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Developing a College-Going Culture: What Is the Counselor’s Role?. Cheryl Holcomb-McCoy, Ph.D. July 2009. Developing a College-Going Culture:What Is the Counselor’s Role?. Cheryl Holcomb-McCoy, Ph.D. July 2009. Session Outcomes Ability to define a college-going culture
Developing a College-Going Culture: What Is the Counselor’s Role?
Cheryl Holcomb-McCoy, Ph.D.
Cheryl Holcomb-McCoy, Ph.D.
The environment, attitudes, and behaviors in schools and communities that support and encourage students and their families to obtain the information, tools, and perspective to ensure access to and success in post-secondary education.
and communicated clearly, consistently, and in a
variety of ways by families and all school personnel.
colleges and universities that can lead to field
trips,college fairs, and academic enrichment
college knowledge and understand their role.
college preparation, financial planning
all student interactions with counselors are
college advising opportunities
faculty, and staff
must be given the opportunity to prepare for these
tests, and testing fees must be taken into account
counselors, students, and families and
professional development opportunities must
comprehensive college information and schools
must build college knowledge infrastructure.
high school coursework planning
kindergarten through high school graduation, with ongoing
communication among all schools in a feeder group, and
work at one school site should connect with activities at
to enroll in and succeed in college
for students and families
when developing the environment and activities
at the school
policies, programs, and practices
resources for this mission
regularly to determine their effectiveness
Structuring information and organizing activities that foster and support students’ college aspirations and an understanding of college and its importance
Assisting parents in understanding their role in fostering and supporting college aspirations, setting college expectations and motivating students
Assisting students in academic preparation for college
Supporting and influencing students in decision making about college
Organizationally focusing the school on its college missionSchool Counseling and College Access
Holcomb-McCoy, C. (2007). School Counseling to Close the Achievement Gap.
Thousand Oaks, CA: Corwin Press.
Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006
Source:National Center for Education Statistics. (2007, June). High School
Coursetaking: Findings from The Condition of Education 2007.
Washington, DC: U.S. Department of Education. (p. 24, Table SA-8).
Percent of 2004 Graduates Completing Math Beyond Algebra II
predictor of whether high school students
will graduate and earn a
college degree is the rigor of the high school
curriculum they complete.
*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
Clifford Adelman, U.S. Department of Education, The Toolbox Revisited,
# of Students Who Drop Out
# of Students in Honors Courses
# of Students in AP Courses
# of Students in Special Education
Grades by Teacher
# of Students Who Visit College Center
# of Students Who Apply To College*******
Who Attends/Applies to Community Colleges?
Who Attends/Applies to Regional/State Schools?
Who Attends/Applies to Out-of-State Schools?
How many AP/Honors Courses Are Available and When?
Do all students have the OPPORTUNITY to take more advanced courses?
PSAT scores? Used for support purposes…not as an indicator of SAT Success!!!!!!DATA, DATA, DATA…
that doesn’t influence the “culture” of a school
too many “external programs” or some who do
not think the college message is worthwhile).
will prepare me for college
kind of classes I take, until my sophomore year.
college portfolio assignment
information for recommendation writing
Preparation Checklist and
learn more about him or her
school, so that it is easier to customize the letter to
both the student and the school.
character using achievements, activities and
academics only as examples to highlight who he or
who know the student.
Student Name: Carlos H. Senior
I. Test Score Information
SAT (range 200-800 each section; average is about 500 for each section)
Date: 10/08 Critical Reading 480 Math 410 Writing 410 Overall Score: 1300
Date 3/08 Critical Reading 420 Math 410 Writing 380
Overall Score: 1210
SAT Subject Test Date 3/08 Subject Spanish Score 460
II. Do your test scores and grades accurately reflect your academic potential? If not, explain why.
No. I don’t do well on tests always do better in grades. I kinda freeze when I take tests. The language is hard to
understand and I run out of time.
III. Transcript information. List any college courses taken during high school that are not included on your transcript.
Cumulative GPA: 3.1
Taken 1 honors courses (Spanish); No AP courses
Math courses taken: Algebra 1, Geometry, Algebra 2
List your extracurricular activities and achievements; academic honors and awards; hobbies, special interests,
or talents; community service activities, and work experience
Soccer (varsity team), Hispanic/Latino Student Organization (Vice President), volunteer at center for the disabled in his
community, worked 20 hours per week at McDonald’s Restaurant in 10th and 11th grades
VI. Where were you born? If not in the U.S., at what age did you move to the U.S.?
Born in Mexico and came to this country when an infant (6 months old).
VII. Do you speak more than one language? If so, list and indicate fluency.
Spanish and English fluently
VIII. With whom are you living? Mother Father _ Both parents X Other
IX. Will you be the first person in your immediate family to attend college?
X. Please tell us about your family. List your siblings, providing name, age, current school, grade, degrees, and/or
I have 4 half siblings in Mexico, none of them have been to college. My oldest sister in the U.S. works in Los Angeles as a
bank teller, she completed high school. My younger brother (10 years old) has Down Syndrome. He goes to a special school
(4th grade) in Baltimore. I will be the first to go to college.
XI. Parents’ or guardians’ occupations and highest level of education completed
My mother finished the 9th grade in Mexico. She works as the supervisor of the housekeeping staff at a upscale hotel in
My father finished the 6th grade. He worked as a handy man at a local resort-type facility but had to stop working when
he hurt his back. He stays home now and cares for my younger brother with Downs Syndrome.
XII. Do you have any significant travel experience? Describe, including dates.
I’ve traveled to Mexico twice (in the 2nd and 8th grades)
XIII. Is there any significant, unique, or unusual experience, situation, or involvement that you want to share?
Since my brother’s birth, I’ve become really sensitive about the issues of people with special needs. I think that people
ignore people with special needs and I hate that. My brother is just as loving as every one else and he deserves a chance
to be happy. My family deals with not only being discriminated against because we are Latino/Hispanic but also the
discrimination that occurs to people with special needs.
XIV. List three adjectives that you feel best describes you and explain why.
Dedicated: I’m dedicated to my family and community
Friendly: I speak to everybody. I really like to talk and enjoy my friends
Tough: I’ve been through some tough times and I made it through. There is nothing that I can’t get through
XV. List the colleges to which you are applying and why.
College: Towson University—I like their programs in special education; close to home
College: Frostburg State University—They have a special ed. program
College: University of Maryland—They have a special ed program and I like big schools. I like their soccer team too.
How did the school counselor acknowledge the student’s strengths? Fears?
What are the student’s concerns about rigorous course taking?
How would YOU have motivated this student to take the more advanced class?Video Discussion
Questions to Explore
and how are days (and year/s) structured?
student at our school can succeed in college?
teachers consult college professors and administration
about curricular decisions regarding student preparation or
ask for data on the performance of graduates?
issue of college?