Integrate layered student support services across the transitions from middle and high school, into college, and through college¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The Guidebook's Step 5 organizes support services by transition: supporting students in middle and high school, during the transition to college, and during college. Its example assumptions enumerate dual enrollment and near-peer mentoring on high school campuses, family presentations on affordability, campus field trips, FAFSA and Dream Act completion workshops, summer orientation and courses, "personalized text messaging as well as follow-up phone calls and face-to-face meetings," an early alert system, required counseling support twice a year, and tutoring with an optional cohort study area. A Student Support Services Worksheet supports planning.

Design Implications¶

Context¶

Requirements¶

• Coordinate support services with internal programs such as EOPS, DSPS, MESA, FYE, TRIO, and peer mentoring

Constraints¶

• Some components especially target first-generation and low-income students, who are assumed less likely to receive external family and community support

Target Learners¶

• prospective and enrolled community college students, especially first-generation and low-income students

Target Learning Goals¶

• college readiness, transition to college, academic progress, and completion

Related Strategies¶

• Build a College Promise team spanning internal campus units and external cross-segment and cross-sector partners
• Deliver clear, simple, consistent early messaging to K-12 students and parents about college affordability, preparation, enrollment, and completion

Examples¶

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Key Sources¶

• Rauner, Lundquist, & Smith. (2019). The College Promise Guidebook for California and Beyond. WestEd. https://californiacollegepromise.wested.org/guidebookresources/