Postsecondary students are not completing college for an array of reasons, but one may be due to selecting an institution that is not a good match for the student from the start. Based on survey data of more than 600 students who attended or completed college, this second of three reports describes the perspectives that young adults have of their college-preparation experiences with their high school guidance counselors. The report’s survey findings generally indicate that students felt unknown to their high school counselors and did not feel as if they were given useful or sufficient advice to help them navigate the college application and selection process successfully.
This memo is first in a series of eight memos responding to questions regarding student service delivery methods and structures.
Memo 1 addresses the question: Is there research on the value or benefit of mandating orientation, assessment, and counseling to improve student success and completion in community college? If so, what has the research found? If not, are there example(s) of colleges that are testing out those practices?
This memo is second in a series of eight memos responding to questions regarding student service delivery methods and structures.
Memo 2 addesses the question: Does research provide information on the effectiveness of using college paraprofessionals and instructional faculty to provide orientation and counseling to students? If so, are there any negative consequences to students? Does expanded access to these services (i.e., orientation and counseling provided by paraprofessionals or instructional faculty) help improve student success?
This memo is fifth in a series of eight memos responding to questions regarding student service delivery methods and structures.
Memo 5 addresses the question: Does the research provide information on the effectiveness of automated degree audits and online education plans to improve student outcomes (e.g., persistence, degree/certificate completion)?
Students arrive at community colleges with college-ready status determined by a placement test; however, many of these students, along with their peers in developmental education, are still not completing college successfully. Perhaps, then, college readiness support should not focus only on academics. Based on interview data from a previous study, this paper addresses the non-academic expectations of community college students and the unspoken role they are expected to exhibit to successfully navigate and complete their academic programs. The authors provide a description of the community college student role and the specific components of the role. Aiming for transparency for students, the authors offer student strategies within each component for playing out the new role.