Building upon a previous publication released in 1988, this resource from the William T. Grant Foundation explores some of the key issues surrounding youth who enter but do not complete college and frequently find themselves excluded from jobs in today’s labor market, which typically require a postsecondary degree. This resource also offers suggestions for future research to increase the “new” forgotten half’s chances at economic security and success.
This toolkit provides strategies, resources, and partnerships to help students transition successfully to postsecondary education and training. The strategies, resources, and partnerships included are focused around several elements that are instrumental in preparing students for college and careers, such as developing a comprehensive academic plan, developing 21st century skills, emphasizing high expectations, identifying personal learning styles, integrating career-focused courses into academic content, and more.
Most community colleges offer a wide array of programs. Yet, colleges typically provide little guidance to help new students choose a program of study and develop a plan for completing it. While career services and advising are provided to students who seek them out, studies suggest that those who need such services the most are the least likely to take advantage of them.
Youth involved with the justice system face significant challenges.
This report presents the implications for implementing a group counseling program aimed at delivering career services to all students. The authors argue that group counseling programs can close achievement gaps, steer students toward career goals, and provide students with real world skills.
This report highlights the Successful Transitions and Retention Track (START) Program at Idaho State University. The START Program, which consists of three components (classroom instruction, career and personal counseling, and math/English tutoring), is aimed at providing holistic support to students in order to increase the retention of GED holders entering college. This report also discusses some positive preliminary results on START initiatives, and provides first steps for implementing a START program.
Only two states, Vermont and Wyoming, meet the recommended student-to-counselor ratio, 250 students per counselor, set by the American Counseling Association. Many states have twice the recommended rate, which may be the result of a lack of mandates set for student-to-counselor ratios. In addition, when school districts are faced with budget cuts, counseling jobs are often faced with cut-backs. To address this issue, the U.S. Department of Education will award $12.3 million to 35 school districts to fund counseling programs.
As community college administrators and faculty know all too well, getting through college takes more than academic preparation. Students often face barriers unrelated to academic skills that may prevent them from completing college. Some of these barriers are obvious and concrete – such as transportation or childcare difficulties. Others are more subtle: students may find the college bureaucracy bewildering, they may have poor time-management skills, or have no sense of when and how to seek help.
This study evaluates the impact of the Quantum Opportunity Program (QOP), a case management and mentoring program for high school students aimed at increasing high school graduation rates and college enrollment. It was found that sites implementing the QDP model generally did not meet enrollee needs for education or support services, and most enrollees attended fewer program activities, though there was significant variability by site.