Support college transitions by addressing college choice, institutional fit, and college support — not student preparation alone¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article concludes that efforts to promote attainment must attend not just to skills making students "ready for college," but also to college choice and the role colleges play in supporting students. It recommends that high schools help students make informed choices and that post-secondary institutions be ready to support students in attaining a degree, since the transition to college removes familiar structures and supports.

Design Implications¶

Context¶

Requirements¶

• High schools help students make informed college choices; colleges provide supports matched to student needs

Constraints¶

• Structures and supports that guided academic behaviors in high school may not be available in college, so some students struggle

Target Learners¶

• first-generation college students
• underrepresented minority students
• high school students transitioning to college

Target Learning Goals¶

• college persistence and degree attainment
• sustained academic behaviors during transition

Affordances¶

• Ccsr Noncognitive Five Factor Framework

Related Strategies¶

• District, state, and federal strategies to close the aspirations-attainment gap: linked K-16 data systems, educator capacity for college advising, and strong signals about college requirements

Examples¶

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Key Sources¶

• Jenny Nagaoka, Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Tasha Seneca Keyes, David W. Johnson, and Nicole O. Beechum. (2013). Readiness for College: The Role of Noncognitive Factors and Context. VUE (Voices in Urban Education), Fall 2013. https://consortium.uchicago.edu/publications/readiness-college-role-noncognitive-factors-and-context