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IES PRACTICE GUIDE WHAT WORKS CLEARINGHOUSE
NCEE 2009-4066U.S. DEPARTMENT OF EDUCATION
Helping Students Navigate the Path
to College: What High Schools Can Do
Helping Students Navigate the Path
to College: What High Schools Can Do
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The Institute o Education Sciences (IES) publishes practice guides in educationto bring the best available evidence and expertise to bear on the types o challengesthat cannot currently be addressed by single interventions or programs. Authors opractice guides seldom conduct the types o systematic literature searches that arethe backbone o a meta-analysis, although they take advantage o such work whenit is already published. Instead, authors use their expertise to identiy the most im-
portant research with respect to their recommendations and conduct a search orecent publications to ensure that the research supporting the recommendationsis up-to-date.
Unique to IES-sponsored practice guides is that they are subjected to rigorous exter-nal peer review through the same oce that is responsible or independent reviewo other IES publications. A critical task or peer reviewers o a practice guide is todetermine whether the evidence cited in support o particular recommendations isup-to-date and that studies o similar or better quality that point in a dierent di-rection have not been ignored. Because practice guides depend on the expertise otheir authors and their group decisionmaking, the content o a practice guide is not
and should not be viewed as a set o recommendations that in every case dependson and ows inevitably rom scientifc research.
The goal o this practice guide is to ormulate specifc and coherent evidence-basedrecommendations or use by educators addressing the challenge o increasing accessto higher education. The guide provides practical, clear inormation on critical top-ics related to what schools can do to help students navigate the path to college and
is based on the best available evidence as judged by the panel. Recommendationspresented in this guide should not be construed to imply that no urther researchis warranted on the eectiveness o particular strategies or increasing access topostsecondary education.
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Helping Students Navigate thePath to College: What High Schools
Can Do
September 2009
Panel
William G. Tierney (Chair)
Universityof soUthern California
Thomas Bailey
ColUmbia University
Jill Constantine
mathematiCa PoliCy researCh
Neal Finkelstein
Wested
Nicole Farmer Hurdnational College advising CorPs
Staf
Jefrey Max
Christina Clark Tuttle
mathematiCa PoliCy researCh
NCEE 2009-4066U.S. DEPARTMENT OF EDUCATION
IES PRACTICE GUIDE
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This report was prepared or the National Center or Education Evaluation and Re-gional Assistance, Institute o Education Sciences under Contract ED-07-CO-0062 bythe What Works Clearinghouse, a project o Mathematica Policy Research.
DisclaimerThe opinions and positions expressed in this practice guide are those o the au-thors and do not necessarily represent the opinions and positions o the Institute oEducation Sciences or the U.S. Department o Education. This practice guide shouldbe reviewed and applied according to the specifc needs o the educators and edu-cation agencies using it, and with ull realization that it represents the judgmentso the review panel regarding what constitutes sensible practice, based on the re-search that was available at the time o publication. This practice guide should beused as a tool to assist in decisionmaking rather than as a cookbook. Any reer-ences within the document to specifc education products are illustrative and donot imply endorsement o these products to the exclusion o other products thatare not reerenced.
U.S. Department o EducationArne DuncanSecretary
Institute o Education SciencesJohn Q. EastonDirector
National Center or Education Evaluation and Regional AssistanceJohn Q. EastonActing Commissioner
September 2009
This report is in the public domain. Although permission to reprint this publicationis not necessary, the citation should be:Tierney, W. G., Bailey, T., Constantine, J., Finkelstein, N., & Hurd, N. F. (2009).Helping students navigate the path to college: What high schools can do: A prac-tice guide (NCEE #2009-4066). Washington, DC: National Center or EducationEvaluation and Regional Assistance, Institute o Education Sciences, U.S. Depart-ment o Education. Retrieved rom http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
What Works Clearinghouse Practice Guide citations begin with the panel chair, ollowedby the names o the panelists listed in alphabetical order.
This report is available on the IES website at http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Alternative FormatsOn request, this publication can be made available in alternate ormats, such asBraille, large print, audiotape, or computer diskette. For more inormation, call theAlternative Format Center at (202) 205-8113.
http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/nceehttp://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/nceehttp://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/ -
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( iii )
Helping Students Navigate the Pathto College: What High Schools Can Do
Contents
Introduction 1
The What Works Cearinghouse standards and their reevance to this guide 4
Overview 5
Scope o the practice guide 7
Status o the research 8
Suary o the recoendations 9
Checkist or carrying out the recoendations 11
Recoendation 1. Oer courses and curricua that prepare studentsor coege-eve work, and ensure that students understand whatconstitutes a coege-ready curricuu by 9th grade 12
Recoendation 2. Utiize assessent easures throughout high schooso that students are aware o how prepared they are or coege,and assist the in overcoing deciencies as they are identied 20
Recoendation 3. Surround students with aduts and peers whobuid and support their coege-going aspirations 26
Recoendation 4. Engage and assist students in copeting criticasteps or coege entry 31
Recoendation 5. Increase aiies nancia awareness, and hepstudents appy or nancia aid 38
Appendix A. Postscript ro the Institute o Education Sciences 43
Appendix B. About the authors 46
Appendix C. Discosure o potentia conficts o interest 48
Appendix D. Technica inoration on the studies 49
Reerences 73
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HElPIng STUDEnTS nAvIgATE THE PATH TO COllEgE: WHAT HIgH SCHOOlS CAn DO
List o tables
Tabe 1. Institute o Education Sciences eves o evidence or practice guides 2
Tabe 2. Recoendations and corresponding eves o evidence 6
Tabe 3. Exapes o coege preparatory course requireents 14
Tabe D1. Studies o coege access progras that et WWC standardswith or without reservations 54
Tabe D2. Studies o coege access progras that potentiayet WWC standards 56
List o exhibitsExhibit 1. Exape o course requireent aiing 16
Exhibit 2. Exape o a personaized earning pan 17
Exhibit 3. Exape o a coege entrance exa schedue 33
Exhibit 4. Exape o a coege visit schedue 34
Exhibit 5. Exape o a coege adissions tieine 36
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Introduction
Access to higher education remains a chal-
lenge or many students who ace barriers
to college entry. Low-income students and
students who are potentially the frst intheir amily to attend college have lower
college enrollment rates than other stu-
dents.1 Although academic preparation ac-
counts or some o these dierences, the
disparities in college-going rates persist
or these groups o students even when
controlling or academic preparation.2
College access outcomes have important
economic and social consequences: col-
lege graduates earn more than those with
a high school degree and are more activein their communities.3
This guide is intended to help schools and
districts develop practices to increase ac-
cess to higher education. It can be use-
ul or individuals who work in schools
and districts in planning and executing
strategies to improve preparation or, and
access to, higher education. A panel o
experts in college access programs and
strategies and in research methods devel-
oped the recommendations in this guide.
The guide contains specifc steps on how
to implement the recommendations that
are targeted at school- and district-level
administrators, teachers, counselors, and
related education sta. The guide also
indicates the level o research evidence
demonstrating that each recommended
practice is eective.
As with all What Works Clearinghouse
(WWC) practice guide panels, this paneldeveloped recommendations by consult-
ing research evidence. The evidence that
the panel considered in developing this
1. Choy (2002); National Center or EducationStatistics (2008).
2. Ellwood and Kane (2000); Smith et al. (1997).
3. Baum and Ma (2007); Kane and Rouse (1995);National Conerence on Citizenship (2006); U.S.Census Bureau (2002).
document ranges rom experimental eval-
uations o college access programs to ex-
pert analyses o college access practices.
In looking or eective practices, the panel
paid particular attention to high-qual-
ity experimental and quasi-experimentalstudies, such as those meeting the criteria
o the WWC,4 and to patterns o practices
that are replicated across programs.
The research base or this guide was iden-
tifed through a comprehensive search or
studies evaluating college access inter-
ventions and practices. An initial search
or this type o research conducted in the
United States in the past 20 years (1988
2008) yielded more than 500 studies. Othese, 99 studies examined college access
programs or related practices or high
school students and were eligible or ur-
ther review because the study design in-
cluded a comparison group. These studies
were reviewed by the WWC to determine
whether they were consistent with WWC
standards. O the 99 studies, 16 studies
met WWC standards with or without res-
ervations. These 16 studies o 10 dier-
ent college access programs represent the
strongest evidence o the eectiveness o
college access programs.
To indicate the strength o evidence sup-
porting each recommendation, the panel
relied on the WWC standards or determin-
ing levels o evidence, described below and
in Table 1. It is important or the reader to
remember that the level o evidence rating
is not a judgment by the panel on how e-
ective each o these recommended prac-
tices will be when implemented, nor arethey a judgment o what prior research
has to say about their eectiveness. The
level o evidence ratings reect the panels
judgment o the quality o the existing
literature to support a causal claim that
when these practices have been imple-
mented in the past, positive eects on stu-
dent academic outcomes were observed.
4. http://www.whatworks.ed.gov/
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InTRODUCTIOn
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Table 1. Institute o Education Sciences levels o evidence or practice guides
Strong
In general, characterization o the evidence or a recommendation as strong requires both
studies with high internal validity (i.e., studies whose designs can support causal conclusions)
and studies with high external validity (i.e., studies that in total include enough o the range
o participants and settings on which the recommendation is ocused to support the conclu-
sion that the results can be generalized to those participants and settings). Strong evidence
or this practice guide is operationalized as:
A systematic review o research that generally meets WWC standards (see http://ies.
ed.gov/ncee/wwc/) and supports the eectiveness o a program, practice, or approach
with no contradictory evidence o similar quality; OR
Several well-designed, randomized controlled trials or well-designed quasi-experi-
ments that generally meet WWC standards and support the eectiveness o a program,
practice, or approach, with no contradictory evidence o similar quality; OR
One large, well-designed, randomized controlled, multisite trial that meets WWC stan-
dards and supports the eectiveness o a program, practice, or approach, with no
contradictory evidence o similar quality; OR
For assessments, evidence o reliability and validity that meets the Standards orEducational and Psychological Testing.a
Moderate
In general, characterization o the evidence or a recommendation as moderate requires
studies with high internal validity but moderate external validity or studies with high
external validity but moderate internal validity. In other words, moderate evidence is
derived rom studies that support strong causal conclusions but generalization is uncer-
tain or studies that support the generality o a relationship but the causality is uncertain.
Moderate evidence or this practice guide is operationalized as:
Experiments or quasi-experiments generally meeting WWC standards and supporting
the eectiveness o a program, practice, or approach with small sample sizes and/
or other conditions o implementation or analysis that limit generalizability and no
contrary evidence; OR
Comparison group studies that do not demonstrate equivalence o groups at pretest
and, thereore, do not meet WWC standards but that (1) consistently show enhanced
outcomes or participants experiencing a particular program, practice, or approach
and (2) have no major aws related to internal validity other than lack o demonstrated
equivalence at pretest (e.g., only one teacher or one class per condition, unequal
amounts o instructional time, or highly biased outcome measures); OR
Correlational research with strong statistical controls or selection bias and or dis-
cerning inuence o endogenous actors and no contrary evidence; OR
For assessments, evidence o reliability that meets the Standards or Educational and
Psychological Testingb but with evidence o validity rom samples not adequately rep-
resentative o the population on which the recommendation is ocused.
Low
In general, characterization o the evidence or a recommendation as low means that the
recommendation is based on expert opinion derived rom strong fndings or theories in
related areas and/or expert opinion buttressed by direct evidence that does not rise to
the moderate or strong level. Low evidence is operationalized as evidence not meeting
the standards or the moderate or strong level.
a. American Educational Research Association, American Psychological Association, and National Council on
Measurement in Education (1999).
b. Ibid.
http://ies.ed.gov/ncee/wwc/http://ies.ed.gov/ncee/wwc/http://ies.ed.gov/ncee/wwc/http://ies.ed.gov/ncee/wwc/ -
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InTRODUCTIOn
( 3 )
They do not reect judgments o the rela-
tive strength o these positive eects or
the relative importance o the individual
recommendations.
A strongrating reers to consistent andgeneralizable evidence that an inter-
vention strategy or program improves
outcomes.5
A moderate rating reers either to evidence
rom studies that allow strong causal con-
clusions but cannot be generalized with
assurance to the population on which a
recommendation is ocused (perhaps be-
cause the fndings have not been widely
replicated) or to evidence rom studies thatare generalizable but have more causal
ambiguity than that oered by experi-
mental designs (e.g., statistical models o
correlational data or group comparison de-
signs or which equivalence o the groups
at pretest is uncertain).
A lowrating reers to evidence rom stud-
ies that do not meet the standards or
moderate or strong evidence and/or expert
opinion based on reasonable extrapola-
tions rom research and theory.
A low level o evidence rating does not
indicate that the recommendation is any
less important than other recommenda-
tions with a strong or moderate rating.
Rather, it suggests that the panel cannot
point to a body o research that demon-
strates its eect on student achievement.
In some cases, this simply means that the
5. Following WWC guidelines, improved out-comes are indicated by either a positive, statisti-cally signifcant eect or a positive, substantivelyimportant eect size (i.e., greater than 0.25). Seethe WWC guidelines at http://ies.ed.gov/ncee/wwc/pd/wwc_version1_standards.pd.
recommended practices would be dicult
to study in a rigorous, experimental ash-
ion; in other cases, it means that research-
ers have not yet studied this practice, or
that there is weak or conicting evidence
o eectiveness.6
Three o the fve recommendations made
by the panel received a low evidence rat-
ing. For example, recommendation 2,
which describes the use o assessments
to measure college readiness, was deter-
mined to have a low level o evidence (see
Table 2). This means that there are ew ex-
isting studies designed to test, in a discrete
and valid manner, the causal relation be-
tween the utilization o assessment mea-sures and college going. Nevertheless, the
authors o this practice guide, based on
expert judgment and knowledge o prac-
tice, consider the use o assessment to be a
critical component o a well-implemented
strategic plan or increasing access to col-
lege. Hence, although the level o evidence
rating is low, the panel has included as-
sessment as one o the fve recommended
practices.
Citations in the text reer to studies o
programs that have implemented vari-
ous practices. Not all o these programs
contribute to the level o evidence rating:
although some o these programs have
had rigorous evaluations o their impacts,
others have not. Furthermore, some o the
programs that have been rigorously evalu-
ated have ound positive eects on college
access outcomes; others have not.
6. For more inormation, see the WWC FrequentlyAsked Questions page or practice guides, http://ies.ed.gov/ncee/wwc/reerences/idocviewer/doc.aspx?docid=15&tocid=3.
http://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdfhttp://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdfhttp://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=15&tocid=3http://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdfhttp://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdf -
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InTRODUCTIOn
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The What Works Clearinghousestandards and their relevance tothis guide
In terms o the levels o evidence indi-
cated in Table 1, the panel relied on WWCevidence standards to assess the quality
o evidence supporting educational pro-
grams and practices. The WWC addresses
evidence or the causal validity o instruc-
tional programs and practices according to
WWC standards. Inormation about these
standards is available at http://ies.ed.gov/
ncee/wwc/reerences/idocviewer/doc.
aspx?docid=19&tocid=1.7 The technical
quality o each study is rated and placed
into one o our categories:
Meets Evidence Standards or random-
ized controlled trials and regression
discontinuity studies that provide the
strongest evidence o causal validity.
Meets Evidence Standards with Res-
ervationsor all quasi-experimental
studies with no design aws and ran-
domized controlled trials that have
problems with randomization, attri-
tion, or disruption.
Does Not Meet Evidence Standards or
studies that do not provide strong evi-
dence o causal validity.
7. Reviews o studies or this practice guideapplied version 1.0 WWC standards. Interestedreaders can access these standards at http://ies.ed.gov/ncee/wwc/reerences/iDocViewer/Doc.aspx?docId=20&tocId=1.
Potentially Meets Standards or studies
that require additional inormation to
determine whether they meet evidence
standards; typically reers to quasi-ex-
perimental studies that do not provide
sucient inormation to assess base-line equivalence.
Following the recommendations and sug-
gestions or carrying out the recommen-
dations, Appendix D presents more in-
ormation on the research evidence that
supports each recommendation.
We appreciate the eorts o Jerey Max,
Christina Clark Tuttle, Kristin Hallgren,
Moira McCullough, and Sarah Wissel, Math-ematica Policy Research sta members
who participated in the panel meetings,
characterized the research fndings, and
drated the guide. We also appreciate the
help o the many WWC reviewers who
contributed their time and expertise to
the review process. We also thank Scott
Cody, Shannon Monahan, and Neil Setor
or helpul eedback and reviews o earlier
versions o this guide.
William G. Tierney
Thomas Bailey
Jill Constantine
Neal Finkelstein
Nicole Farmer Hurd
http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/iDocViewer/Doc.aspx?docId=20&tocId=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1 -
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Helping StudentsNavigate the Pathto College: What
High Schools Can DoOverview
A well-educated workorce is critical or main-
taining the economic competitiveness o the
United States. The strength o our economy
hinges on the ability o our education sys-
tem to meet the demand or highly educated
workers. As a result, there are persistent calls
to improve access to higher education and to
encourage students and adults to continue
their education beyond high school.8
How-ever, reaching college remains a challenge or
many low-income and potentially frst-gener-
ation students who (a) are not academically
prepared or (b) lack knowledge about how to
apply to, and pay or, college.9 College enroll-
ment rates or these students continue to lag
behind those o their peers despite overall
improvements in college attendance.
The challenge o improving the college-go-
ing rate can be traced to two key diculties.
First, students must be academically pre-
pared or college by 12th grade. The oppor-
tunities to academically prepare or college
narrow as students progress through high
school. I students do not start taking college
preparation courses in the 9th grade, they
will be less likely to enroll in college. In addi-
tion, students who are not reading or doing
math at grade level will not be prepared or
college-level work.10 The problem is made
more dicult i students and their amilies
are unaware that their perormance is inad-equate. Schools need to ensure that students
are on the path to college beginning in 9th
8. Pathways to College Network (2004).
9. Avery and Kane (2004); Ikenberry and Hartle(1998); National Center or Education Statistics(2005); Roderick et al. (2008); U.S. General Ac-counting Oce (1990).
10. Adelman (1999); Cabrera and La Nasa (2001);Wimberly and Noeth (2005).
grade, or earlier, and that they stay on that
path throughout high school.
Second, many students do not take the nec-
essary steps during high school to prepare
or and enter college because they are notaware o these steps or because they lack
the guidance or support needed to com-
plete them.11 In addition to the academic
obstacles discussed earlier, students need
to complete a number o discrete steps in
high school to enroll in college, such as tak-
ing college entrance exams, searching or
colleges, applying or fnancial aid, submit-
ting college applications, and selecting a
college. In their senior year, students have
to decide where to go; how to apply; and,most important, how to pay or college.
These issues should be considered, opti-
mally, in the earlier years o high school,
but in the senior year students must make
decisions. Students may lack adequate ad-
vice, particularly i no one in their immedi-
ate amilies has completed a two- or our-
year degree. Students and their amilies
need advice rom knowledgeable school
sta i they are to successully navigate the
college application processes.
As a result, a large part o the obligation or
enabling students to gain the academic, so-
cial, and cultural skills to gain entrance to
college alls upon our teachers, counselors,
and school administrators. High schools
play a critical role in preparing students
academically or college and assisting stu-
dents through the steps to college entry.
They also can take steps to inuence stu-
dents access to college-going peer groups
and to encourage high academic expecta-tions o students. The college-going culture
o a high school, or lack thereo, becomes
important in college-going decisions. When
students, teachers, and administrators
openly talk about preparing or and going
to college, the climate in the school can
move toward college access.
11. Ikenberry and Hartle (1998); U.S. General Ac-counting Oce (1990).
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OvERvIEW
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Table 2. Recommendations and corresponding levels o evidence
Recommendation Level o evidence
Academic preparation
1. Oer courses and curricula that prepare students or college-level work,
and ensure that students understand what constitutes a college-ready
curriculum by 9th grade
Low
2. Utilize assessment measures throughout high school so that students
are aware o how prepared they are or college, and assist them in
overcoming defciencies as they are identifed
Low
College aspirations and expectations
3. Surround students with adults and peers who build and support their
college-going aspirationsLow
Steps or college entry
4. Engage and assist students in completing critical steps or college entry Moderate
5. Increase amilies fnancial awareness, and help students apply or
fnancial aidModerate
Source: Authors compilation based on analysis described in text.
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Scope o thepractice guide
The purpose o this guide is to recommend
steps that educators, administrators, andpolicymakers can take, beginning in the
9th grade, to increase access to higher edu-
cation. The guide targets high schools and
school districts and ocuses on eective
practices that prepare students academi-
cally or college, assist them in completing
the steps to college entry, and improve their
likelihood o enrolling in college. The rec-
ommendations address the discrete steps
that students need to take throughout high
school and describe how high schools canuse mentors and peers to support students
college aspirations. The panel recognizes
that simply providing students with inor-
mation is insucient, and, throughout, the
guide recommends that high schools oer
hands-on assistance and guidance in pre-
paring students or college.
The recommended steps derive rom the
characteristics o college access programs,
school reorms, and policy interventions
that have shown promise in increasing
access to college, particularly or low-in-
come and frst-generation students. The
panel ocused on programs and practices
with evidence o their impact on academic
preparation or college (e.g., high school
completion and course taking), completion
o the steps or college entry (e.g., submit-
ting college and fnancial aid applications),
or college enrollment and attendance. Al-
though the panel recognizes the impor-
tance o college persistence or low-incomeand frst-generation students who are less
likely than other students to complete a
degree,12 the ocus o the guide and the
recommended practices is on how high
schools and districts can improve access
to higher education. However, evidence
on whether the recommended practices
12. National Center or Education Statistics(2004); Nunez and Cuccaro-Alamin (1998).
impact college persistence is described
when relevant.
The panel believes that every student
should leave high school with the skills
required to attend a two- or our-year in-stitution. To that end, high schools must
provide students with inormation to con-
sider postsecondary training and to assess
their readiness. Also, all high school cur-
ricula should, at a minimum, prepare stu-
dents to begin taking college-level courses
at a two-year institution without the need
or remediation in any subject area upon
entering that institution. For students
who wish to enroll in a our-year institu-
tion, their high school curriculum shouldinclude options that prepare students or
the more rigorous academic requirements
o our-year institutions. However, we do
not believe that all students should be
required to complete a high school cur-
riculum that prepares students or a our
year college. Principal and district admin-
istrators should work to ensure that at all
high schools, curricula alternatives exist
appropriate or students who aspire to any
level o postsecondary training.
We believe every high school should have
a college access strategy or students that
incorporates our recommendations. Such a
strategy would address our areas: curricu-
lum, assessment, aspirations, and hands-
on assistance with college entry activities.
Some recommendations will include best
practices or all students; or example,
recommendation 2 talks about identiying
assessments o college readiness and mak-
ing students aware o their profciency onthese assessments, and recommendation
3 discusses building college aspirations.
These recommendations are useul or stu-
dents still exploring their interest in attend-
ing college as well as providing eedback
to students who have already determined
that they are interested in attending college.
Other recommendations will be targeted at
students who have decided they want to
attend a two- or our-year institution ater
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SCOPE O THE PRACTICE gUIDE
( 8 )
high school. For example, recommendation
4 ocus on assisting students in their search
or identiying specifc colleges, taking col-
lege entrance exams, and completing col-
lege applications. The recommendations
reinorce that high schools need to be pre-pared to inorm and support students to
obtain their highest aspirations.
Although this guide does not directly ad-
dress steps that college and universities can
take to promote access, it does highlight the
important role these institutions should
play and may be o beneft to higher educa-
tion administrators. Much o the evidence
in the practice guide is based on programs
that were implemented by or in partnershipwith postsecondary institutions. That said,
the panel notes that other entities inuence
access to college and may beneft rom the
recommendations in this guide as well. For
example, parents and amilies have an es-
sential role to play in helping their children
prepare or college. Elementary and middle
schools also can help set students on the
path to college. In addition, community
organizations oten play a critical role in
providing the academic or social supports
to assist students in preparing or college.
Finally, states and the ederal government
impact college access through fnancial aid
policies. Although the guide does not tar-
get these stakeholders, they may fnd the
recommendations relevant.
Although the guide addresses ways to im-
prove students and parents knowledge
o fnancial aid (see recommendation 5),
it does not include recommendations on
how to provide fnancial assistance to stu-dents. The panel ocused on steps that
high schools and districts could take to
improve college access, and ederal and
state fnancial aid policy is beyond the
scope o the guide.
Throughout the guide, the panel uses the
term college to reer broadly to all types
o two- and our-year institutions. When
necessary, the terms two-year college and
our-year college are used to distinguish
between these two types o institutions.
Status o the research
Overall, the panel believes that the exist-ing research on college access services and
programs is not at a level to provide con-
clusive evidence o best practices. Studies
o promoting college access generally look
at specifc programs that provide a bundle
o services, and not at individual services,
making it dicult to isolate a specifc ser-
vices contribution to college readiness
and enrollment. In addition, the panel en-
countered varying impacts across college
access programs with ostensibly similarservices. The reasons or the varying im-
pacts are dicult to determine. In some
cases, the programs are serving dier-
ent populations o students. For example,
some may target students who already
have some interest in attending college,
whereas others may ocus on students
who are unlikely to attend college due to
diculty with achievement, attendance, or
behavior in high school. In addition, col-
lege access programs have been studied
and tested in the real world, where a range
o college access services is provided.
Thus, research on college access programs
is generally designed to ask whether a par-
ticular college access program is more e-
ective than other services being provided.
It is not designed to ask whether college
access services are eective compared to
oering no services at all.
In oering these recommendations, the
panel is confdent that it is important tooer college access services to ensure
that all students who want to attend col-
lege are prepared to do so. The guide in-
cludes the set o recommendations that
we believe are a priority to implement.
However, the nature o the research is
such that we do not have a strong evi-
dence base or recommending speciic
practices over others; thus, the recom-
mendations are all supported by low or
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SCOPE O THE PRACTICE gUIDE
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moderate levels o evidence as described
in the introduction.
Summary o the recommendations
This practice guide includes fve recom-mendations or how high schools and
school districts can improve access to
higher education. The irst two recom-
mendations ocus on preparing students
academically or college by oering a col-
lege preparatory curriculum and assessing
whether students are building the knowl-
edge and skills needed or college. These
two recommendations reect the panels
belie that students are best served when
schools develop a culture o achievementand a culture o evidence. The next recom-
mendation describes how high schools
can build and sustain college aspirations
by surrounding students with adults and
peers who support these aspirations. Rec-
ommendations 4 and 5 explain how high
schools can assist students in completing
the critical steps to college entry, includ-
ing college entrance exams and college and
fnancial aid applications.
Recommendation 1 advises schools and
districts to ensure that every student has
the ability to be ready to take college-
level courses by beginning preparation in
the 9th grade. Students and their amilies
need to understand what the requirements
are or college, and what is needed to apply
to certain postsecondary institutions. In
particular, the panel recommends that
students complete Algebra I by the end o
9th grade, and by graduation, complete
coursework in core academic and electiveareas that make them minimally profcient
to attend community colleges without the
need or remediation. Such actions can
strengthen the culture o achievement
within a school.
I schools and districts are to monitor
student progress toward being academi-
cally prepared or college, then they need
to have adequate assessment measures in
place or all students at every grade level.
Recommendation 2 promotes a culture
o evidence by encouraging schools and
districts to use assessments that deter-
mine whether students are on track aca-
demically or college and points out theimportance o early warning systems or
students who are defcient in particular
courses. The panel emphasizes here that
assessment without action is virtually
meaningless. Once defciencies have been
ound, students and their amilies need to
understand them, and they need to be as-
sisted in overcoming them.
Recommendation 3 describes how high
schools can help students build college-going networks by linking students to col-
lege-educated mentors, encouraging stu-
dents to orm academically oriented peer
groups, and allowing students to explore
a variety o careers. These activities can
build a college-going identity and support
students aspirations.
Recommendations 4 and 5 address steps
schools can take to assist students in com-
pleting the discrete tasks or college entry.
The panel considers it imperative that
thinking about applying to college and
how to pay or college need to begin beore
the 12th grade. Financial literacy about
college aordability is an example o an
activity that could occur as early as 9th
grade. At the same time, some activities
are specifc to the senior year. This guide
oers recommendations or the actions
that will enhance the ability o students to
complete the college application process
successully.
The panel appreciates that schools and
districts may ace challenges and road-
blocks in implementing all o the recom-
mendations. Many o these recommenda-
tions could require additional sta or other
resources that are not easily accessible to
schools. Implementing these strategies may
require changing mind-sets and promot-
ing new behaviors, which may not happen
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SCOPE O THE PRACTICE gUIDE
( 10 )
immediately. Schools also have dierent
personnel responsible or dierent activi-
ties, and the panel has avoided speciying
one individual who must undertake a partic-
ular activity and instead has ocused on key
actions that schools need to take to improvecollege access. To address these concerns,
each recommendation includes a series o
roadblocks and suggested approaches that
oer innovative solutions to some issues
that schools may encounter when imple-
menting the recommendations.
The panel believes that the greatest suc-
cess in increasing student access to college
will be achieved by a coordinated eort
in implementing these recommendations.
The suggested practices need to be devel-
oped systematically, monitored, evaluated,
and modifed, i necessary. The guide is
not meant as a resource that school prin-cipals can use to implement an individual
recommendation and be successul. Al-
though an individual recommendation
may succeed in improving college-going
rates, the panel discourages schools and
districts rom employing a piecemeal ap-
proach. Students will be best served by
a strategic plan or implementing all fve
recommendations in their schools.
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( 11 )
aciitate studet reatioships withpeers who pa to atted coee throuh
a structured prora o etracurricuar
actiities.
Proide hads-o opportuities orstudets to epore dieret careers, ad
assist the i aii postsecodary
pas with their career aspiratios.
Recommendation 4. Engage and assiststudents in completing critical stepsor college entry
Esure studets prepare or, adtae, the appropriate coee etrace or
adissios ea eary.
Assist studets i their coee search.
Coordiate coee isits.
Assist studets i copeti coeeappicatios.
Recommendation 5. Increase amiliesnancial awareness, and help studentsapply or nancial aid
Oraie worshops or parets adstudets to ior the prior to 12th
rade about coee aordabiity, scho-
arship ad aid sources, ad facia aid
processes.
Hep studets ad parets copeteiacia aid ors prior to eiibiity
deadies.
Checklist or carrying out therecommendations
Recommendation 1. Oer courses andcurricula that prepare students or
college-level work, and ensure thatstudents understand what constitutes acollege-ready curriculum by 9th grade
Ipeet a curricuu that preparesa studets or coee ad icudes op-
portuities or coee-ee wor or ad-
aced studets.
Esure that studets uderstad whatcostitutes a coee-ready curricuu.
Deeop a our-year course trajectorywith each 9th rader that eads to ufi
a coee-ready curricuu.
Recommendation 2. Utilizeassessment measures throughouthigh school so that students are awareo how prepared they are or college,and assist them in overcomingdeciencies as they are identied
Idetiy eisti assessets, sta-dards, ad data aaiabe to proide a
estiate o coee readiess.
Utiie perorace data to idetiyad ior studets about their acadeic
profciecy ad coee readiess.
Create a idiiduaied pa or stu-dets who are ot o trac.
Recommendation 3. Surroundstudents with adults and peers whobuild and support their college-goingaspirations
Proide etori or studets by re-cet hih schoo raduates who eroed i
coee or other coee-educated aduts.
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( 12 )
Recommendation 1.Oer courses andcurricula that prepare
students or college-level work, andensure that studentsunderstand whatconstitutes a college-ready curriculumby 9th grade
The courses students take in high schoohave iportant consequences or theiracadeic preparation and their abiityto access coege.13 Yet, ow-incoeand rst-generation students are essikey than other students to copetea rigorous high schoo curricuu thatprepares the or coege, either becauseit is not oered by their high schooor they are not encouraged to enroin it.14 It is critica that high schoosenabe students to enro in courses
that wi prepare the acadeicay orcoege-eve work. This process has twosteps: offeringthe reevant courses andadvisingstudents to take the.
High schoos shoud oer, as a deaut,a coege-readycurricuu that incudesspecic courses in key subjects. Thepane denes a coege-ready curricuuas one that, when copeted, wi enabe
students to enro in coege without needor reediation. In addition, a schoosshoud oer Advanced Paceent (AP)or other coege-levelopportunities. By9th grade, students need to understandthe courses that coprise this curricuartrack and their iportance or accessing
13. Adelman (1999, 2006).
14. Adelman (1999); Alexander (2002); Martinezand Klopott (2003); Wimberly and Noeth (2005).
coege. A our-year course trajectorycan then hep students pan andcopete the coursework neededto prepare or coege.
Level o evidence: Low
The panel judged the level o evidence or
this recommendation to be low. None o
the studies examining the impact o oer-
ing a college-ready curriculum met WWC
standards. The lack o evidence partly
reects the challenge o rigorously eval-
uating the impact o high school course
takingstudents who choose to enroll in
rigorous courses can dier in important
ways rom students who do not.
The evidence or taking a college-ready
curriculum consists o six studies that po-
tentially met standards.15 Two o the stud-
ies provide mixed evidence on the eect
o a rigorous high school curriculum,16
and our studies show positive eects o
AP courses.17 The evidence or academic
advising is stronger, with six relevant pro-
grams that had studies meeting standards,
but the impact o academic advising could
not be isolated rom other program com-
ponents.18 Despite the limited evidence or
this recommendation, the panel believes
that oering the courses needed to pre-
pare or college and inorming students
about those courses are critical steps or
improving college access.
15. Allensworth et al. (2008); Attewell and Domina(2008); Dougherty, Mellor, and Jian (2006); Har-grove, Godin, and Dodd (2008); Jeong (2009);
Keng and Dodd (2008).
16. Allensworth et al. (2008); Attewell andDomina (2008).
17. Dougherty, Mellor, and Jian (2006); Hargrove,Godin, and Dodd (2008); Jeong (2009); Keng andDodd (2008).
18. EXCELBergin, Cooks, and Bergin (2007); Tal-ent SearchConstantine et al. (2006); Middle Col-lege High SchoolDynarski et al. (1998); Sponsor-a-ScholarJohnson (1998); Upward BoundMyerset al. (2004); Quantum Opportunity Program(QOP)Schirm, Stuart, and McKie (2006).
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Brie summary o evidence tosupport the recommendation
Two studies that potentially meet standards
examined the eect o high school course
taking.19 One study ound that taking amore intense curriculum in high school has
positive eects on high school perormance
and the likelihood o entering and complet-
ing college.20 Curricular intensity is based
on the number o credits in core subject
areas, the highest math course taken, the
number o AP courses completed, and en-
rollment in remedial math or English. How-
ever, a study o a school district that ended
remedial classes and required college prep
coursework or all students ound no eecton high school dropout rates or the likeli-
hood o entering college.21
The panel identifed our studies that po-
tentially meet standards that examine the
eect o AP course taking.22 These studies
report positive eects o enrolling in an AP
course or taking the AP course and exam
on high school completion, college entry,
and college degree completion.
Five correlational studies provide addi-
tional evidence on the relationship be-
tween course taking and achievement.23
Two o these studies ound a positive cor-
relation between a rigorous high school
curriculum and completion o a college
degree,24 and three studies reported a pos-
itive eect on high school achievement.25
19. Allensworth et al. (2008); Attewell andDomina (2008).
20. Attewell and Domina (2008).
21. Allensworth et al. (2008).
22. Dougherty, Mellor, and Jian (2006); Hargrove,Godin, and Dodd (2008); Jeong (2009); Keng andDodd (2008).
23. Adelman (1999, 2006); Gamoran and Hanni-gan (2000); Lee and Ready (2009); Lee, Croninger,and Smith (1997).
24. Adelman (1999, 2006).
25. Gamoran and Hannigan (2000); Lee andReady (2009); Lee, Croninger, and Smith (1997).
However, a positive correlation does not
mean that the coursework caused higher
achievement.
Six programs with studies meeting stan-
dards provide evidence on academic advis-ing.26 Most o these programs oered indi-
vidual assistance to students in selecting
the classes needed to prepare or college.
Sponsor-a-Scholar also worked with school
sta to ensure that students enrolled in a
college preparatory curriculum, and EXCEL
made completion o a college preparatory
curriculum a requirement or receiving a
scholarship. Two o these programs27 had
a positive impact on college enrollment,
whereas the other our programs28
hadno impact.
How to carry out thisrecommendation
1. Ipeent a curricuu that prepares a
students or coege and incudes opportu-
nities or coege-eve work or advanced
students.
The panel recommends that high schools
and districts oer the courses and curri-
cula needed to prepare students or college.
This includes providing courses that are
required or entry into a two- or our-year
college and providing rigorous academic
coursework that prepares students or the
demands o college. Table 3 presents exam-
ples o college preparatory course require-
ments. Although there are slight dierences
in the requirements, all include our years
o English, at least three years o mathemat-
ics, two to three years o science and socialstudies, and one to two years o a oreign
26. EXCELBergin, Cooks, and Bergin (2007);Talent SearchConstantine et al. (2006); Mid-dle College High SchoolDynarski et al. (1998);Sponsor-a-ScholarJohnson (1998); UpwardBoundMyers et al. (2004); QOPSchirm, Stuart,and McKie (2006).
27. Talent Search and Sponsor-a-Scholar.
28. EXCEL, Middle College High School, QOP, andUpward Bound.
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RECOmmEnDATIOn 1. OER COURSES AnD CURRICUlA THAT PREPARE STUDEnTS OR COllEgE-lEvEl WORk
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language. These requirements also speciy
that students should take algebra and other
higher-level mathematics courses during
high school. The panel recommends that
at a minimum, all students should pass Al-
gebra I by the end o their 9th-grade year.
Currently, 21 states and the District o Co-lumbia have implemented a college-ready
curriculum or all students as a gradua-
tion requirement;29 districts in other states
could consider making a college-ready track
the deault curriculum.
The panel recommends that schools en-
hance their college-ready curriculum
29. Achieve, Inc. (2009).
with opportunities or prepared students
to take college or college-level courses.
This includes dual enrollment arrange-
ments that allow students to take college
courses or high school and college credit;
AP courses; and the International Bacca-
laureate (IB) program, which also can pre-pare students or the academic demands
o college and acilitate some students
admission to more selective schools.30
A variety o resources are available to
help schools implement these types o
programs, including state and ederal AP
incentive programs or e-learning options
30. Dougherty, Mellor, and Jian (2006); McCauley(2007); Perkins et al. (2004).
Table 3. Examples o college preparatory course requirements
Program/
Requirements English Mathematics Science Social Studies
Additional
Courses
High SchoolsThat Work
Four years Four years:Algebra I,
geometry,Algebra II, and
a ourth higher-level mathematics
course
At least threeyears: biol-
ogy, chemis-try, physics orapplied phys-
ics, or anatomy/physiology
Three or moreyears
At least onecomputer course
State ScholarsInitiative (SSI)
Four years Three years:Algebra I, AlgebraII, and geometry
Three years:biology, chemis-try, and physics
Three anda hal years:
U.S. and worldhistory, geography,economics, and
government
Two years o alanguage otherthan English
Caliornias AGRequirements
Four years Three years:Elementary and
advanced algebraand geometry
Two years:biology, chemis-try, physics, or
physical science
Two years:world history,cultures, and
geography; U.S.history
Two years o alanguage other
than English; oneyear o visual andperorming arts;one year o col-lege preparatory
elective
Indiana Core 40Curriculum
Four years Three years:Algebra I, AlgebraII, and geometry
Three years:biology, chem-
istry or physics,and one addi-tional course
Three years:U.S. history,U.S. govern-
ment, economics,world history or
geography
Three years oworld language,fne arts, and/or
physical education
AcademicCompetitivenessGrant Requirements
Four years Three years:including Algebra
I and a higher-level class
Three years:biology, chemis-try, and physics
Three years One year o alanguage otherthan English
KnowHow2Goa Four years Three or moreyears: includingAlgebra I and a
higher-level class
Three or moreyears
Three or moreyears
Possibly oreignlanguage, arts,
computer science
a. Source:www.knowhow2go.org
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RECOmmEnDATIOn 1. OER COURSES AnD CURRICUlA THAT PREPARE STUDEnTS OR COllEgE-lEvEl WORk
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and partnerships with postsecondary in-
stitutions to oer dual enrollment to quali-
fed students.31
2. Ensure that students understand what
constitutes a coege-ready curricuu.
There is substantial evidence that stu-
dents do not understand the curricular
requirements or college entry and suc-
cess, even those or community colleges.32
High schools should clearly communicate
with students and amilies to ensure that
they understand the courses needed or
college (and that students are on track to
complete them, as discussed urther in
recommendation 2), beore they enter highschool. For example, students should know
that in many states, they need to take the
ollowing types o classes beginning in
9th grade:
Geometry, algebra, trigonometry,
advanced math
American history, world history, civics
Earth/physical science, biology,
chemistry, physics
This communication can come in the orm
o a mailing (see Exhibit 1)33 or in gen-
eral advice provided by school or college
access program sta by the end o 8th
grade.34 In later years, students still need
one-on-one attentionrom a counselor,
a teacher, an administrator, or program
stato acilitate and encourage rigor-
ous course taking.35 A high school might
31. Hargrove, Godin, and Dodd (2008); Jackson(2009); Jeong (2009); Karp et al. (2007); Keng andDodd (2008); Klopenstein and Thomas (2009);Quint, Thompson, and Bald (2008); Siskin andWeinstein (2008).
32. Perna et al. (2008); Plank and Jordan (2001).
33. Dounay (2008).
34. Constantine et al. (2006); Maxield et al.(2003); Quigley (2003).
35. Bergin, Cooks, and Bergin (2007); Gandara (2002,2004); Gandara et al. (1998); Johnson (1998).
schedule drop-in hours or students to
receive academic advising and assistance
with selecting courses rom a teacher,
counselor, or other sta person.36
Schools and districts also should pro-vide continuing proessional develop-
ment or counseling or counselors, regis-
trars, teachers, and other sta on college
prep course requirements, so that they
can serve as an inormative resource or
students.37
3. Deveop a our-year course trajectory
with each 9th grader that eads to uing
a coege-ready curricuu.
Beginning in 9th grade, high school coun-
selors should work individually with each
student to ensure that he or she has a
plan to complete the courses during high
school. This could be structured as an in-
dividualized education, learning, or gradu-
ation plan that guides a students curricu-
lar choices throughout high school (see
Exhibit 2).38 Even though several states
require that schools develop a plan that
defnes the courses a student will take in
high school,39 high schools should make
sure that these plans are living documents
that are reerred to by teachers and coun-
selors and provided to parents.
Providing students with inormation about
the courses that are needed to prepare or
college is only the frst step. High schools
need to ensure that students take the col-
lege-ready curriculum throughout high
school. The panel recommends that high
schools frst develop a general our-year
36. Calahan et al. (2004).
37. Austin Independent School District, Oce oProgram Evaluation (2002); Perna et al. (2008).
38. Christie and Zinth (2008); Robinson, Stempel,and McCree (2005).
39. Education Commission o the States. Addi-tional High School Graduation Requirements andOptions(http://mb2.ecs.org/reports/Report.aspx?id=740, accessed June 2, 2009).
http://mb2.ecs.org/reports/Report.aspx?id=740http://mb2.ecs.org/reports/Report.aspx?id=740http://mb2.ecs.org/reports/Report.aspx?id=740http://mb2.ecs.org/reports/Report.aspx?id=740 -
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Source: South Dakota Board o Regents website, www.sdbor.edu.
Exhibit 1. Example o course requirement mailing
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NAME Student ID #
Meeng Dates: Grade: 9 10 11 12
GRADUATION REQUIREMENTS: 220 Credits
English 4 years (40 credits)
1st Sem Grade 2nd Sem Grade
English I English I
English 2 English 2
English 3 English 3
English 4 English 4
Social Studies 3 Years (30 Credits)
1st Sem Grade 2nd Sem Grade
WH WH
US Hist US Hist
US Govt/
Econ
Econ/US
Govt
Mathemacs 2 Years (20 credits) Must include HS Algebra
1st Sem Grade 2nd Sem Grade
Algebra
______
Algebra
______
Math
________
Math
________
Science 2 Years (20 Credits) Physical and Life/Biological
1st Sem Grade 2nd Sem Grade
Phy Sci Phy Sci
Life Life
Physical Educaon 2 Years (20 Credits)
1st Sem Grade 2nd Sem Grade
PE 9/Sport PE 9/Sport
PE/Sport PE/Sport
Fine Arts OR Foreign Language 1 Year (10 Credits)
1st Sem Grade 2nd Sem Grade
FA/FL FA/FL
Health (5 Credits) and
College & Career Planning (5 Credits)
Health CCP
Elecves (75 Credits)
1st
Sem
Grade
2nd
Sem
Grade
1st
Sem
Grade
2nd
Sem
Grade
Addional Graduaon Requirement:
CAHSEE Passed: ELA Math
Remember that High School Graduaon Requirements
are not the same as the College Admission Require-
ments (AG). Know the dierence! Visit the school
website for detailed college admissions informaon.
HIGH SCHOOL CEEB CODE xxxxxx
AG Requirements (NO D grades Accepted)
CALIFORNIA STATE UNIVERSITY (CSU) www.csumentor.eduUNIVERSITY OF CALIFORNIA (UC) www.ucop.edu/pathways
Subject Area Years Required
A. Social Science Two years. One year US History or
year US History and year of
US Government, and one year of
World History.
B. English Four years of college-preparatory
English composion and literature.
C. Mathemacs
Algebra 1
Algebra 2/Trigonometry
Geometry
Advanced Math
Three years required. Four years
recommended.
D. Laboratory Science Two years required. Three years
recommended. (Two of thefollowing: Biology, Chemistry,
Physics, or other approved
college preparatory science.)
E. Language other than English Two years required. Three years
recommendedat least two
years of the same language.
F. Visual Performing Arts One year is required.
G. College Preparatory Elecve One year in most of the above
AF areas, or approved elecve.
NCAA (www.ncaaclearinghouse.org )
16 Core Courses beginning with the class of 2008
Career Goal:
Plans aer High School:
Student Signature
Parent Signature
Exhibit 2: Example o a personalized learning plan
(continued)
http://www.csumentor.edu/http://www.ucop.edu/pathwayshttp://www.ncaaclearinghouse.org/http://www.ncaaclearinghouse.org/http://www.ucop.edu/pathwayshttp://www.csumentor.edu/ -
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Four-Year Plan Worksheet
Student Name Date
Career Goal (check one) FourYear University Community College (Transfer Program)
Trade/Tech/Art School Other
GRADE 9 (Student must take 6 classes60 credits total for year) GRADE 10 (Student must take 6 classes60 credits total for year)
Fall Semester Spring Semester Fall Semester Spring Semester
English I English I English II English II
Math Math Math Math
Science Science Science Science
PE PE World History World History
Reading or Elecve Health PE PE
Elecve Elecve Elecve Elecve
Elecve (Oponal) Elecve (Oponal) Elecve (Oponal) Elecve (Oponal)GRADE 11 (Student must take 5 classes50 credits total for year) GRADE 12 (Student must take 5 classes50 credits total for year)
Fall Semester Spring Semester Fall Semester Spring Semester
English III English III English IV English IV
U.S. History U.S. History American Govt Economics
Elecve Elecve Elecve Elecve
Elecve Elecve Elecve Elecve
Elecve Elecve Elecve Elecve
Elecve (oponal) Elecve (oponal) Elecve (oponal) Elecve (oponal)
Elecve (oponal) Elecve (oponal) Elecve (oponal) Elecve (oponal)
Four-Year University Bound Student
(Example) Meeng UC / CSU AG Course Sequence
Career Goal (check one) FourYear University Community College (Transfer Program)
GRADE 9 (Student must take 6 classes60 credits total for year) GRADE 10 (Student must take 6 classes60 credits total for year)
Fall Semester Spring Semester Fall Semester Spring Semester
English I or English I Acc English I or English I Acc English II or English II Acc English II or English II Acc
Algebra I or higher math Algebra I or higher math Geometry or higher math Geometry or higher math
Biology Biology Chemistry or Conceptual Physics Chemistry or Conceptual Physics
Health College Career Planning World History or AP European World History or AP European
PE Acvies 9 or Sport PE Acvies 9 or Sport PE or Sport PE or Sport
World Language 1 World Language 1 World Language II World Language II
Elecve (Oponal) Elecve (Oponal) Elecve (Oponal) Elecve (Oponal)GRADE 11 (Student must take 5 classes50 credits total for year) GRADE 12 (Student must take 5 classes50 credits total for year)
Fall Semester Spring Semester Fall Semester Spring Semester
English III or AP Language English III or AP Language English IV or AP Literature English IV or AP Literature
U.S. History or AP US History U.S. History or AP US History American Govt or AP Govt Economics or AP Economics
Algebra II/Trig or higher math Algebra II/trig or higher math Advanced college prep math Advanced college prep math
Advanced College Prep Science Advanced College Prep Science Visual Performing Art Visual Performing Art
World Language III World Language III Elecve Elecve
Elecve (oponal) Elecve (oponal) Elecve (oponal) Elecve (oponal)
Source: Adapted rom materials created by a National College Advising Corps program site.
Exhibit 2: Example o a personalized learning plan (continued)
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course trajectory that defnes the poten-
tial timing and sequence o college-ready
classes or students. This may include op-
tions or the core courses students should
take each year in order to prepare or col-
lege. This approach oers a curriculumpath that students can use to inorm their
specifc selection o classes each year o
high school.
Potential roadblocks and solutions
Roadblock 1.1. Teachers may not be
trained to teach advanced courses.
Suggested Approach. Not all teachers
must be trained to teach advanced courses,but teachers should have access to pro-
essional development opportunities that
help them sharpen their skills so that the
curriculum they teach is as rigorous and
engaging as possible. Helping teachers un-
derstand how their classes ft with a college
preparatory sequence begins with asking
them to participate in the planning o the
articulation o the curriculum. Schools
also can reach out to institutions o higher
education to implement dual enrollment
opportunities or have community college
proessors teach courses on campus.
Roadblock 1.2. Enrolling students who
are not prepared or the academic rigor in
college prep or college-level classes is seen
as counterproductive.
Suggested Approach. It is critical that all
students have the option to participate in
these types o classes and are supported
in their eorts. Developing a culture o
achievement among the aculty is a key
strategy to supporting students in their e-
orts so that the teachers are interested in
and willing to help students who are chal-
lenging themselves. Schools can provideacademic support or students who take
the most rigorous course load available
by setting up peer-tutoring opportunities
so that stronger students can work with
those students who may be struggling
in honors, AP, or IB classes. Teachers can
be encouraged to set up this sort o peer
system among students in their individual
classes.
Roadblock 1.3. Our high school has lim-ited inormation on entering 9th-grade stu-
dents to assist them in planning their high
school coursework.
Suggested Approach. High schools need
academic inormation on incoming stu-
dents to help them plan a our-year course
trajectory that will prepare students or
college. High schools can coordinate with
middle schools to obtain transcripts, aca-
demic records, and other resources that
help high school sta better understand
the needs o incoming students. This in-
ormation can be used to assist students in
selecting appropriate high school courses
and to help high schools create an appro-
priate our-year plan with students. High
schools also can coordinate with middle
schools to inorm students about how
their middle school perormance aects
the courses they will take in high school
and their ability to access college.
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( 20 )
Recommendation 2.Utilize assessmentmeasures throughout
high school so thatstudents are aware ohow prepared they areor college, and assistthem in overcomingdeciencies as theyare identied
Copeting the courses needed tograduate ro high schoo and eetcoege entry requireents doesnot guarantee that students havethe knowedge and skis needed tosucceed in coege. many high schoosproduce students who ay passstate exit exas and eet graduationstandards but sti are acadeicayunprepared or coege, as evidencedby the neary 60 percent o studentswho are required to take reedia
courses as a condition o enroent.40High schoos ust assess studentprogress to identiy, notiy, and assiststudents who are not adequateyprepared as eary as possibe in theiracadeic career.
Level o evidence: Low
The panel determined that the level o evi-
dence supporting this recommendation is
low. In this case, the rating is not neces-sarily a result o limited or poor research:
the ability to implement related data and
assessment systems is a airly recent de-
velopment. Advances in both capabilities
and resources devoted to state longitu-
dinal datasets have been promising, but
these data do not yet exist or many juris-
dictions. As they become more prevalent,
40. Bailey (2009).
the panel expects that research on their
use also will expand.
Although our programs with studies meet-
ing standards included practices related to
data use and additional instruction to as-sist students, these practices were neither
isolated in the evaluation nor necessar-
ily a major component o the program.41
Studies o two additional programs42 that
potentially meet standards suggest that
the use o data to identiy and notiy stu-
dents o their academic progress during
high school had an impact on college out-
comes. There is also suggestive evidence
that district- or statewide use o assess-
ments associated with college readiness(such as PLAN and ACT43) is associated
with improved college outcomes, but this
correlation does not mean that requiring
students to take those tests caused im-
proved access to college.44
Brie summary o evidence tosupport the recommendation
Two programs with studies that potentially
met standards assess students when they
are high school juniors to determine their
readiness or college-level work. Caliornias
Early Assessment Program (EAP) uses as-
sessment results to inorm students about
whether they need additional preparation
to become college ready and includes sup-
plemental programming or students who
do not meet expectations.45 The College
41. Talent SearchConstantine et al. (2006);Sponsor-a-ScholarJohnson (1998); QOP
Schirm, Stuart, and McKie (2006); UpwardBoundSetor, Mamun, and Schirm (2009).
42. College NowCrook (1990); Caliornia EarlyAssessment Program (EAP)Howell, Kurlaender,and Grodsky (2009).
43. Although ACT was originally an acronymor American College Testing, the ocial nameis now ACT. PLAN is the name o an assessmentadministered by ACT.
44. ACT (2008a, 2008b, 2009a, 2009b).
45. Caliornia State University (2005); Howell,Kurlaender, and Grodsky (2009).
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Now program in New York City uses assess-
ment data to determine whether students
are eligible or dual enrollment courses or
need developmental classes to prepare or
college-level coursework.46 Studies o both
programs ound that they reduced the needor remediation in college, and College Now
increased the number o college credits that
students earned.
Two additional programs with studies
that potentially met standards include
elements o academic support. Project
GRAD analyzed data to understand and
track students progress toward meeting
graduation requirements. GEAR UP sites
provide individualized academic supportor students with academic problems and
those who do not perorm well on stan-
dardized assessments.47 Studies o both
programs examined middle school out-
comes and did not report high school or
college outcomes.48
Four college access programs that provided
academic assistance to improve students
academic profciency had studies that met
WWC standards.49 Talent Search, Sponsor-a-
Scholar, and the Quantum Opportunity Pro-
gram (QOP) oered airly low-intensity aca-
demic assistance through tutoring services
or homework help ater school. Although
Talent Search and Sponsor-a-Scholar had a
positive impact on college enrollment, aca-
demic services ormed a minor component
o all three. Upward Bound oered addi-
tional academic coursework throughout the
school year and during a six-week summer
session but did not have an impact on col-
lege enrollment or degree attainment.
46. Crook (1990); Karp et al. (2007, 2008).
47. Standing et al. (2008).
48. Opuni (1999); Standing et al. (2008).
49. Talent SearchConstantine et al. (2006);Sponsor-a-ScholarJohnson (1998); QOPSchirm, Stuart, and McKie (2006); UpwardBoundSetor, Mamun, and Schirm (2009).
Correlational studies that examined ACTs
College Readiness System provide sugges-
tive evidence on identiying and notiying
students who are not college ready.50 The
College Readiness System includes the EX-
PLORE and PLAN assessments in 8th and10th grades that are precursors to the ACT
(one o two national college admissions
tests) and the COMputer-adapted Placement
Assessment and Support Services (COM-
PASS), a college placement test adminis-
tered by ACT.The panel also relied on other
descriptive and qualitative studies.51
How to carry out thisrecommendation
1. Identiy existing assessents, standards,
and data avaiabe to provide an estiate o
coege readiness.
Assessments can play a key role in alert-
ing students, parents, and teachers about
whether students are on track or col-
lege matriculation when they graduate
rom high school. Currently, no single
college-readiness assessment is commonly
available or used by schools and districts
(although there is progress in that direc-
tion52). Recognizing the limited time and
resources schools have to develop a new
assessment, the panel recommends that
high schools consider several existing as-
sessments that can provide an early indi-
cation o students academic preparation
or college:
College or community college place-
ment exam. Schools and districts can
use whole assessments or a subset oitems rom existing college or com-
munity college placement exams as a
diagnostic measure. Although many
placement exams are school specifc,
50. ACT (2008a, 2008b, 2009a, 2009b).
51. Achieve, Inc. (2009); Austin IndependentSchool District, Oice o Program Evaluation(2002); Quint, Thompson, and Bald (2008).
52. See, or example, Achieve, Inc. (2009).
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some common assessments can be ad-
opted by a high school (e.g., COMPASS
and ACCUPLACER, an assessment de-
veloped by the College Board and used
to help determine course selection or
students).
College admissions exams. High
schools can have students take one
o the college admissions exams de-
signed or students in early high school
grades (e.g., PSAT, EXPLORE, PLAN).53
These assessments can gauge early ac-
ademic preparation in math and read-
ing as well as reasoning and critical
thinking. Later in high school, states
can have all students take the collegeadmission exams (e.g., SAT, ACT) to
gauge their college readiness.
Statewide college and career readi-
ness assessments. Schools in states
that already conduct a college or career
assessment should take advantage o
these assessments and use them as an
indicator o college preparedness.54
Local assessments. In districts,
schools can use existing benchmark
assessments on a regular basis to mea-
sure students progress against stan-
dards tied to academic profciency.55
53. Achieve, Inc. (2009); Dounay (2006); Howell,Kurlaender, and Grodsky (2009). For example,Bualo, New York, administers the PSAT to frst-year high school students; Chicago, Illinois, usesthe ACTs EPAS system, administering EXPLORE
to its 8th and 9th graders and PLAN to its 10thand 11th graders.
54. Ten states administer college and career-readiness assessments to all students: our arestate specifc, as is the Early Assessment Pro-gram, and can replace placement tests; one ad-ministers the SAT; and fve administer the ACTstatewide (Achieve, Inc., 2009).
55. Quint, Thompson, and Bald (2008). For exam-ple, school districts in Richmond, Virginia, andFresno, Caliornia, use benchmark assessmentsevery nine weeks to measure students progressagainst standards tied to academic profciency.
In some cases, schools may be able to ob-
tain fnancial support or implementing
one o these assessments.56
The inormation gathered rom these as-
sessments should be combined with otherindicators o academic progress to deter-
mine i students are on track or college
as deined by coursework progression
and academic profciency. High schools
can connect assessments in each o these
areas into a cohesive set o inormation
that can be used in guidance and planning.
High schools can assess coursework pro-
gression against the college preparatory
tracks described in recommendation 1.
Academic profciency inormation is con-tained in existing state assessments, and
postsecondary aspirations can be assessed
in a brie student survey.
To gauge whether they are successully
preparing students or college, high
schools should gather inormation on
postsecondary enrollment or past stu-
dents. In some states, high schools can
gather this inormation rom a state data-
base that tracks students rom kindergar-
ten through college. In other states, high
schools and districts can track their grad-
uates through the National Student Clear-
inghouse (http://www.studentclearing-
house.org), a comprehensive student-level
repository o data rom 3,300 postsecond-
ary institutions attended by 92 percent
o college students in the United States.
Alternatively, high schools may be able to
partner with local and regional postsec-
ondary institutions to gather inormation
on the enrollment o their graduates. Thepanel recommends that high schools use
these data to understand the enrollment
rate, persistence, and degree attainment
o graduates in order to better understand
the impact o current practices.
56. For example, Florida and South Carolina pro-vide unding to districts that want to administerthe PSAT or PLAN assessment to their students.
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2. Utiize perorance data to identiy and
inor students about their acadeic pro-
ciency and coege readiness.
The inormation schools collect on aca-
demic perormance and college readiness(step 1) should be used to identiy students
who are alling behind and to inorm all stu-
dents o their progress in becoming college
ready. This applies to both the courses stu-
dents need to be qualifed or college entry
and the skills they acquire in those courses
to avoid remediation once they matriculate.
The use o perormance data should occur
as early as 9th grade to ensure that students
can take the necessary steps to get back
on track. The panel recommends using thedata in the ollowing ways:
Identiy students with college expec-
tations who are perorming below
grade level and who are not on a col-
lege-ready track. Schools should iden-
tiy students who are not meeting grade-
level standards and who are not on track
or college but have college aspirations.
Although state assessments can be used
to identiy students perorming below
grade level, course grades, grade point
average (GPA), course completion, and
college-readiness assessments can be
used to identiy students who are not on
track or college. For example, a school
can ag students who are perorming
below a certain GPA, or students who
have not completed courses on the col-
lege preparatory track. High schools
should obtain and use middle school
transcripts o their incoming students
to support course placement and agentering 9th graders with academic def-
ciencies beore those students step oot
on campus.57
Inorm all students about their per-
ormance and its implications or ac-
cessing college. Discussions with stu-
dents should be held at least annually
57. Gewertz (2009).
about the progress they are making and
the hurdles they need to overcome in
becoming college ready.58 Students and
amilies should receive the results o
the data collected by the school, pos-
sibly in the orm o a data report or aletter.For example, a data report might
include inormation on course grades,
college-readiness assessment results,
and high school course completion.59
Students identifed as below grade level
or not on track or college should have
an individual meeting with someone
at the school to discuss the results
and their implications or accessing
college. Students who are not making
progress toward completing graduationor college preparatory requirements
should be notifed o possible interven-
tions that can help them get back on
track (e.g., summer school, remediation
programs).60
3. Create an individuaized pan or students
who are not on track.
Students who are not on track to complete a
typical academic course sequence oten have
trouble catching up and meeting college-
readiness objectives.61 The earlier in high
school a student can catch up to a standard
course sequence, the greater the likelihood
o meeting college entrance requirements at
the time o high school graduation.
High schools should work with students
who are not on track to develop a plan
that will assist them in catching up.62 The
plan should speciy the steps students will
take to get back on track academically andthe additional instruction they will receive
to support their academic proiciency.
High schools, colleges, and a variety o
58. Dounay (2006).
59. Gewertz (2009).
60. Christie and Zinth (2008).
61. Wimberly and Noeth (2005).
62. Quint, Thompson, and Bald (2008); Robinson,Stempel, and McCree (2005).
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student academic support programs pro-
vide a range o options or students who
are behind but eager to make progress.
Teachers, counselors, and college advisors
can play a pivotal role in helping students
make the best choices or supplementalinstruction and in connecting students
back into more typical instructional pro-
grams at the appropriate time. The panel
encourages high schools to choose these
programs careully, paying particular at-
tention to the ft between a particular
students demonstrated need and the pro-
grams intent. Reteaching a student with
similar instructional strategies, in simi-
lar instructional settings, may not be as
useul as a more customized approachto matching defciencies with deliberate
progress objectives.
Specifcally, high schools and districts can
collaborate with postsecondary institu-
tions or existing college access programs
to oer additional instruction during out-
o-class time. One example is tutoring and
homework assistance by college students,
program sta, or teachers, and in a vari-
ety o ormats: both in small groups and
one-on-one.63 More ormally, schools can
implement recovery programs or math
courses, in which students who ail a unit
are immediately required to attend ater-
school instruction or that unit and as an
incentive or attendance may be given
the opportunity to improve their grade
or