Transcript College Readiness

Presented by
Dr. Queen H. Brown and
Dr. Chuchu Wu
February 18, 2014
Why Does College Matter?
 Because Education is an Investment that Pays Off
for Individuals, Families, and Communities!
 Higher Pay
 More Job security
 Enhanced career choices
 Economic and health benefits for communities
According to the data from Georgia Family Connection Partnership Kids Count Data of 2010, Georgia State has 80.8% of students who graduate fro
College Access Challenge Grant
 Background:
 Georgia has been awarded over $12 million in College Access Challenge
Grant funds from the US Department of Education since 2008 with an
additional $6 million in matching funds by the state.
 The Chancellor of the University System of Georgia leads
implementation of Georgia’s College Access Plan on behalf of the
Governor’s Office and Alliance of Education Agency Heads.
 The Office of Educational Access and Success department of the
University System of Georgia leads the project along with a crossagency Leadership Team. Patricia Paterson is the Principal Investigator.
 Target groups of interest for USG include first-time freshmen, transfer
students, adults returning to college, and the military.
Geographical Needs
 May 21, 2013 – Georgia’s most recent public high school graduation
rate rose more than two percentage points over the previous year –
from 67.4 percent in 2011 to 69.7 percent in 2012.
 According to the data from Georgia Family Connection Partnership
Kids Count Data of 2009-2010, Georgia State has 30% of high
students who DID NOT graduate from high school on time.
 According to 2011 data , Georgia has 44% of young adults age
18-24 enrolled in or completed college.
 According to 2011 data, GA has 21 % of persons age 18 to 24
not attending school, not Working, and no degree beyond high
School
Geographical Needs Continued…
 Children Who Live in Poverty (2011):
 Crisp: 45.9%
 Sumter: 41.3%
 Lee: 18%
 Teens Who are High School Dropouts, Ages 16-19 (2007-2011)
 Crisp: 14%
 Sumter: 11.8%
 Lee: 11.8%
 Teens Age 16-19 Not In School And Not Working (2007-2011)
 Crisp: 21.9%
 Sumter: 18%
 Lee : 11.4%
Guiding Beliefs
The GSW Near Peer Program embraces these guiding beliefs to enhance
student services to support underrepresented students in completing
their career and academic goals.
 Accessibility – All students should have the opportunity to reach their
full potential through participation in higher education.
 Accountability - Effectiveness and efficiency are achieved through the
wise use of fiscal, human, and physical resources.
 Cooperation - Forming partnerships and working with others
facilitates the achievement of common goals.
 Diversity - Creativity and achievement are fostered through respect for
all individuals and their ideas.
 Excellence - Quality is ensured by using information gathered
through a continuous assessment, planning, and implementation
process.
 Integrity - Success occurs in an environment of honesty, openness,
fairness, and trust where people are treated with dignity and respect.
Near Peer Program
 In late fall 2010 CACG provided all USG institutions
the opportunity to apply for funding to develop a Near
Peer Program on their campus in partnership with one
or more high schools.
 The Near Peer program deploys college students as
“college coaches” to partner high schools to work with
high-need students. The college coaches take a service
learning course that provides the instruction they
need to work with underrepresented students in order
to increase access and readiness for college.
The Near Peer Program Goals
 Provide “Near Peer” mentoring services to





underrepresented students at partner high schools;
Increase awareness among underrepresented students
about applying and paying for college;
Increase awareness among underrepresented students
about various career opportunities;
Promote college opportunities in a positive way to the
underrepresented students served;
Provide information about college life and classroom
experiences to the underrepresented students served;
and
Develop a sense of community involvement for college
students serving as Near Peer mentors.
Target Populations
 High school students who are underrepresented in
postsecondary education and their families;
 Low income adults at risk of not completing college.
GSW’s Near Peer Program
 Objective 1: To increase the number of
underrepresented and at-risk junior and senior high
students to complete Near Peer Service Learning
Program and high school education
 Provide mentoring in college readiness and planning for
college weekly
 Bring college students to high school classrooms to
interchange their learning experiences at high school
and at college
GSW’s Near Peer Program
 Objective 2: Increase awareness among
underrepresented high school students about applying
and paying for college and career opportunities
 Conduct workshops about school application processes
and paying for college
 Conduct career workshops: interview skills and resume
writing
 Teach basic computer skills such as Microsoft Word &
Excel Software.
 Invite both native and international college students to
talk about their personal educational experiences on the
US college campuses
GSW’s Near Peer Program
 Objective 3: Provide information about college life and
classroom experiences to the underrepresented students
served
 Plan field trips to college campuses (1 per semester)
 Invite high school students to participate in college-campus
activities
 Plan experience to sit in a college classroom and learn
 Invite international students to present their native cultures
in high school classrooms and let high school students meet
college students from other places.
 Mentor’s information workshop: college application
processes, personal statement writing, and resume writing
7
2013
Spring
6
5
4
3
Yes
No
2
1
0
First
Generation
students
GA411
Account
Holder
Yes
7
5
1
4
3
No
1
3
7
4
5
Participate Participate
in GAC
in FAFSA
Applied
College
Sample Activities
 Thursday, Feb 7, 2013
 Host a “Study Skills Workshop” at GSW Academic Skills
Center/Writing Center
 Saturday, February 16, 2013
 Attend GSW Homecoming Cook out at 11:00, campus tour at 1:00
and Canes Game at 3:30
 Invite HS students to participate in NPHC Step Show at 8:00pm
at GSW (Available for teens to attend, but NP program is not
responsible for transportation and chaperon)
 Friday, March 8, 2013
 Present “Cultures Exploration and Exchanges”
 Friday, April, 26, 2013
 Visit South Georgia Technical College.
College Access Summer Camp
 Topics center around
 Body and Mind Development




Self Esteem/Listening and Exploring Options
Goal Setting
Healthy Eating
Health & Wellness-Exercising
 College and Career Applying Information
 Applying to College
 Career Service Workshop
 Financial aid planning and scholarship resources
 Credit/ financial planning
 Needed Skills
 Instructional technology workshop
 Writing/ Plagiarism and Writing
Program Evaluation
Rating
Scales
N= 7
1
Poor
2
Average
3
Above
average
4
Excellent
Not
Applicable/
Not attend
1. Information Workshops
College Application (Presented by Ryne)
Average Rating
3.4
Personal Statement Writing ( Presented by Dr. Wu)
3.4
Resume Writing (Presented by ALE)
3.4
2.
High School and College Connection Activities
Study Skill and Writing Workshop (2/1) -1.5 hr (3:30-5:00)
Average Rating
3.28
GSW Homecoming Activity (2/16) --6 hr (10:30-4:30)
4
Cultural Exchange Presentation (3/8) 1.5 hr (10-11:30)
3.28
Field trip to South Georgia Technical College (4/26) 5 hr (9:30-2:00)
3.28
Program Evaluation
Rating
Scales
N=7
1
Poor
2
Average
3
Above average
4
Excellent
Not
Applicable/
Not attend
3 “Going to College” Mentoring Service
My college coach offered me information about college application process.
Average
Rating
3.3
My college coach offered me information about financial aid and scholarship.
3.3
My college coach assisted me with applying for a college.
3.3
My college coach assisted me with the content area (social studies, math, science, or
reading/ writing).
3.3
Students’ Written Feedback
Question: Reflect on how Near Peer Mentoring program has assisted you
in terms of college application or preparation for going to a college?
 It helped me a lot and helped me apply for college.
 It helped me out more than anything. Near Peer made you think more
about college and the careers that you wanted to major in.
 It assisted me in a plan, to help me go to a college whether it is a
technical college or a university.
 It taught me how to get prepared for college and the future because I
wanted to have a good life ahead of me.
Students’ Written Feedback
Question: Tell us about your experience in the Near Peer mentoring program.
 My experience in the program was more than I thought it would have been.
 My experience with the program was great. I received the world’s greatest
mentor anyone could ever have and it made me think about the world in a
deeper way.
 It was a great experience.
 It helped us by talking about different things about how to get into college.
 When I first got into the program I did not know what it really was,
although it was about getting into college.
Student Written Feedback
 Question: What is your favorite activity? Or what is your least favorite activity?
Explain why.
 Health and Exercise
 Real world Financial Management skills
 Campus tour

My favorite activity was today in the cafeteria clowning around with everyone and being able to be my
goofy self.

The activity that I liked was about being healthy and learning about nutrition. That made you think
more about yourself. I enjoyed every minute of it.

My favorite activity was the aerobatics and assistant basketball coach’s presentation.

My favorite activity was healthy exercising with the assistant basketball coach and the banking man
talking about finance management.

Most having fun and doing many activities with friends.
When visiting around the college and getting to meet new people and asking them what they like
about GSW college.

Recommendations: High School
Counselors’ Goals/Objectives
 Identify and analyze the cultural landscape of the
school
 Develop approaches for working with diverse
populations
 Understand the need for sensitivity to student
situations
 Identify strategies to communicate with culturally
diverse populations
School’s Cultural Landscape
 Identify your school’s cultural landscape: not only ethnicity
and non-English speaking students whom you’ve already
identified, but students living in poverty, single-parent
families and other markers, such as:
 High poverty
 ELL
 Exceptional/Special Needs Students
 First generation college students
 Undocumented students
 Homeless students
 Migrant students
Strategies to Work with FirstGeneration Students
1.
2.
Reach out early
Extend the scope of your counsel




3.
4.
5.
6.
7.
8.
Conduct early aptitude assessments
Talk to them about career paths these might point to.
Encourage to fill out student self-assessment
Be honest about where they are in their education and what they
should focus on.
Involve the family
Give special help with college search and selections
Give specific help with college applications
Give special help with financial aid applications and packages
Explain what college will be like.
Work with other organizations

Develop college awareness
(Source: http://professionals.collegeboard.com)
College Access for Low Income and
Minority Families
Promoting the importance of college
1.

Not that parents don’t value, they are weighing in on
other things….not that they are not aware or are not
college materials.
2. Connecting to students’ needs and their experiences.
 They don’t have any college experience.
3. Drawing a picture of vision
 What college will do for their kids
GSW Near Peer 2013-14
EDUC 2120 Exploring Sociocultural Perspectives on Diversity was redesigned
to include a component to focus on Near Peer Mentoring and Service Learning,
with a possible range of 15-50 student enrollment each semester, to be a home
base/pool of voluntary college coaches to deliver services to our target
high school population--underrepresented junior and senior students
enrolled at Americus/Sumter High School South.
The course is offered in fall 2013 and spring 2014 and advertised through GSW
RAIN to recruit students. The students who are currently enrolled in the EDUC
2120 course are pre-service teacher educators.
*Review syllabus/course requirements
https://www.livetext.com/
Near Peer Enrollment Fall 2013
First
Generation
Students
GA411
Account
Holder
Participated
in GAC
Participated
in FAFSA
Applied
to
College
Yes
14
23
20
3
3
No
9
23
3
20
20
High School students: 23 seniors
Collage Coaches: 18
Counselors: 2
Education courses:
EDMG 4050: Middle Grades Social Studies: Applications and Assessment
& EDUC 2120 Exploring Sociocultural Perspectives on Diversity
Sample Activities - Fall 2013
Goal
Activity
3
Gacollege411 Workshop
3
Mentoring Workshop
2
Applying to College Workshop
2
Writing a Personal Statement
2
Financial Aid Workshop
1
Assisted with GAC Day
2
Resume Writing Workshop
2
Global Perspectives on Education
1
Attended GSW Preview Day, November 9, 2013
Near Peer Enrollment Spring 2014
Near Peer Students
30
College Coaches
17
Counselors
2
Coordinators
1
Volunteers
3
Education Course: EDUC 2120 Exploring Sociocultural Perspectives on Diversity
Sample Activities - Spring 2014
Goal
Activity
3
Gacollege411 Workshop
3
Mentoring Workshop
2
Weekly meetings @ASHS
(January 30: Feb., 6, 20; March 6, 13; April 10, 22, 24) (Workshops
scheduled for each day.)
3
Attend GSW Homecoming Activities (January-February)
3
Visit GSW, South Georgia Technical College, Albany State
University and Darton College
1, 2, 3
Final Workshop and Banquet
Organizing Principles that Reduce
Roadblocks and Increase College Access
High schools that have dramatically raised college
acceptance and enrollment rates incorporate the
following organizing principles within their
postsecondary preparation programs:
Build a strong college-going culture in which all adults
support students’ postsecondary aspirations.
2. Adjust the college-going process to meet students’
needs.
1.
Organizing Principles that Reduce
Roadblocks and Increase College Access
3. Make a postsecondary plan an exit requirement for
every student.
4. Establish a formal schedule of college and career
labs, deadlines, and “signoffs” for completion of
specific college preparation and career planning
documents at every grade level for every student.
5. Encourage the counseling staff to develop
postsecondary knowledge, skills, and expertise.
Organizing Principles that Reduce
Roadblocks and Increase College Access
6. Provide every student with attentive, regular, and
timely guidance, assistance, and support throughout the
entire college-going process.
7. Provide continued support to students and families
between high school graduation and college
enrollment.
Questions?
Thank you!
GSW Near Peer Program
Contact Information:
Dr. Chuchu Wu: [email protected]
Dr. Queen Brown: [email protected]
References
 http://www.ahaprocess.come
 http://www.Professionals.collegboard.com
 https://secure.gacollege411.org/
 http://esrnational.org/esr/wp-
content/uploads/2009/05/increasing-college-accesshi-res.pdf
 http://professionals.collegeboard.com