When students spend time in class learning about postsecondary options and applications, they’re able to make more informed choices about their futures.
By Reid Higginson, Director of Policy Research at College Access: Research & Action (CARA)
We are thrilled to have the work of Mississippi’s unique College & Career Readiness class highlighted in this national article written by College Access: Research & Action. Connecting students with Mississippi-specific jobs and which in-state colleges offer those majors can be found with our Mississippi Top Jobs Explorer Tool. Additionally, FREE ready-to-use lesson plans are available to support career exploration, college search, financial aid, and personal finance instruction. Check out the Master Teacher of College & Career Readiness course, which provides CCR teachers with extensive content knowledge, a ready-to-use course, 7.5 CEUs, and a 942 College and Career Readiness endorsement. The next cohort will be June 3- July 26; the registration deadline is May 24.
A growing body of research finds that students are not receiving adequate preparation for the postsecondary planning process. Far too many students from low-income and first-generation backgrounds are leading “constrained college searches,” where they fail to look at or apply to a robust range of postsecondary options that match their abilities and interests. Other students complete this initial step but then fail to follow through on the necessary paperwork for admission or financial aid.
Rethinking the high school curriculum can change this: when students spend time in class learning about postsecondary options and applications, they’re able to make more informed choices about their futures. Not only does this lead to increased college enrollment, it also improves postsecondary persistence and results in higher earnings, especially for students from low-income backgrounds who often lack access to this information, both in and out of school.
Despite its value, explicit class time dedicated to postsecondary exploration and applications remains far too uncommon. Or, when postsecondary instruction does exist, it is often housed in tracks that do not reach all students, conducted outside the school building or school day by an external organization, or doesn’t start until 11th or 12th grade, after key decisions and developmental processes, like building social capital and a postsecondary-going identity, have already begun.
What students need for postsecondary exploration
In CARA’s experience working with over 60 high schools across the country, we’ve found that informed, holistic, and successful postsecondary exploration requires instruction and support for first-gen students in four key areas, in increasing time and intensity:
Where high schools can find time for postsecondary preparation
As described in the first post in this series, striving for equity means the above information and support should be available for all students within the structures of the school day. This means viewing it as an essential instructional area, with dedicated class time in grades 9-12. Creating time for this, however, can be a challenge: with staff and instructional time already spread thin, educators wonder how anything else can fit in the school schedule.
However, in the schools we’ve worked in, we’ve found there are a range of creative ways to include these areas in a school’s schedule. Postsecondary instruction can be embedded in:
As seen in the chart below, each of these four options has pros and cons. What’s most important is that schools choose what fits their own structures, needs, and staff capacity.