Research
Highlights
Jeanne
L. Higbee, Ph.D.
Enhancing the Transition From High School to College: Summary of Survey Results
On May 22, 2004, the Center for Research on Developmental Education and Urban Literacy (CRDEUL) hosted an invited meeting sponsored by the Twin Cities Metropolitan Higher Education Consortium Developmental Education Initiative. In order to better understand the relationship between high school graduation and college readiness, Dana Lundell of CRDEUL, Susan Hipp of Century Community and Technical College, Kwabena Siaka (graduate research assistant for the initiative), and I developed a survey that was administered to the 47 meeting participants. Of the 29 people who responded to the survey, 22 worked in postsecondary educational institutions, 3 in high schools, 2 in the central administrative offices of public school systems, and 2 did not provide demographic information. The 62 percent response rate also does not reflect the fact that of the 47 participants, 4 were directly involved in the development of this survey, and others were integrally involved in the planning of the meeting or in the oversight of the initiative, and therefore did not respond. Responses to each of the 11 items on the questionnaire are summarized below.
The first question asked, "Do you equate high school graduation with college readiness? Why or why not? If not, how do you differentiate between meeting high school graduation standards and being prepared to be successful in college?"
Twenty-five respondents (86 percent) did not equate high school graduation with college readiness. Several commented that high school graduation was never intended to be the equivalent of college preparation, that it is not assumed that all high school graduates will go to college, and that the intent of the high school curriculum used to be to prepare students generally for adulthood, whether on the farm, in the workplace, or for pursuing postsecondary education. Others noted that even high school programs that are designed to be college preparatory do not really prepare students adequately for the rigor of college courses.
Three respondents answered yes, that high school graduation could be equated with college readiness, but all three qualified their answers and provided specific situations. Another respondent indicated that high school could academically prepare students for college, but that does not mean that the students have the motivation or other attitudes vital to college success.
In differentiating between high school graduation standards and college
preparation, three respondents specifically mentioned "seat time." Attendance is rewarded in high school, but not in college. Others noted that too many high school students do not take adequate course work in math, science, or foreign language, and do relatively little reading and writing. Another concern was the contention that tests of basic skills measure proficiency at the eighth grade level. The most frequently occurring comment, however, was that there needs to be a better "alignment" between expectations in high school and college, that high school graduation standards need to be more closely related to college entrance requirements.
The second item on the questionnaire queried, "What additional skills, aptitudes,
and/or attitudes do college students need that they may not have acquired despite meeting high school graduation requirements?" The two most commonly occurring responses to this item, mentioned by seven respondents each, were writing skills and the ability to read critically. Five respondents discussed self-motivation and self-direction, while three wrote about self-discipline and self-monitoring skills, and another mentioned self-assessment. Four respondents addressed critical thinking skills, and another three specifically named "habits of the mind," based upon one of the advance readings for the meeting,
Understanding University Success (Conley, 2003). Three respondents wrote about problem-solving skills, which can be interpreted widely; four specifically mentioned math competence. Three respondents discussed understanding the "culture of college." Three others addressed the need for goal setting.
The third question was, "What specific strategies can be used to enhance the transition of underserved student populations (e.g., first generation college students, students of color, students with disabilities, students who are not native speakers of English) from high school to college?" In retrospect, this question was not well constructed and could be interpreted in multiple ways. Some respondents wrote about strategies to be implemented in high schools, while others addressed college-level approaches. Some focused on what students can do, and others on what institutions can do. In terms of institutional strategies that might be used at both the secondary and postsecondary levels, nine respondents discussed the need to provide an orientation to college expectations, to assist students in understanding the differences between high school and college. One noted that faculty professional development is needed to "train teachers to make expectations explicit." Seven respondents provided ideas regarding mentoring programs. Three suggested bringing groups of high school students to college campuses to get a glimpse of what college life is like, and another three proposed partnerships between individual high school and college students, while two others mentioned partnerships between secondary and postsecondary institutions. Four of the respondents addressed providing information about financial aid programs. One wrote about the need to assist both students and parents in understanding available resources, and another mentioned making better use of the media.
The fourth question asked, "What advice would you give to high school sophomores to help prepare them for college?" The most common piece of advice, offered by 13 respondents, was to take rigorous courses. Five respondents specifically addressed the need to take four years of high school mathematics and science. Another five respondents urged students to take advanced placement (AP) courses. Four suggested taking writing courses and developing different types of writing skills. Three mentioned pursuing the college preparatory "track," while another five advised, "start preparing for college now." Four respondents urged sophomores to develop academic interests. One queried, "What do you love?" Another advised, "Get passionate about an area of study."
The fifth question sought, "What advice would you give to the parents of high school sophomores?" Survey respondents provided many ideas for advice for the parents of high school sophomores, including the need to be involved in every aspect of their children's education. One wrote, "Be involved in planning their schedule. Know the counselor. Know the requirements for graduation and opportunities for enriched learning. Arrange tutoring and/or mentoring if necessary." Another suggested, "Meet each teacher. Meet your child's friends and friends' parents. Instill belief that hard work is the only way."
The questionnaire also asked , "What advice would you give to high school seniors to better prepare them for college?" The advice for high school seniors was not as extensive as that for sophomores. Perhaps this was because of the length of the questionnaire, but another explanation might be found in the words of one respondent: "It's too late-your critical trajectory has been set." Respondents (six) continued to advise students to take rigorous classes, particularly in math and science, and another six respondents urged seniors to get good grades rather than "slacking off" or becoming infected with "senioritis." One respondent reminded seniors to "make sure you are on track for graduation." Seven respondents suggested that seniors go on campus visits. Other important advice included applying early for admission and financial aid and scholarships, in addition to being aware of the costs of higher education and researching how to pay for it.
Similarly, participants were asked , "What advice would you give to the parents of high school seniors?" Much of the advice for parents mirrored the advice for seniors, but parents were also advised to set high expectations and be supportive.
Next the questionnaire asked , "What is the one piece of information that you think it is most important for an incoming college student to know? Why?" Representative responses to this item included understanding how college is different from high school, having a vision or purpose for pursuing postsecondary education, and realizing that "going to college is very hard work."
To the item , "What is the one skill that you think is the most critical to college success? Why?" there was a wide array of responses; no skill was mentioned by more than five respondents. Five discussed self-regulating behavior, self-discipline, and being a self-directed and autonomous learner, one who understands self-responsibility. Two wrote specifically about work ethic. Another five respondents addressed the need for tenacity and determination and to develop the ability to learn from one's mistakes and occasionally to accept defeat. Three mentioned the need to be a skilled reader, while at least two respondents identified skills in each of the following areas: writing, mathematics, critical thinking, time management, and communication.
When asked, "What best practices in high schools (e.g., in teaching, curriculum, guidance) do you think are the most helpful in preparing students for college?" respondents identified high academic standards and challenging college preparatory curricula; programs like Educational Talent Search, Upward Bound (both are federally-funded TRIO programs), and GEAR-UP; AP classes; tutorial services; ESL programs; sufficiently funded and staffed high school counseling offices; mentoring programs; information technology centers; learning communities; the use of diverse teaching methods; programs that foster strong literacy, higher-order thinking skills, writing, research, and interpersonal skills across disciplines; and programs that model the college experience. Respondents also addressed students' work ethic and the need to "fail students when they do poorly and haven't mastered skills." One suggested, "teaching students to become more independent, guiding students toward taking responsibility for their own learning; providing natural consequences for student's choices."
Finally, participants were asked , "If you were put in charge of reforming high school graduation standards for the state of Minnesota, what is the first recommendation that you would make?" Some responses were very general, indicating the importance of setting higher expectations, offering more difficult and challenging courses, eliminating grade inflation, or changing assessment methods and their uses. Three respondents addressed the make-up of a committee to determine standards, including suggestions to invite involvement from high school and college faculty and college students "and leave the legislature out of it." Two respondents proposed that standards "mirror the Profile of Learning." Five respondents discussed the need for high school standards and basic skills tests to be more closely aligned with college readiness. Two respondents addressed the needs of "special populations" and second language learners in particular, suggesting the formulation of standards that accommodated these students. Finally, one respondent urged, "Give schools more resources to help them improve curriculum."
A more detailed discussion of the results of this survey will be included in the proceedings of the upcoming Twin Cities Metropolitan Higher Education Consortium Conference, "Building Bridges for Access and Success From High School to College: Meeting the Needs of Twin Cities Underserved Students," to be held on January 15, 2005, at the University of Minnesota's Continuing Education and Conference Center. It is anticipated that the proceedings will be available on the CRDEUL Web site by summer 2005.
Two additional research projects related to college readiness are being conducted by CRDEUL. For one, participants in the 2004 Minnesota Association for Developmental Education (MNADE) will be asked the following questions:
• What can postsecondary developmental education programs do to educate high school students about the differences between high school and college and other factors to enhance college readiness?
• How can individual developmental educators collaborate with area high schools and other constituencies to enhance college readiness?
• Are you personally currently involved in any projects to assist high school students in preparing for college?
Meanwhile, University of Minnesota General College students will be asked,
• Do you think that graduating from high school means that you are ready for college? Why or why not?
• What advice would you give to high school freshmen and sophomores to help prepare them for college?
• What advice would you give to high school seniors to better prepare them for college?
• What is the one piece of information that you think it is most important for an incoming college student to know? Why?
The ultimate goal of these research projects is to provide useful information to prospective college students and their parents and to assist both secondary and postsecondary institutions in enhancing the transition from high school to college.
Reference
Conley, D. T. (2003). Understanding university success: A report from standards for success.
Eugene , OR : University of Oregon, Center for Educational Policy Research.
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Jeanne
Higbee
CRDEUL senior adviser for research
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