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All Students College and Career Ready: Unit I …. linking the course with the field

All Students College and Career Ready: Unit I …. linking the course with the field. As adapted by Harvey Hoyo, Ed.D. Program Lead- School Counseling National Univerity.

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All Students College and Career Ready: Unit I …. linking the course with the field

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  1. All Students College and Career Ready: Unit I…. linking the course with the field As adapted by Harvey Hoyo, Ed.D. Program Lead- School Counseling National Univerity

  2. Regardless of Race/Ethnicity, More Than 9 in 10 Students in Grades 6-12 and Their Parents Expect the Student to Attend Postsecondary Source: U.S. DOE, NCES, Getting Ready to Pay for College: What Students and Their Parents Know About the Cost of College Tuition and What They Are Doing to Find Out, September 2003.

  3. Regardless of Income, 9 in 10 Students in Grades 6-12 and Their Parents Expect the Student to Attend Postsecondary Source: U.S. DOE, NCES, Getting Ready to Pay for College: What Students and Their Parents Know About the Cost of College Tuition and What They Are Doing to Find Out, September 2003.

  4. Most High School Grads Go On To Postsecondary Within 2 Years Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.

  5. Immediate* College-Going Increasing for All Groups: 1980 to 2006 * Percent of high school completers who were enrolled in college the October after completing high school Source:Condition of Education 2008 Table 24-1.  http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=902

  6. The Gap in Earnings Between People With and Without College Degrees is Widening $13,800 $21,700 Note: Median annual earnings are for full-time, full-year wage and salary workers ages 25-34, values are in constant 2004 dollars Source: U.S. Dept. of Education, NCES, The Condition of Education Statistics, 2006, Table 22-1, http://nces.ed.gov/programs/coe/2006/section2/indicator22.asp

  7. Single biggest predictor of college success isQUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM Source: Cliff Adelman, 2011, The Toolbox Revisited, U.S. Department of Education.

  8. A Rigorous High School Curriculum* Greatly Increases Bachelor’s Degree Completion for All Students *Rigorous Curriculum is defined as the top 40 percent of high school curriculum and the highest high school mathematics above Algebra 2. Note: These numbers reflect outcomes for high school graduates who enter four-year institutions with no delay. Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2011.

  9. A Rigorous High School Curriculum* Greatly Increases Bachelor’s Degree Completion for All Students *Rigorous Curriculum is defined as the top 40 percent of high school curriculum and the highest high school mathematics above Algebra 2. Note: These numbers reflect outcomes for high school graduates who enter four-year institutions with no delay. Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.

  10. African American, Latino & Native American high school graduates are less likely to have been enrolled in a full college-prep track percent in college prep Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.

  11. Students of Color are Less Likely to Attend High Schools that Offer High-Level Math Courses Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.

  12. After one successful semester of Algebra 1A, regression to Pre-Algebra. Why? • A scheduling error? • Low expectations? Source: Education Trust – West Analysis

  13. Low-SES High School Graduates are Less Likely to Have Completed a Rigorous High School Curriculum Source: Academic Pathways, Preparation, and Performance: A Descriptive Overview of the Transcripts from the High School Graduating Class of 2003-04, National Center for Education Statistics, November 2006.

  14. Why Kids Drop Out “Students mainly consider dropping out because they are not engaged by the school.” Students are most likely to cite the following reasons for considering dropping out: • School was boring (76%); and • They were not learning enough (42%).” Source: Metropolitan Life, Survey of the American Teacher 2002: Student Life: School, Home and Community, p. 9.

  15. San Jose Unified School District 30,700 students 6 comprehensive high schools 1 continuation high school 6 middle schools 1 K-8 magnet school 26 elementary schools • 39% Low SES • 28% ELL (87% Spanish Speaking) Source: Ed Trust West analysis of California Department of Education data

  16. San Jose: Increasing Number of College-Ready Latino Students Source: Ed Trust West analysis of California Department of Education data

  17. High School Graduates Could Have Met Higher Standards Percent of young people reporting that they would have worked harder if their high schools had demanded more of them, set higher academic standards, and raised expectations of how much course work and studying was necessary to earn a diploma Source: Achieve, Inc. Rising to the Challenge: Are High School Graduates Prepared for College and Work? February 2005

  18. Field Work Reflection:Some Academic Questions to Ask How may advanced placement and International Baccalaureate course does your school offer? How may advanced placement and International Baccalaureate course does your school offer? What types of students are enrolled in those courses? How are students recruited for those courses?

  19. Fieldwork Reflection:Navigating the college admissions process • Are students completing their college applications? • How do does the school know? Are students completing the FAFSA? • If students are accepted to college, are they actually enrolling? • Is there one type of student that is less likely to complete the enrollment process? (like Latina girls?- if so what is being done about it?)

  20. What about students who aren’t college-bound?

  21. Many High School Graduates in the Work Force Do Not Feel Prepared to do the Work Expected of Them Percent of young people reporting gaps between the preparation they received in high school and what is/will be expected of them in their current job or the job they hope to get in the future Source: Achieve, Inc. Rising to the Challenge: Are High School Graduates Prepared for College and Work? February 2005

  22. Employers report that many new entrants with a high school diploma are ‘deficient’ in important basic skills Source: Casner-Lotto, J & Barrington, L., Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce, 2006.

  23. Entrance requirements for Sheet Metal Workers Algebra Geometry Trigonometry Technical Reading • Auto Technicians • Physics • Force • Hydraulics • Friction • Electrical circuits Source: The Education Trust-West, The A-G Curriculum: College-Prep? Work-Prep? Life-Prep. Understanding and Implementing a Rigorous Core Curriculum for All, 2004.

  24. What Should a Counselor Do? Use careers knowledge as a tool to hook student’s interest so that they can express a short term and long term goal.

  25. Strategies from Transforming School Counseling Initiative®

  26. A Shift in Focus • INDIVIDUAL FOCUS • Works in Isolation • Works Primarily with Individual Student Problems • Manages School Counseling Program Separate from School Mission • SYSTEMIC FOCUS • Teams and Collaborates with All Stakeholders • Works to Help the School Change to Better Meet Student Needs • Involved Extensively as a Leader in School and Community

  27. Transformed School Counselors • Work as leaders to promote access & equity for allstudents • Use data to: • determine focus and activities • change policy & practice • to drive future practice • Advocate for systemic change to ensure access, equity and success for all students

  28. Working with Parents Educate parents about College Future Expenses Sticker Price

  29. Working with Parents • Exploration Tools: Going2College.org https://bigfuture.collegboard.org/ http://mynextmove.dol.gov

  30. Fieldwork ReflectionKnowledge of Postsecondary and Workforce Expectations Does your school or community college know what the course requirements are for entrance or transfer into the state college and university system? Does your school know what the high growth jobs are in your state and what they expect of new employees? How does your school communicate this knowledge to the students and parents?

  31. Fieldwork Reflection:Help in navigating the college admissions process • Are students completing the applications? • Are students completing the FAFSA? • If students are accepted to college, are they enrolling?

  32. Questions? Jot them down, and bring them up at our weekly chat…..

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