the pathway to enterprise over continued This year. of the meeting community final the school’s and at at a staff meeting, in work everyone’s and into meetings building it into faculty, messaging to and consistent Positioning and Equipping Staff to Do College Access Work Access and Equipping Staff to Do College Positioning the social made up of that met weekly, team” “post-secondary a convene to Richard began the Bridge Coaches, Diane and Joseph, teachers, the access one of studies department head, to about how to think continued This group office. running the career and the teacher groups. areas and include new new into their work expand thirty students each), approximately 90% of the class. This included several sections sections This included several the class. 90% of approximately students each), thirty for ENLs. specifically Grade: 9th & 10th done in the spring in a few lessons were Several challenging. extremely prove to continuing the students. of a subset class that served grade career classes and in a 10th 9th grade ELA 12th Grade: space created they However, support needed students still realized with. that they work of get done. to work college classes for inside economics 11th Grade: classes (with access of run nine sections able to now were They year. junior spring of for YEAR THREE SPRING: THREE SPRING: YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Case Study: Neighborhood High School 89
SEPTEMBER–DECEMBER 2019 SEPTEMBER–DECEMBER Richard was frustrated by the school’s failure to implement a plan for implement a plan for failure to the school’s by Richard was frustrated All seniors on track to graduate and with room in their schedule were enrolled enrolled schedule were and with room in their graduate to All seniors on track done well this year. Talking about their own experiences, honestly a lot experiences, honestly own about their Talking year. this well done with the Bridge Coaches. well respond really year seniors this of our The Bridge Coaches are amazing.” “College talk—that’s something I think the Bridge Coaches have really really something I think the Bridge Coaches have talk—that’s “College early to Harvard, with a full ride. It was the first Ivy League acceptance ever at the school. school. at the ever League acceptance It was the first Ivy with a full ride. Harvard, to early work, leaving the rest of the team frustrated and angry. It seemed like their progress was their progress was like It seemed and angry. frustrated the team leaving the rest of work, some change. by hijacked so often with the social studies department working head on in, Richard looped back this, Realizing the end of By ways. in more productive together back the team and bringing leadership, up significantly went application rates on track: their college back things seemed December, their students was accepted one of arrived: and some amazing news year, from the previous Providing Individualized Expert College Counseling Individualized Providing the so good at the end of had felt They team. start the counseling for Fall had a bumpy in person coming and a new leading the work from away transition but Richard’s year; last social studies departmentThe head at. had arrived they had scrambled the equilibrium of members and the flow the team between ideas about communication had different it was similar to and different from their students’ journeys; they then chose lessons and and then chose lessons they journeys; from their students’ and different it was similar to Richard year. the rest of the one per month in their classes for teaching to committed in back come to the coach for and planned with them monthly, meeting to committed It was the curriculum plan. adjustments to make with the group again to meet to January but it was a start. not ideal, 10th grade English classes, drawing on staff who Richard knew were already concerned concerned already were staff who Richard knew drawing on 10th grade English classes, their students. with and for access post-secondary and engaged with thinking about Work Access and Equipping Staff to Do College Positioning 9th and 10th grade English group of met with a small coach the CARA In November, and how access with post-secondary experiences about their own who talked teachers, being compromised by huge cuts to the school budget; several staff positions had been positions had been staff the school budget; several huge cuts to by being compromised the social to work the college of oversight hand off to him and the principal asked lost, bring being able to of Instead studies department elsewhere. attention head and turn his resources. with fewer he was working the problem, solve bear to to additional resources start plan to came up with a small in 9th and they coach, with the CARA Brainstorming 12th Grade: class was the rest of students; ninety 85% or all but approximately classes: in access via email. teachers and access office from the college outreach by served Grade: 9th & 10th was forward this work push to continue to his ability However, lessons. 9th and 10th grade YEAR THREE FALL: THREE FALL: YEAR in Grades 9–12 Work Access College Space for Creating Instructional NYC STUDY > Endnotes 90
Year. Chalkbeat. Retrieved from https://ny.chalkbeat.org/2017/7/26/21100743/new-york-city-expands-college- Retrieved Chalkbeat. Year. access-for-all-to-additional-175-high-schools-next-school-year Expansion ASAP from the Lessons Scaling Success: (2019). D. and Strumbos, J. Raufman, J., Sanders, M., Cormier, from https://ccrc.tc.columbia.edu/media/k2/ Retrieved NY: CCRC. York, New College. Community at Bronx attachments/scaling-success-bcc-asap-expansion.pdf ny.chalkbeat.org/2020/1/16/21121757/nyc-s-2019-graduation-rate-inches-up-to-77 Announce Carranza Bill de Blasio and Chancellor Mayor 21). Nov (2019, of the Mayor Office City York New from https://www1.nyc.gov/ Retrieved Students Enrolling in College. City York High 48,782 New Record office-of-the-mayor/news/560-19/mayor-de-blasio-chancellor-carranza-record-high-48-782-new-york-city- students#/0 additional 175 High Schools Next to All’ for Access ‘College Expands City York New Jul 26). (2017, D. Brichenti, College Readiness and Access for Students of Color in Secondary Schools. The Urban Review, 46(2), 197-223. 46(2), Review, The Urban Schools. in Secondary Color Students of for Access and Readiness College from https:// Retrieved Trust. The Education Matter. Schools Counselors Feb 1). (2019, Trust The Education Student-to-school Association. School Counselor edtrust.org/resource/school-counselors-matter/American from https://www.schoolcounselor.org/asca/media/asca/home/ Retrieved ratio 2015-2016 (2016). counselor Ratios15-16.pdf from https:// Retrieved Chalkbeat. 77%. Inches up to Rate 2019 Graduation NYC’s Jan 16). (2020, A. Amin, We use the same criteria as the National Center for Education Statistics (NCES) to define first-generation define first-generation Statistics (NCES) to Education for as the National Center use the same criteria We C. Bennett, F., E. Cataldi, See: college. or graduate as those whose parents did not attend students college Outcomes. and Postbachelor’s Persistence, Access, Students: College First-Generation (2018). X. & Chen, T., from https://nces.ed.gov/ Retrieved Education Statistics (NCES). for DC: National Center Washington, pubs2018/2018421.pdf Approach to Responsive More Culturally A Pathway: the College Coloring (2014). M.A. & Martinez, A.D., Welton, Kahlenberg (Ed.), America’s Untapped Resource: Low-Income Students in Higher Education. New York, NY: The The NY: York, New Students in Higher Education. Low-Income Untapped Resource: America’s (Ed.), Kahlenberg Foundation. Century Higher Education of 2019 Indicators (2019). N. & Jiang, J. Wright-Kim, M., Yamashita, W., L. Perna, M., Cahalan, of the Study for Institute The Pell DC: Washington, Report. Trend Historical States: in the United Equity Higher for Alliance and in Education (COE), Opportunity for Council in Higher Education, Opportunity (PennAHEAD). Pennsylvania of the University of Education and Democracy Kinzie, J., Palmer, M., Hayek, J., Hossler, D., Jacob, S., & Cummings, H. (2006). Fifty Years of College Choice: Choice: College of Years Fifty (2006). H. & Cummings, S., Jacob, D., Hossler, J., Hayek, M., Palmer, J., Kinzie, Number 3): Volume 5, (No. Process the Decision-Making on and Institutional Influences Political Social, Education. Foundation for Lumina from https:// Retrieved Education. of The Condition Education Statistics (NCES) (2018). for National Center nces.ed.gov/pubs2018/2018144.pdf In R. Admissions. College Selective and Race/Ethnicity, Status, Socioeconomic (2004). S. A., & Rose, Carnevale, Holland, M.M. (2019). Divergent Paths to College: Race, Class, and Inequality in High Schools. New Brunswick: Brunswick: New in High Schools. and Inequality Class, Race, College: to Paths Divergent (2019). M.M. Holland, High Gap: Implications for Aspirations-Attainment Closing the (2006). M. Roderick, Press. University Rutgers from https://files.eric.ed.gov/fulltext/ED491184. Retrieved MDRC. from Chicago. Commentary A School Reform. pdf https://nces. from Retrieved School Statistics. to Back (2019a). Education Statistics (NCES). for National Center ed.gov/fastfacts/display.asp?id=372#College_enrollment Abel, J., R., & Deitz, R. (2014). Do the Benefits of College Still Outweigh the Costs? Current Issues in Economics Economics Current Issues in Costs? the Still Outweigh College of Do the Benefits (2014). R. & Deitz, R., J., Abel, United Education in the College to Returns Social and Economic (2012). M. Hout, 1-12. 20(3), and Finance, doi:10.1146/annurev.soc.012809.102503 379-400. 38(1), Sociology, of Annual Review States.
Ibid.
15. 13. 14. 11. 12. 9. 10. 7. 8. 4. 5. 6. 2. 3. Endnotes Introduction 1. NYC STUDY > Endnotes 91 school_and_beyond/2018/11/college_advising_is_in_short_supply.html?cmp=soc-tw school_and_beyond/2018/11/college_advising_is_in_short_supply.html?cmp=soc-tw shr&fbclid=IwAR0CQOtxwPMKYSb7LrIdWonnkebmNjmDkq6hBiJgiYnnp8IPnmnWVUbJhcs permanent; this become may that the shift possible and it seems this piece shifted has temporarily COVID be seen. remains to These include College Advising Corps and locally in New York City, the CollegeBound Initiative at the Student at the Student Initiative the CollegeBound City, York in New and locally Advising Corps These include College Network. Leadership and city and local state (NACAC) Advising Counselors College Association of Including the National and CACNY) NYSACAC City, York organizations (in New high schools, in U.S. advising is in short supply College 13). Nov (2018, C. Gewertz, from http://blogs.edweek.org/edweek/high_ Retrieved Week. Education finds. study unequal-congressional See http://www.urbanyouthcollaborative.org/college-access-and-readiness/ See Among “Melt” Summer of the Extent Understanding Torrent? or a Trickle A (2014). L.C. & Page, B.L. Castleman, 202-220. 95(1), Quarterly, Social Sciences High School Graduates. Intending College McClafferty, K., McDonough, P. and Nunez, A.M. (2002). What Is College Culture? Facilitating College Facilitating College Culture? What Is College (2002). A.M. and Nunez, P. McDonough, K., McClafferty, American the of Annual Meeting at the presented Paper Change. Through Organizational Preparation from https://files.eric.ed.gov/fulltext/ED471504.pdf Retrieved Association. Educational Research Language English as a New = universal Education; ENL Technical & = Career school types: CTE Explanation of Arts school; Arts = Performing Standards Consortium; Performance NY = member of Consortium Learners; Department Education. of NYC by high need School = designated Community https://research.steinhardt.nyu.edu/site/research_alliance/2019/06/28/how-have-nycs-high-school- graduation-and-college-enrollment-rates-changed-over-time/ for an Urban Future. Center City. York in New Success College Difficulty: Boosting of Degrees (2017). T. Hilliard, from https://nycfuture.org/research/degrees-of-difficulty Retrieved NY: Albany, Social Class and Schools Structure Opportunity. How Choosing Colleges: (1997). P.M. McDonough, Press. York New of University State Students. New York, NY: MDRC. Retrieved from https://www.mdrc.org/sites/default/files/doubling_graduation_ from Retrieved NY: MDRC. York, New Students. rates_es.pdf from https://www. Retrieved All. for and Excellence Equity Department (2020). Education of City York New schools.nyc.gov/about-us/vision-and-mission/equity-and-excellence and College High School Graduation NYC’s Have How Jun 28). (2019, J. and Kemple, K., Stewart, C., Farley, from Retrieved Schools. City York New for Alliance The Research Time? Changed over Enrollment Rates Scrivener, S., Weiss, M.J., Ratledge, A., Rudd, T., Sommo, C. and Fresques, H. (2015). Doubling Graduation Rates: Rates: Doubling Graduation (2015). H. and Fresques, C. Sommo, T., A., Rudd, Ratledge, M.J., Weiss, S., Scrivener, Education Developmental for (ASAP) Programs Associate in Study Accelerated CUNY’s of Effects Three-Year
https://www.cityandstateny.com/articles/politics/new-york-state/ny-has-richest-poorest-smallest-most-
Conclusion 1. 1. 2. 3. Seven Schools Seven 1. Findings: Counseling CARA Programs CARA 1. 2. 21. 22. 19. 20. 17. 18. 16. NYC STUDY > Appendix 92
Leading Indicators that Students are Likely to Matriculate to that Students are Likely Indicators Leading High School Curriculum Structure and Rationale Curriculum High School in High Schools Culture College-Going a Creating for Best Practices Peer-to-Peer Model Theory of Change Change of Theory Model Peer-to-Peer Competencies Core Leader Peer College Inquiry: College Office Resources Table of Contents of Table Resources Office College Inquiry: College College Inquiry: High School Curriculum Sample Lesson Curriculum Inquiry: High School College Inquiry: Infrastructure Rubric College College Inquiry: High School Curriculum Table of Contents of Table Curriculum Inquiry: High School College College Inquiry: Professional Development with School Staff Development Inquiry: Professional College
pg 54 pg 93 pg 96 pg 101 pg 13 pg 15 pg 20 pg 22 pg 47 pg 13 > > > > > > > > > > > > > > > > > > > CARA Resource Links Resource CARA > CARA is committed to supporting all all to supporting is committed CARA not and through college, students to low-performers. or just high- Appendix NYC STUDY > Appendix 93 Curriculum Structure and Rationale The nature of professional work, the fields of study with which they intersect, of professional The nature college (and beyond) that lead to them. and the paths to and through lawyers, accountants–first generation-to-college careers–doctors, While aspiring to professional over to adults who work in these fields. They need exposure students often have little exposure and how their own interests time to these kinds of work, as well as the opportunity to explore talents might fit into the world of adult work, and what shape those “fields” take as majors in them”, exploring the links if college is “for not sure who are For some students college study. is often an important way to begin to college majors, and careers between personal interests, connect to post-secondary education as a goal for themselves. The range of colleges in the United States. The range of colleges in the United States. Thus, students are over 3,000 colleges and universities, and the number is growing. are There and Princeton and of of Harvard Most have heard faced with a bewildering array of choices. might have a sense that the former “better” than their local community college, and they are the options in between? Too And what are the differences? are But what, actually, the latter. with a wider range of colleges that might turnoften, students do not have familiarity out to be good matches for them. Curriculum Structure and Rationale into research current curriculum is based on two sources: of the College Inquiry The structure years of work lege students, and higher education for first generation-to-col issues of access to City. New York inside high schools across with these students working to the country are that, while high schools across shows body of research A growing critical to college area students in another not preparing they are raise academic standards, academically prepared Far too many namely the college planning process. access and success, fail to look they where “constrained” college searches, leading what some call students are Others that may match their abilities and interests. at, and then apply to, a range of colleges on the necessary paperwork for to follow through complete this initial step, but then fail community that consensus in the educational is a growing admission or financial aid. There into their supporting students in the college process high schools need to build the work of college access for all of their students. to truly provide if they are mission and structures their families indicates that they often with first-generation-to-college students and Research including familiarity with this process, had access to experiences that will build their haven’t the following key areas: OVERVIEW 2 1 HIGH SCHOOL CURRICULUM NYC STUDY > Appendix 94 Curriculum Structure and Rationale What colleges are out there? What colleges are lege: Mapping the Landscape of Col How do my interests and abilities connect to college majors and to careers? How do my interests Exploring Careers: What does it take to get into a college that will be right for me? The College Application Process: it? Paying for College: How can I afford The costs of college and financial aid available to help pay for it. as an option because they college off many first-generation-to-college students either cross Too in their take finances into account at all it OR don’t afford believe they and their families cannot that while these students may apply documents Research process. and application college search to matriculate to or unlikely they are circumstances, and be accepted to college under these their families–need to begin learning college. Student–and graduate from the costs of about both to help pay a portion of that cost, early in their high school college and the financial aid available specific ways as they get closer to graduation. in increasingly and career, The college application process. to their high school will be asking about in relation to understand what schools In order performance counselors, by teachers and guidance (transcripts, recommendations the application during produce and what they will be asked to extracurricular activities) money to pay for out applications, sending transcripts, filling itself (an essay, process Students need need to gain familiarity with this process. students applications, test scores), accordingly. high school career in 9th grade, and be able to plan their to know this starting Thus, throughout their high school career, students need to be engaged in experiences that will help in experiences that will help students need to be engaged school career, their high Thus, throughout them to understand: > > > > 4 3 HIGH SCHOOL CURRICULUM NYC STUDY > Appendix 95 e sitting in Curriculum Structure and Rationale
ANT AREAS EACH YEAR ANT AREAS EACH USE INQUIRY those of access curriculum mirror Best practices in implementing college and other subject matters. history, implementing good curriculum in science, designed with an eye to positioning students as College Inquiry lessons are active of information. They also require rather than receivers active inquirers, to work best, and will in order the lessons engagement by teachers throughout their if students see these topics engaged throughout most deeply take root in English class, or figuring out writing their college essays classes (e.g., through 5% Perkins loan over 10 years in they have to pay on a the amount of interest Working their math class) rather than only in one particular part of the school day. or together as teams, teachers can discuss lesson implementation (either before and each other, after lessons, or both), allowing teachers to innovate, learn from and hold each other accountable for completing this work in their classrooms, to adjust plans based on the needs of the particular students that ar BUILD STUDENTS’ EXPERIENCES IN THESE THESE EXPERIENCES IN STUDENTS’ BUILD IMPORT of need, schools can With four wide areas an understanding that the above are would students Ideally, to address. curriculum areas them as four broad approach It is less important to hit on every every year. do a range of activities in each area to address curriculum than to be sure single activity included in the College Inquiry in high school. Schools’ work on these each year that students are the areas need to visit these and then revisit four topics needs to spiral; that is, students each time. Each “visiting” needs to bethem, building additional understanding and understand what 9th graders need to know developmentally appropriate: need to know and is not the same as what 12th graders in each of these areas FAFSA, but 12th to fill out a be ready understand. 9th graders do not need to a college application to see what you notice and what graders do; looking through for 12th graders. for 9th graders, but insufficient questions you have is appropriate the goal of the College Inquiry curriculum to empower those of them. It is front particular young people with the knowledge they need to make informed choices about their next steps after high school, and beyond. Three importantfor this work: guidelines BEGIN EARLY Begin in 9th grade–or before–to work with students around these issues. Far too work with students around before–to Begin in 9th grade–or address to directly until students’ junior or senior year wait many schools currently shows (and most research however, process; and application the college search is far too late to begin this work. schools find) that this
COLLEGE INQUIRY: HIGH SCHOOL CURRICULUM TIPS HIGH SCHOOL CURRICULUM NYC STUDY > Appendix 96 Best Practices |
“Students see college going as integral to their identities; they have the confidence and skills “Students see college going as integral their own identity and connections with their home to negotiate college without sacrificing valued in their families, that are to careers that college is a pathway communities. They recognize 2005 and local communities.” - Oakes, Mendoza & Silver, peer groups, There are a clear set of structures and experiences dedicated to supporting students, and experiences dedicated to supporting students, a clear set of structures are > There application, financial the college search, through both logistically and socio-emotionally, aid and decision making process. Students are helped to see themselves as “college material.” > Students are Staff members are engaged in and equipped to prepare all students for post-secondary education. engaged in and equipped to prepare members are > Staff This needs to be reinforced in all aspects of a school’s work, through the integration of motivational and the integration of motivational work, through in all aspects of a school’s This needs to be reinforced their school careers. for all students, throughout college, experiential opportunities around In particular, a growing body of research supports the importance of cultivating a multicultural supports the importance of cultivating a multicultural body of research a growing In particular, college-going identity in students:
Research on college access consistently indicates the impact of early exposure on post-secondary indicates the impact of early exposure on college access consistently Research might not have access families and communities students, whose outcomes. For first-generation-to-college access information of college and source a vital schools are these experiences to young people, to provide they and families, the college-going culture serve these students that predominately support. For schools for their students. is critical to access to higher education create practices in a school that encourage attitudes, and to the environment, refers A college-going culture and develop the knowledge and skills post-secondary options to explore students and their families culture: college-going needed to make and carry out informed choices. In a school with a strong Best Practices for Creating a a Creating for Practices Best College-Going Culture in High Schools Culture in College-Going | Tools for Developing a College Access Plan RESOURCES FOR LEADERS | Tools NYC STUDY > Appendix 97
Best Practices | .
Ensure that there is at least one person on staff fully-trained in college-access. in college-access. fully-trained is at least one person on staff that there Ensure
Research shows that students talk and listen to teachers about their post-secondary plans more their post-secondary plans more talk and listen to teachers about shows that students Research that non- need to make sure (Roderick, et al, 2008); schools staff than they talk to counseling because the Furthermore, messages about higher education. sends accurate counseling staff is decision-making process application and for the college search, students work of preparing the school rather than throughout this work need to intentionally spread so intensive, schools the counseling office. locating it solely within issues of the school year devoted to understanding IN PRACTICE: Set aside time throughout school plans. These meetings can be whole staff, to implement college access and training staff grade-level, and/or curricular teams. Develop School Staff’s Understanding and Knowledge of the College Search, Understanding and Knowledge of the College Search, Staff’s Develop School Application, and Decision-making Process Financial Aid Inquiry methods in subjects such as science, history and mathematics have been shown to yield been shown to yield Inquiry methods in subjects such as science, history and mathematics have This includes optimal gains in learning; of college knowledge. the same holds true in the area early on in their about themselves as learners from engaging students in ongoing self-reflection and weaknesses. By doing strengths, they can identify their interests, so that high school career, journeys. confident in making choices about their post-secondary so, students will be more the questions they curriculum that helps students explore IN PRACTICE: Find or create have about life after high school and is not just telling them information. they have Be sure possible. others about college life as much as opportunities to experience and hear from unselor, clearly define and limit their clearly define and limit their act as a full-time counselor, If it is not possible to have this person within the school. other responsibilities Engage Students in the College Process Through Inquiry-Driven Activities Through Engage Students in the College Process Develop the School Counseling Staff’s Expertise in the College Search, Expertise in the College Search, Develop the School Counseling Staff’s Application, Process Financial Aid, and Decision-making Ideally, every school should have at least one full-time, trained college counselor for every 80 every school should have at least one full-time, trained Ideally, is often insufficient funding to schools, there in under-resourced particularly seniors. However, Social workers helping students with college preparation. have a counselor dedicated solely to given teachers are as college counselors, or subject area and guidance counselors often double knowledge needed to guide is a vast amount of technical time to do this work. There release financial aid, and decision- application the specifics of the college search, students through intensive needs to receive to specialize in this area Whichever adult is selected making process. years for a three to truly serve students well. It takes approximately and ongoing training in order and knowledge to do their jobs sufficiently college counselor to develop the skills IN PRACTICE: 1 3 2 | Tools for Developing a College Access Plan RESOURCES FOR LEADERS | Tools NYC STUDY > Appendix 98 Best Practices | fect both
Have available a curriculum for all staff members, on-line or in binders. Staff in binders. Staff members, on-line or for all staff Have available a curriculum
Families are an often-overlooked resource, and necessary partners, in the transition to higher and necessary partners, an often-overlooked resource, Families are plans and post-secondary influence over their children’s education. Families have tremendous students left out of the process, or either under-informed decisions. When family members are help, or with conflicting advice, and this can af often find themselves without sufficient education. Schools should engage families early higher matriculation into and persistence through their children’s to work with them throughout post-secondary planning and continue on around high school career. with in advance of the beginning of the school year, calendar, a year-long IN PRACTICE: Create the events begin early (9th sure Make for parents. dates committed to college-access events to inquiry-driven and designed student events, they are grade is not too early!) and that, as with into the 12th grade, families should be brought throughout be inviting. Spring of 11th grade and school for one-on-one counselor meetings. members should also have dedicated meeting time to review the lessons and discuss them with the lessons and discuss them with review have dedicated meeting time to members should also in students’ schedules to implement then need to clearly dedicate time colleagues. Schools types of classes, different the lessons out across this curriculum. This might mean spreading a stand-alone class. or creating integrating them into an advisory curriculum, Track Data Related to the College Process and Use for Program and Use for Program Data Related to the College Process Track Development and Improvement Engage Families in the College Search, Application, Financial Aid, and Application, Aid, and Financial Engage Families in the College Search, Decision-making Process Develop and Enact a 9-12 College-Ready Scope and Sequence Using a a 9-12 College-ReadyDevelop and Enact and Sequence Using a Scope Distributed Counseling Approach In order to enact a strong college-going culture, schools need to clearly outline what they will schools need to clearly outline what culture, college-going to enact a strong In order and implementing it. for planning grade level, and who will be responsible accomplish at each the then increase for grades 9 and 10, and programs early awareness They should build solid their junior and senior years. for students in on college access preparation amount of time focused IN PRACTICE: Schools need to meticulously track application, FAFSA completion, and acceptance information Schools need to meticulously track application, FAFSA process, their college search support all students through to properly among other things, in order upon their practices. giving, and understand how to improve evaluate the level of support they are and Naviance to track college-related IN PRACTICE: Use data tracking systems such as EnrollNYC related and store data and application steps. Schools can also use their existing systems to track college essays, student activity lists, and in grades 9-11, such as resumes, assignments required teacher recommendations. 6 5 4 | Tools for Developing a College Access Plan RESOURCES FOR LEADERS | Tools NYC STUDY > Appendix 99 Best Practices | e needs
Research shows that even with early awareness initiatives, first-generation-to-college students, in initiatives, first-generation-to-college with early awareness shows that even Research application and transition the college search, supports navigating need tremendous particular, are the process throughout Withoutprocess. small steps required such supports, many of the It is also important to note chances of matriculating into college. students’ missed, jeopardizing post-secondary plans: all students based on their needs and for differentiated that support must be be opportunities, but students should exposed to the range of post-secondary students should be to them. of most interest able to pursue those to complete college applications IN PRACTICE: Designate clear times within seniors’ schedules for their own process. and financial aid forms and within juniors’ schedules to begin preparation should also be a dedicated or teachers. There should be facilitated by trained counselors There that has ample computer and internetspace for students to work on their applications access and one-on-one meetings sessions, In addition to whole-group is open during and after the school day. basis for juniors and seniors, with a minimum of one per need to be scheduled on an as-needed senior year. per student during student during junior year and three Train Students to Help Their Peers Through the Process Their Peers Through Students to Help Train Support Juniors and Seniors Through the College Search, Application and the College Search, and Seniors Through Support Juniors Financial Aid Process Young people themselves are an often-overlooked resource in engaging their peers in the in engaging their peers in the an often-overlooked resource people themselves are Young than they readily listen to their peers more shows that young people Research college process. is intense one-on-one attention, there that requires do to counselors and teachers. In a process Several the college application process. to help students through often a shortage of adult staff having a cohort of trained high school or college have now convincingly shown that programs to assist their peers is a powerful strategy for with a college counselor students working directly meeting these needs. application and financial of young people in the college search, a group IN PRACTICE: Train Once or an outside organization. the college counselor, – this can be done through aid process trained, they should be financially compensated for the time they devote to this work. Ther for defining the tasks of the young people and to be a point person who takes responsibility the process. to any questions they have throughout responding 8 7 | Tools for Developing a College Access Plan RESOURCES FOR LEADERS | Tools NYC STUDY > Appendix 100 Best Practices |
Partner with Outside Organizations Build a Bridge to College by Supporting Students in the Summer Between to CollegeBuild a Bridge by Supportingthe Students in Between Summer High School Graduation and Post-Secondary Matriculation that up to 40% of students finds does not end at graduation; research The transition to college first day graduation in June and the pipeline between high school “melt” out of the college often left graduates are During the summer, in August and September. of college classes students at their high school, that can help them - no longer any institution disconnected from of challenges, including completing their colleges - as they face a series not yet students at buying textbooks, and figuring out registering for classes, paying bills, financial aid forms, the summer have found through that extend their support of graduates transportation. Schools persistence. and in college enrollment significant increases college counselor - who is the school’s is at least one adult - ideally, there IN PRACTICE: Be sure students deal with issues that come up over the summer. available several hours a week to help now in college to work as schools who are their high utilizing alumni from Many schools are they are to check in with graduates and make sure “College Coaches” alongside this adult allow them to successfully begin college in the fall. completing all the necessary steps to Schools do not have the resources and capacity to do it all – and to do it all well for all to do it all – and to do it all well for all and capacity Schools do not have the resources counseling, and training a host of enrichment, are students. In most communities, there including can partner with outside organizations, to learn Schools programs with and from. direct development, professional prep, including SAT colleges, on a variety of components, among others. college counseling, and family intervention, they need support college access process IN PRACTICE: Schools should assess what parts of the such support. For example, that can provide and colleges with and identify local organizations on local colleges for support classes or rely prep in to do SAT schools often bring outside groups with the financial aid process. 9 10 | Tools for Developing a College Access Plan RESOURCES FOR LEADERS | Tools NYC STUDY > Appendix 101
Leading Indicators for Matriculation | Completed CUNY application along with applications to at least two other > Completed CUNY application along > Visited at least 3 colleges, at least one of them outside NYC schools that includes reach/match/safety > Completed the year with a college list and/or private colleges SUNY, at CUNY, interests to their career > Able to articulate college majors connected is and if they > Completed a family income form; what an opportunity program knows FSAID eligible; created Opportunity Program are Looked at a college application > Looked at a college > Visited at least one college about post-secondary education > Interviewed someone research and done career survey interest > Completed a career > Understands basic financial aid terms; understand that most students pay college sticker price don’t colleges by December 30th by February 1st > Completed FAFSA > Visited intend to matriculate at the college they taking out less than $8,000/year in loans > Committed to a college that requires > Reviewed post-secondary plans with family and school counselor End of 12th grade End of 11th grade End of 10th grade End of 10th
are Likely to Matriculate are Likely Leading Indicators that Students Students that Indicators Leading | Tools for Developing a College Access Plan RESOURCES FOR LEADERS | Tools NYC STUDY > Acknowledgments 102
is the director of research research of is the director is the co-director of CARA. She She CARA. of is the co-director 365 Fifth Avenue, New York, NY 10016. NY York, New Avenue, 365 Fifth Research Our fiscal sponsor is the CUNY. Foundation of students, and students of color have the the have color and students of students, enroll to and supportknowledge necessary in and persist through college. the gap in post- confronts work CARA’s first-generation by faced guidance secondary City. York students in New college high school public City York While New opportunities students need learn about to the most of pathways, and career college high schools and institutions public city’s to higher education are not structured of programs, CARA’s this assistance. provide address these work and policy research, with high schools, work We inequities. and higher organizations, community-based a tailored mix craft education institutions to needs. their students’ meet to programs of Human for the Center is housed within CARA Center. Graduate Environments at the CUNY About the Authors Bloom Janice [email protected] can be reached at McCallen Leigh She can be reached at CARA. and evaluation at [email protected] About CARA ensure that first- mission is to CARA’s low-income students, generation college
and The Heckscher Foundation for Children. Foundation for The Heckscher and Abell, Andrea Soonachan, and Bennett and Bennett Andrea Soonachan, Abell, Lieberman. generous This research was supported by Trust Community York The New grants from Several people read and gave feedback on on feedback read and gave people Several their of are so appreciative and we drafts co- CARA to you thank time and guidance; Adam Darnieder, Greg Chajet, Lori director Marzouk Shelby Heather Cristol, Grumbach, thank you to our Post-Secondary Leadership Leadership our Post-Secondary to you thank Sugrim, Dyanand (Daryl Blank, Council Melanie Evangelista, Lara Marcia Edmonds, Edgar Mullen, Tom Bennett Lieberman, Lee, Vincente). Joe Schwarz, Robert Rodriguez, A group of principals and assistant principals and assistant group of A work shape CARA’s principals helped to an and were years, the last seven over important the analysis sounding board for the findings in this brief: and synthesis of Inquiry staff and research assistants— Inquiry Zaino, Karen Sonia Szymanski, Levy, Ally their work all of Cabana—for Allison and and documenting the schools’ interviewing work. access college hours they spent talking with us about this with us about this spent talking hours they their incredible dedication to and for work, futures. their students’ College CARA thank to also like would We Acknowledgments the staff and College thank to like would We schools where at the seven Bridge Coaches the many for conducted this research was