The Concept

At the core of the framework is the expectation that all students can prepare for postsecondary education and that it is the schools’ respons- ibility along with partners to help students achieve this goal. Creating an environment in which students are expected to achieve at high levels and where they are encouraged and supported in doing so is critical means to preparing students for college attendance. At its core, the framework starts with schools, outreach programs, and community organizations operating on the assumption that all students will prepare for postsecondary education. This shifts the emphasis from students achieving a high school diploma to an organizational responsibility to help students see themselves as “college able.”

Strategies

• Instill the expectation among staff and faculty that college preparation will be a goal for every student. In turn, students will work harder, internalize the expectation and consequently work toward college enrollment as a personal goal.
• Address the cultural beliefs of school staff. Teachers should work to recognize their own cultural beliefs and understand how those beliefs might affect their pedagogy and their interactions with students. Once aware of their biases, teachers are able to change their practices and more effectively meet the needs of their students.
• Work with families and postsecondary institutions to create high expectations and clear pathways to postsecondary education. Parental support and knowledge of the college going process is crucial to helping students attain bachelor’s degrees. By working with both parents and postsecondary institutions, high schools can assure that parents have the information that their children need to attend college.

Tools

• Assessing My Role
• Teacher's Self-Reflection – What Do I Expect of Students?
• Modeling Expectations
• Self-Assessment: High Expectations

Resources

• Addressing the Needs of a Diverse Student Population
• College Planning and Preparation
• Middle School
• The No Child Left Behind Act of 2001 and the Pathways to College Network Framework: Mutually supportive visions and complementary goals
• Policy Resources
• A Shared Agenda:A Leadership Challenge to Improve College Access and Success
• Successful Schools
• SPIDO

Short Examples

• There is a constant conversation between teachers and students about going to college. All teachers feel they have a role in connecting students with postsecondary opportunities. Teachers share their own experiences and invite recent graduates back to share their success. Teachers use the expression "when you go to college,” rather than "if you go to college."
• Students are required to develop postsecondary plans and information on planning for college is offered to all students in core classes.
• There are extensive opportunities for students to visit colleges and college recruiters regularly visit the school.
• Graduation requirements have been increased to address the issue of “senior slide” or the taking of easier classes. There are multiple opportunities for students to participate in college-level courses including IB, Advanced Placement, dual enrollment, and early college settings.

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