From High School to College: Removing Barriers for Maine Students

July 2007

Introduction 1Overview 2ExecutiveSummary 3PartI.CollegeEnrollmentTrends 6PartII.SurveyandInterviewFindings 8 Social/CulturalIssues 9 AcademicPreparation 12 FinancialIssues 17 CareerandCollegePlanning 19 RealExperienceswiththeTransition 22PartIII.PromisingPractices 23PartIV.ImplicationsandRecommendations 30 EightWaystoMakeaDifference 30

“Policymakers and the public should focus attention on how to raisethe fraction of American youth who complete high school and then goon for a college education.”

–EconomistsGaryBeckerandKevinMurphy,“TheUpsideofIncomeInequality,”May/June2007,www.american.com.

ACKNOWLEDGEMENTSThankstothefundersofthisproject,theNellie Mae Education FoundationandBank of America.InparticularwethankBlendaWilsonandNancyMeagher.ThankstoMitchellInstituteDirectorsBillHiss,BarbaraKeefe,ShepLee,JoyceMcPhetres,andMargeMedd.ThankstoLisaHallenforcreatingtheinterviewprotocolsandprovidingvaluablefeedbackontheproject.ThankstoPanAtlanticSMSGroup,inparticularKatieBowen,DavidGlassman,andPatrickMurphy.AtBowdoinCollege,thankstofacultyandstaffmembersAllenDelong,SusieDorn,andNancyRileyandtostudentresearchersSaraAfienko,MichelBamani,DustinBrooks,JamieBurwood,Thu-NgaHo,NateLovitz,JessMcGree-han,CatiMitchell,andAishaWoodward.AtBatesCollege,thankstofacultyandstaffmembersGeorgiaNigroandChrisCarrick,andstudentresearchersJaneMellors,BethanyMitchell,JennyStasio,andChristineWicks.AtUMaine,thankstoElizabethAllen.AtUMaineMachias,thankstoCarolWolf.Thankstoallthehighschoolsthatallowedusaccesstotheirstudentsandprovidedspaceforinterviews.ThanksalsotoDukeAlbanese,WendyAult,SueBell,HenryBourgeois,TarrenBragdon,JimBreece,NormHiggins,DurwardHuffman,KatherineReilly,andDavidRuffforsuggestionsaswedevelopedthisproject.ThankstoSteveMason,LauraRoyandCharlieJacobsenatSwardlickMarketingGroupfordesigningthereport.

Special thanks to Colleen Quint for her guidance and contributions. Lisa Plimpton is the author of this report. Any mistakes are her own.

TABLE OF CONTENTS

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ThegoalsoftheMitchellInstitute’sinitialBarriersstudyweretoexplorethegapbetweenMaine’sstronghighschoolcompletionrateanditsbelowaveragecollege-goingrate,andtoidentifystrategiesformakingcollegemoreaccessibletoMainestudents.Thatprojectincludedfocusgroupswithhighschoolstudents;anonlinesurveyofeducators;andtelephonesurveysof2,200parents,highschooljuniorsandseniors,andrecenthighschoolgraduatesfromacrossthestate.Itresultedinthe2002reportBarriers to Postsecondary Education in Maine: Making College the Obvious and Attain-able Next Step for More Maine Students.SincethereleaseofthefirstBarriersreport,intenttoenrollincollegeamongMainehighschoolgraduateshassteadilyincreasedbutactualenrollmentincollegehasnot.Thisgrowinggapbetweencollegeintentionsandenrollmentisthefocusofthecurrentstudy,From High School to College: Removing Barriers for Maine Students(“Barriers2”).

In2006,theMitchellInstitutereceivedgrantsfromtheNellieMaeEducationFoundationandBankofAmericatofundtheBarriers2study.Theresearchincluded:

• Maine College Enrollment Data Set:WeinvitedeachMainehighschooltoprovideelectronicrecordsfortheirgradu-atessince2001.Theserecordswerematchedwithcollegeenrollmentrecordsnationwidethroughthe“StudentTracker”serviceoftheNationalStudentClearinghouse,acollegeenrollmentanddegreeverificationservicethatincludes92%ofthenation’scollegesanduniversities.Nearlythree-quarters(73%)ofMaine’s131publichighschools—96schools—signedontoparticipateintheprojectandreceivetheStudentTrackerservicefreeofcharge,includingsemester-by-semesterrecordsofgraduates’enrollmentincollegeanddegreesearned.Ultimately,81schools(62%)provideddata,andweaggregatedtheirenrollmentandgraduationreportstocreatestatewideestimates.

• Interviews:TheMitchellInstituteworkedwithfacultyandstudentsatBatesandBowdoinCollegesandtheUniversityofMainetoconductqualitativeresearchwithhighschool

studentsandrecentgraduatesthroughoutMaine.Groupin-terviewswereheldwithjuniorsandseniorsat19MainehighschoolsandstudentsatoneMainecollegecampus.Severalhighschoolgraduateswhodidnotgotocollegeparticipatedinindividualinterviews.Theinterviewsexploredattitudesaboutcollege,experiences,andthekeyfactorsthathelpsomestudentssuccessfullymakethetransitionfromhighschooltocollegeand,conversely,thebarriersthatpreventothersfromrealizingtheircollegeplans.

• Surveys:PanAtlanticSMSGroup,aPortland-basedmarketresearchfirm,conductedsurveysof1,145MaineHighSchoolEducators,67CollegeAdministrators,900Parents,800Students,and390YoungAdultswhorecentlygradu-atedfromMainehighschools.Someques-tionsfromthe2001surveyswererepeatedtogaugewhetherandhowthingshavechangedoverthepastfiveyears.Newques-tionswereaddedtoprobemoredeeplyintoperceptionsandexperiencesofthetransitionfromhighschooltocollege.

• Profiles:Weinterviewedexpertstoidentifyschools,programs,andcommunitieswithpromisingpracticesforhelpingstudentstorealizetheircollegeintentions.Throughsitevisitsandinterviews,wecreatedprofilesofsomeoftheacademicpractices,counselingandinformationservices,policies,andstructuresthateffectivelyhelpstudentsmakesuccessfultransitionsfromhighschooltocollege.

INTRODUCTION

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This full report is a summary of dozens of hours of interview transcripts and hundreds of pages of data tables and spreadsheets. While there are many layers of detail and analysis we delve into, we want to be sure we leave no doubt regarding the most important messages to take away from this research project.

Major Themes

• Maine has made important progress in the last five years.Communityencouragementforcollegehasincreased,asize-ablenumberofMainehighschoolshavechangedacademictrackingpractices(potentiallyallowingmorestudentsaccesstoarigorouscurriculum),morehighschoolstudentsaregainingexposuretocollege,moreparentsaregettinginvolvedinhelpingstudentsplanforthefuture,andmoreschoolsareembeddingcollegeandcareerplanningactivitiesintotheirday-to-daywork.Evenascollegeaspirationshaveincreased,however,actualmatriculationhasstayedflat,andevendroppedabitlastyear.

• A student’s academic track in school matters a great deal.ThedataclearlyshowthatstudentsinaGeneral/Voca-tionaltrackarelesschallengedintheclassroom,receivelessencouragementaboutcollege,experiencelesseffectivecareerplanningpracticesatschool,andfeellesspreparedforlifeafterhighschoolthandostudentsinanHonors/AdvancedPlacement(AP)orCollegePreparatorytrack.General/Voca-tionaltrackstudentsarelesslikelytoaspiretocollegeandtobelievethattheirparentsexpectthemtoattendcollege,andthestrengthoftheirconvictionsthatcollegeisattainableissignificantlylower.

• Parental educational attainment has a critical influence on student experience.Thereisastrongcorrelationbe-tweenastudent’sacademictrackandhisparents’educationlevel.Parents’educationhasanevenstrongerinfluenceontheirbeliefsaboutthefinancialfeasibilityofcollegethandoeshouseholdincome.

• Geographic differences persist. NorthernMainesup-portsandvalueseducationandhasmadesignificantstridesexpandingearlycollegeopportunities.SouthernMainestill

experiencesthebenefitsofamorehighly-educatedpopula-tion,suchaswidespreadexpectationsthatcollegeisthenextstepafterhighschoolandahighdegreeofparentalinvolve-mentatschool.CoastalMainetendstovaluecollegelesshighlythandotheotherregions,studentshavemoreexperi-encehandlingresponsibilities,andparentsheretendtobelessinvolvedinplanningforthefuture.InCentral/WesternMaine,thestrengthofconvictionsregardingtheattainabilityandimportanceofcollegeislower,andthisregionoftenlagswhenitcomestotakingtimely,concretestepstoplanforstudents’futures.

• Gender differences are clear.Malestudentshavelessconfidenceabouttheirfutureplansthanfemalestudentsdo.Someeducatorssaythatpracticesintheirschoolsaswellascommunityandpersonalcharacteristicsmaketheacademicprogramattheirhighschoolslesseffectiveformalethanforfemalestudents.

• Maine families do not know enough about how to pay for college.Farfewerstudentscompletefinancialaidapplica-tionsthanareeligibletoreceiveaid.Educatorsacknowledgethatschoolsarenotaseffectiveathelpingstudentsunder-standcollegefinancesastheyareatinformingthemaboutcollegeoptions.

Promising Practices

• Early College:Aneducationstrategythatcutsacrossacademictrack,familybackground,gender,andgeography,dualcreditearlycollegeprogramsgivehighschoolstudentsatasteofcollege-levelwork,exposuretoacollegecampus,andachancetoearncredittowardacollegedegree.

• Strategic Structures in Schools:Embeddingcareerandcollegeplanningintoclassroomandadvisingsystems,creat-ingcareerandcollegecentersatschool,includingPSATandSATpreparationaspartofclassroominstruction,andteam-ingofteacherstoprovidetransitionalsupporttostudentsareexamplesofschoolpracticesthathaveapositiveimpact.

• Hands-on, Concrete, Kid- and Family-Focused Pro-grams: On-the-groundhelpsuchasfacilitatingcollegevisits,mentoringprograms,CollegeGoalSunday,andsummerpro-gramsforstudentswhohavejustgraduatedallhavepromiseforensuringthatmorestudentsmakesuccessfultransitionsfromhighschooltocollege.

O V E R V I E W

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“The big thing that teachers emphasized which I never fully understood about college until now was it isn’t all about hitting the books; it is about maturing and doing it in a place where there is a diverse array of opportunities, cultures, thoughts, and experiences that are all at your fingertips.” —a Maine college student

College Intentions and Enrollment

DespitegrowingproportionsofMaine’shighschoolgraduatesreportingintentionstoenrollimmediatelyincollege,Mainehasnotseenincreasesincollegeenrollmentamongourrecenthighschoolgraduates.Thishascausedagrowinggapbetweencollegeintentionsandactualcollegeenrollmentoverthelastseveralyears.Therateofcollegeenrollmentwithinoneyearaftergraduatingfromhighschooldippedtoalowof57%in2006.ThecollegeenrollmentrateamongMaine’shighschoolgraduatesislowerthanboththeU.S.andNewEnglandaverages.

Whilethegapbetweencollegeintentionsandenrollmentisofconcern,theproportionofcollegestudentswhopersistandeventuallyearnadegreeisequallytroubling.Wefindthatwithinseveralyearsafterhighschoolgraduation,onlyabouttwo-thirdsasmanystudentsasinitiallyenrolledincollegeareeithercurrentlyenrolledorhavecompletedacollegedegree.

Key Changes Since 2001

Thenewroundofsurveysrevealedanumberofchangesfromfiveyearsago:

• Fewereducatorsreportthatstudentsintheirschoolsareplacedintoacademictracks(54%comparedwith71%in2001).Twoinfiveeducatorssaythatthetrackingorabilitygroupingpracticesintheirschoolhavechangedinthepastfiveyears.

• MoreParents(71%comparedwith55%)andYoungAdults(55%comparedwith44%)agreethattheircommunitystrivestoencourageyoungpeopletoconsiderattendingcollege.

• MoreStudentsagreethattheirparentsareactivelyplanning

waystofinancetheircollegeeducation,andthattheyhavehadseriousdiscussionswithparentsandguidancecounselorsaboutwhattheyplantodoafterhighschool.

• Studentsaremorelikelytoagreethat“HowwellIdoinhighschoolisveryimportanttomyfuture”and“Ioftenspendtimethinkingaboutandplanningmyfuture.”

• MoreStudentsreportthattheyaregettinghelpfromteach-erswithpost-highschoolplanning,andthattheirparentshavetakenthemtovisitacollegecampus.

• MoreStudentsreportthattheirschoolsnowofferactivitiessuchasexploringcareersaspartofclasstime,collegecampusvisitsarrangedbyschool,andpreparingforthePSATandSATduringschooltime.

• Parentsaremuchmorelikelytosaythatastudent’sparentsarethemostresponsibleforplanningwhatthestudentwilldoafterhighschool(45%comparedwith26%in2001),andarelesslikelytosaythestudentisthemostresponsible(50%comparedwith67%in2001).

Social/Cultural Issues

• StrongmajoritiesofParentsandHighSchoolEducatorsagreethattheircommunitystrivestoencourageyoungpeopletoconsiderattendingcollegeandthatacollegeeducationisveryvaluableintheircommunity.AgreementthatacollegeeducationisveryvaluableisstrongestintheSouthandweak-estinCoastalMaine.

EXECUTIVE SUMMARY

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• 85%ofhighschooljuniorsandseniorssurveyedexpecttogotoatwo-orfour-yearcollegerightafterhighschool.Justoverthree-quarters(77%)ofParentsexpecttheirchildtoat-tendatwo-yearorfour-yearcollegedirectlyafterhighschool.

• Morethantwo-thirds(68%)ofStudentsstronglyagreethatacollegeeducationisattainableforthem.StudentsinanHonors/APtrackinschoolagreethemoststrongly(78%),followedbyCollegePrep(65%)andthenGeneral/Vocational(46%)trackStudents.

• OnlyoneintenStudentsagreesthattheydon’tneedtogotocollegetogetagoodjob.StudentsinCentral/West-ernMainearethemostlikelytoagree,followedbythoseinCoastalandSouthern,thenNorthernMaine.

Academic Preparation

• Justoverone-half(56%)ofMaineHighSchoolEducatorssaythattheirschoolsplacestudentsintoacademictracksbasedonperceivedabilities,one-quarterdonottrackstu-dents,andaboutone-in-fivefallsomewhereinbetween.WefindthatthereareawidevarietyoftrackingsystemsinMaineschools,somemoreflexiblethanothers.Largerschoolsaremorelikelythansmallerschoolstotrackstudents.Thetopthreecriteriausedtoplacestudentsintotracksareteacherrecommendations,parents’preferences,andgradesinmathcourses.

• Threeinfiveeducators(59%)ratetheirschoolasatleastsomewhateffectiveatpreparingstudentsforsuccessincollegeandtheworkplace.EducatorsaretwiceaslikelytoratetheirschoolveryorsomewhateffectiveatpreparingHonors/APtrackstudentsasGeneral/Vocationaltrackstudents.

• Two-thirdsofStudentsreportthattheyhavetakenorwilltakeanadvancedmathcourse.Honors/APtrackStudentsaremorelikelythanCollegePrepStudentsandnearlythreetimesaslikelyasthoseinaGeneral/Vocationaltracktoreporttak-inganadvancedmathcourse.TakingayearofmathbeyondAlgebra2isstronglyassociatedwithsuccessincollege.

• Thereisgrowingevidencethatstudentsneedcomparablelevelsofreadingandmathskillsforsuccessincollegeandtheworkplace.Studentsappeartobetheleastawareofthis,fol-lowedbyParentsandYoungAdults,HighSchoolEducators,andCollegeAdministrators.

• HighSchoolEducatorsindicatethatschoolfactorssuchascurriculathatdonotengagestudentsandlackofinterac-tivelearningopportunitiesmaketheacademicprogramlesseffectiveformalethanforfemalestudentsinsomeschools.One-thirdofEducatorsreportthat“Socially,itisnot‘cool’tobestudious”formalestudents,whileone-quartersaythatthisistrueforbothfemaleandmalestudentsattheirschool.

Financial Issues

• AboutthreeintenParents(29%)saythatfinancesarelikelytobethedeterminingfactorinwhethertheirchildattendscollege,asdo30%ofStudents.Nearlytwo-thirds(64%)ofParentssaythatfinancesarelikelytobethedeterminingfac-torinwhichcollegetheirchildattends,comparedwithabouthalf(49%)ofStudents.

• StudentsaremoreconfidentthanParentsareabouthowwellparentsunderstandthefinancialaidapplicationprocessandthatparentsareactivelyplanningwaystopayforcollege.

• Students,YoungAdults,andParentsprovidelowerratingsofstudentpreparationformanagingpersonalfinancesandbudgetsthanforotherlifeskills,suggestingthatMainehighschoolgraduatesneedadditionaleducationandexposuretomanagingfinances.

• One-quarter(24%)ofHighSchoolEducatorsratetheirschool’sprogrammingregardingcollegefinancingasveryadequate,significantlylowerthanthe38%thatratetheirschool’sprogrammingregardinghighereducationoptionsasveryadequate.

• Atcommunitycolleges,60%ofAdministratorssaythatnegotiatingthefinancialaidprocessisasomewhatsignificantbarriertostudentsenrolling,andanother20%saythatitisaverysignificantbarrier.Amongfour-yearCollegeAdminis-trators,53%saythatnegotiatingthefinancialaidprocessisasomewhatsignificantbarrier,and4%sayitisaverysignifi-cantbarriertoenrolling.

College Planning

• Studentssaythatthetopthreeschoolactivitiesthathavebeenmosthelpfultotheminplanningforthefutureare:preparingforthePSATorSATduringtheschoolday,collegefairs,andregularguidancecounselormeetings.

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• One-halfofStudentssaytheirparentshavehadameet-ingwithguidanceaboutpost-highschoolplanning,andjustoverhalfofParentswithachildin11thor12thgradesaythattheyhavehadsuchameetingwiththeirchild’sguidancecounselor.ParentsinCentral/WesternMaineandParentsofGeneral/Vocationaltrackstudentsarelesslikelythantheirdemographiccohortstosaythattheyhavehadapost-highschoolplanningmeetingwiththeguidancecounselor.

• 45%ofStudentschooseparentsasthemosthelpfulresourceinpost-highschoolplanning,followedbyteachers(21%),andguidancecounselors(12%).MostParentsandStudentsagreethatparentsareveryinvolvedinhelpingplanforthefuture.Therearestrongcorrelationswithacademictrackandparents’education;ParentsofstudentsinHonors/APandCollegePreptracksandmore-educatedParentsaremorelikelytobeveryinvolvedintheirchildren’sfutureplanning.

• AmongYoungAdults,currentcollegestudentsaremorethantwiceaslikely(64%)tosaythattheybeganplanningforthefutureearlyenoughasarethosewhodidnotgotocollege(28%).Nearlyone-half(46%)oftheCollegeAdministratorssurveyedsaystudentsshouldbeginplanningforcollegepriorto9thgrade.Incontrast,onlyone-quarterofStudentssaythattheybeganhavingseriousdiscussionswithparentsaboutfutureplansbeforetheyenteredhighschool.

Promising Practices

AnumberofpracticesthatpromisetohelpmorestudentsmakesuccessfultransitionsfromhighschooltocollegeareinplaceinMaineschoolsandcommunities.Manyoftheschoolsweprofilehaveacombinationofpracticesinplacetoaddresspreparationofallstudentsforcollegeandcareers.Manyofthepracticesinvolvepartnershipsbetweenhighschoolsandcolleges.

Practices that address multiple barriers to college include:

• Dualenrollmentearlycollegeprogramsinwhichstudentstakecollegecoursesfordualhighschoolandcollegecredit.Theseprogramsgivehighschoolstudentsatasteofcollege-levelwork,exposuretoacollegecampus,andachancetoearncredittowardacollegedegree.

• Collegeandcareercentersatschoolthatprovidestudentswithresourcesandone-on-onehelpwithcareerexploration,collegeselection,andfinancialaidapplications.

Practices that address academic barriers to college include:

• Advisoryprogramsandstudent/facultyteamsthatfostersustainedconnectionsbetweenstudentsandfacultyandallowforconnectionsandcoordinationacrossthecurriculum.

• Seniorseminarsthatfocusonpreparationforlifeafterhighschool,includingthingslikecareerresearch,mentoring,andcollegeessaywriting.

Practices that address social and cultural barriers to college include:

• Collegecampusvisitsorganizedbyschoolsforallstudents.

• Collegeintroductionprogramsforhighschoolstudentsorganizedandsponsoredbyacollegecampus.

Practices that address financial barriers to college include:

• TheFinanceAuthorityofMaine’sCollegeGoalSunday,wherefamiliesgethelpcompletingfinancialaidforms.

• Acommunity-widecommitteeinvolvinglocalbusinessesthathasdesignedprogramstoraiseparents’awarenessaboutfinancialpreparationforcollegeearly.

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College Intentions and Actual Enrollment

DespitegrowingproportionsofMaine’shighschoolgraduatesreportingintentionstoenrollimmediatelyincollege,Mainehasnotseenincreasesincollegeenrollmentamongourrecenthighschoolgraduates.ComparingthenumberofMainehighschoolgraduateseachyear(roughly14,000)tothenumberofstudentswhoenteredninthgradefiveyearsearlier,wefindthatMaine’shighschoolgraduationratewas74%in2001andhadrisento78%by2005.Thiscomparesfavorablytothenationalaverage,whichrosefrom67%to70%overthesametimeperiod(NationalCenterforHigherEducationManage-mentSystemsatwww.higheredinfo.org).

Eachyear,Maine’shighschoolsreportthepostsecondaryeducationplansoftheirgraduatingclassestotheMaineDepartmentofEducation(thesourceofthe“intent”lineinFigure1.1).Dataoncollegeenrollmentwithinthenextyear,showninthe“actual”line,comefromournewdatasetoncollegeenrollmentamonggraduatesfrom81Mainehighschools.Theparticipatingschoolsmakeup62%ofallMainepublichighschools.TheyareevenlydistributedthroughoutthefourregionsofMaine,andcloselymatchthestateintermsoftheproportionsofsmall,medium,andlargeschools.OurcollegeenrollmentestimatesareaggregatesofschoolreportsfromtheNationalStudentClearinghouse(NSC),anonprofitcollegeenrollmentanddegreeverificationservicethathousesenrollmentrecordsfrom92%ofU.S.collegesanduniversities.

Figure 1.1: College-Going among Maine High School Graduates

Source for intent data: Maine Department of Education atwww.state.me.us/education/enroll/grads/gradspost.htm

Because the proportion of graduates reporting intentions to enroll in college has grown while actual college enroll-ment has not, there has been a growing gap over the last several years between college intent and enrollment.Thegapbetweenintentionsandenrollmentgrewfromtwoper-centagepointsin2001totenpercentagepointsin2005(seeFigure1.1).In2006,collegeenrollmentdippedtoalowof57%ofthegraduatingclass.

Directlycomparablenationaldataoncollegeintentionsamonghighschoolgraduatesarenotavailable.Similarly,statewideestimatesbasedonNationalStudentClearing-housecollegeenrollmentrecordsarenotcurrentlyavailable.50-statedataonimmediatecollegeenrollmentamonghighschoolgraduates,however,suggestthatMaine’scollege-goingrateislowerthanboththeNewEnglandandnationalaver-ages(www.higheredinfo.org).

Initial College Enrollment

Ourcollegeenrollmentdataincludeinformationonthetypeofinstitutionstudentsenrollin,location,andenrollmentstatus.In 2006, of those who enrolled in college, more than two in five (44%) entered a four-year public institution, one-third (33%) enrolled in a four-year private college, and just over one in five (22%) enrolled in a two-year public college.Fully93%ofthesecollegestudentswereenrolledfull-time,with5%enrolledhalf-time,and2%enrolledlessthanhalf-time.Nearly two-thirds (65%) of 2006 graduates who went to college enrolled in Maine colleges, and 35% enrolled in colleges outside Maine.

Trendsininitialcollegeenrollmentshowsomeregionaldif-ferences,asshowninFigure1.2.

Figure 1.2: Initial College Enrollment by Region

50%

60%

70%

2002 2003 2004 2005 2006

Year of Graduation

Central/WestCoastal/Downeast

North

South

Intent

Actual

IntentActual

64% 70%69%68%67%62% 62%62% 61%

57%60%

0%

20%

40%

60%

80%

100%

2001 2002 2003 2004 2005 2006

40%

60%

80%

100%

2001 2002 2003 2004 2005 2006

64%70%69%68%67%

62% 62%62% 61%57%

60%

1Notallschoolsprovidedgraduatedataforeveryyear.Thenumbersofhighschoolsincludedinourestimatesbyyearare:50in2001,63in2002,70in2003,78in2004,77in2005,and78in2006.Thenumbersofgraduatesattheseschoolsare5053in2001,7195in2002,8258in2003,9285in2004,8819in2005,and9136in2006.2Thedataonintenttoenrollincollegearenotyetavailableforthe2006graduatingclass.

PART I. COLLEGE ENROLLMENT TRENDS

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MAINE REGION DEFINITIONSCentral/Western Maine: Androscoggin, Franklin, Kennebec, and Oxford CountiesCoastal/Downeast Maine: Hancock, Knox, Lincoln, Sagadahoc, Waldo, and Washington CountiesNorthern Maine: Aroostook, Penobscot, Piscataquis, and Somerset CountiesSouthern Maine: Cumberland and York Counties

College Persistence and Graduation

Whilethegapbetweencollegeintentionsandactualenroll-mentisofconcern,theproportionofcollegestudentswhopersistandeventuallyearnadegreeisequallytroubling.Figure1.3showstherecenttrendsininitialcollegeenroll-ment(definedasenrollingwithinoneyearafterhighschoolgraduation)andcurrentenrollmentpluscollegegraduationasofMay2007.Thecurrentenrollmentfiguresincludestudentswhodidnotenrollwithinthefirstyearofgraduation,butenteredcollegelater.Workingbackfrom2006to2001,thechartshowsthatwithinseveralyearsafterhighschoolgradu-ation,onlyabouttwo-thirdsasmanystudentsasinitiallyenrolledincollegeareeithercurrentlyenrolledorhavecom-pletedacollegedegree.Forexample,61%oftheclassof2004enrolledincollegewithinoneyear.InMay2007,41%oftheclasswascurrentlyenrolledincollegeand2%hadcompletedacollegedegree,foratotalof43%.Evenwithinthegraduat-ingclassof2006,ofwhich57%enrolledincollegewithinoneyear,theproportionstillenrolledincollegehaddroppedto51%byMay2007.

Figure 1.3: Initial College Enrollment compared with Current Enrollment plus Graduation

Note: Initial Enrollment is within one year of graduation.Current Enrollment + Graduation is as of May 2007.

Again,otherstatesdonothavestrictlycomparabledatasets.Nationaldataoncollegeretentionandcompletion,however,showthatMaine’slossofcollegestudentsbeforegraduationisnotunique(seeFigure1.4).MainefaresslightlybetterthantheUnitedStatesandNewEnglandintermsofcommunitycollegeretentionanddegreecompletion,justbelowaverageforfour-yearcollegeretention,andbetweenthenationalandNewEnglandaveragesforbachelor’sdegreecompletion.

Figure 1.4: College Retention and Completion

Maine NewEngland U.S.

Retention of community college students to the second year ��.�% �8.�% ��.�%

Retention of bachelor’s degree students to the second year ��.�% 80.�% ��.8%

Three-year associate degree completion rate ��.�% ��.�% �9.�%

Six-year bachelor’s degree completion rate ��.�% ��.�% ��.8%

Source: www.higheredinfo.org/dbrowser/index.php?measure=19

Conclusions

• IntentionstoenrollincollegeamongMaine’shighschoolgraduateshavebeengrowingduringthisdecade,butactualcollegeenrollmentrateshavedeclinedslightly,resultinginagrowinggapbetweencollegeintentionsandenrollment.In2005,70%ofthegraduatingclassindicatedintenttoenrollincollege,and60%actuallyenrolledinatwo-orfour-yeardegreeprogramwithinoneyear.• Theproportionofenteringcollegestudentsthatdoesnotpersistandearnadegree,roughlyoneinthree,isanequallyimportantproblem,bothinMaineandaroundtheUnitedStates.

62%60% 61% 62% 62%57%

42% 41%42%46% 43%

51%

0%

20%

40%

60%

80%

2006 2005 2004 2003 2002 2001Year of Graduation

Initial College EnrollmentCurrent Enrollment + Graduation

Pro

port

ion

of G

radu

atin

g C

lass

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Methodology

TheMitchellInstitutecommissionedaresearchfirm,PanAtlanticSMSGroup,toconductaseriesoffivesurveysaspartofthisstudy.ThesurveyswereconductedbetweenNovember2006andFebruary2007.PanAtlanticSMSGroupdevelopedcrosstabulations,analyzeddescriptivestatistics,andprovidedadditionalanalysisforthisproject.• TelephonesurveyswereconductedwithStudents(Mainehighschooljuniorsandseniors)andParentsofMainestudentsingrades7-12,selectedusingstratifiedstatewidesamplingplans.• YoungAdultsages18-25weresurveyed,firstbytelephone,then,afterdifficultyobtainingYoungAdultstointerview,asamailsurveystratifiedbycounty.Theresponserateforthemailportionofthissurveywas11.8%(356of3,017completed).• HighSchoolEducatorsweresurveyedonlineusingalistofallsecondaryschoolteachersandguidancecounselorsacquiredfromtheMaineDepartmentofEducation.Theresponserateforthissurveywas19.1%(1,145of5,990com-pleted).• CollegeAdministratorsweresurveyedonline.TheMitchellInstituteidentifiedAdministratorswhoworkinFinancialAid,Admissions,andotherofficesthatmanageprospectiveandfirstyearstudentsateachofMaine’stwo-andfour-yearcollegesanduniversities.Theresponserateforthissurveywas53.6%(67of125completed).

Margin of Error Calculations

Students(��th-��th

grade)

Parents (�th-��th

grade)

Young Adults (�8-�� years)

High School Educa-

tors

College Adminis-trators

Sample 800 900 �90 �,��� ��

Population ��,��� ���,09� ���,��� �,990 ���

Margin of Error (+/-) �.��% �.��% �.9�% �.�0% 8.�9%

Source for parent & student population estimate: Maine DOE, 2006Source for high school educator population estimate: Maine DOE database of secondary teachers & guidance counselorsYoung adult population estimate derived from 2000 U.S. Census Data

TheMitchellInstitutealsoworkedwithfacultyandstaffatBatesCollege,BowdoinCollege,andtheUniversityofMainetoidentifystudentresearcherstoconductqualitativeresearchfortheBarriers2study.Atotalofthirteenundergradu-atestudentresearchersfromBatesandBowdoinconductedgroupinterviewswithhighschooljuniorsandseniors.AUniversityofMainegraduatestudentalsoconductedgroupinterviews.BetweenNovember2006andFebruary2007,groupinterviewswereheldat19Mainehighschools:Bruns-wick,Deering,GeorgeStevens,Hodgdon,Lawrence,Leavitt,Lewiston,Lubec,Machias,Marshwood,Messalonskee,MountArarat,Portland,Skowhegan,SouthPortland,SouthernAroostook,Traip,Waterville,andWinslow.Wealsointer-viewedagroupofcollegestudentsattheUniversityofMaineatMachias.SeveralyoungadultswhograduatedfromMainehighschoolsinCumberland,Sagadahoc,Washington,andYorkCountiesparticipatedinindividualinterviews.

PART II. SURVEY AND INTERVIEW FINDINGS

SURVEY SAMPLE PROFILES

Region

Central/WestAndroscoggin

Franklin, KennebecOxford

CoastalHancock, Knox,

Lincoln, SagadahocWaldo, Washington

NorthernAroostook, Penobscot

PiscataquisSomerset

SouthernCumberland

York

Students (N=800) ��.�% ��.�% ��.�% ��.�%

Young Adults (N=�90) ��.�% ��.9% ��.0% ��.9%

Parents (N=900) ��.0% �8.�% ��.�% ��.�%

High School Educators (N=�,���) ��.�% ��.�% ��.�% ��.�%

Maine population (�,���,���) ��.9% �8.�% ��.9% ��.�%

9

Key Findings

Mainestudentsfacedifferentcombinationsofbothbarrierstocollegeandassetsthathelpthemmakesuccessfultransi-tionstocollege.Wedividetheseintothreebroadcategories:social/culturalissues,academicpreparation,andfinancialissues.Ouranalysisexploredwhetherandhowthesefactorsdifferdependingontheregionstudentslivein,theleveloftheirparents’education,gender,familyincome,andacademictrackinschool.

SOCIAL/CULTURAL ISSUES

“If the student doesn’t feel supported to do this, it’s kind of a large burden to have on just one set of shoulders. It’s kind of nice when that weight’s distributed and they have that family support or that teacher support right behind them.” —a Maine high school student

Education and the Community

WeaskedYoungAdults,Parents,andHighSchoolEducatorswhethertheircommunitystrivestoencourageyoungpeople

SURVEY SAMPLE PROFILES

Academic Track Honors/AdvancedPlacement (AP) College Prep Vocational/General Not Tracked/ Don’t

Know

Students (N=800) ��.�% ��.�% ��.�% ��.�%

Young Adults (N=�90) ��.�% ��.9% ��.0% ��.9%

Parents (N=900) ��.0% �8.�% ��.�% ��.�%

Parents’ Education High school diploma or less

Some college, no degree

2- or 4-year college degree

Graduate work or degree

Don’t know/ Refused

Students (N=800) ��.�% ��.�% ��.8% ��.�% �.�%

Young Adults (N=�90) ��.�% �8.�% ��.9% ��.�% 0.�%

Parents (N=900)* ��.�% �9.�% ��.0% ��.�% �.�%

* Parents provided their own highest level of education and that of their spouse (if married). These data were recalculated into a new variable that represents the highest education of either parent in the household.

Gender Female Male

Students (N=800) ��% ��%

Young Adults (N=�90) �9% ��%

Parents (N=900) �0% �0%

Income Under $35,000 $35,000 - $49,999 $50,000-$74,999 $75,000-$99,999 $100,000 or more Refused

Parents (N=900) ��.�% �9.�% ��.�% ��.0% ��.�% �0.�%

High School Educators: Subject Area Science English Math

Social Studies/ History

Special Education Guidance Foreign

Language Art/ Music Technol-ogy

Physical Educa-

tion

P ��.�% ��.�% ��.8% ��.�% 8.9% �.�% �.�% �.�% �.�% �.8%

�0

toconsiderattendingcollege.HighSchoolEducatorsarethemostlikelytoagreethatthecommunityinwhichtheyteach/workstrivestoencourageyoungpeopletoconsiderattendingcollege.

Figure 2.1: “My community strives to encourage young people to consider attending college”

ThepercentageofYoungAdultswhoagreethattheircommu-nitystrivestoencourageyoungpeopletoconsiderattendingcollegeimprovedsubstantiallyoverthepastfiveyears(44%in2001to55%in2006).TheproportionofParentsagreeingthattheircommunitystrivestoencourageyoungpeopletoconsiderattendingcollegealsoincreased,from55%in2001to71%in2006.

WhilemajoritiesofEducators,Parents,andYoungAdultsagreethatacollegeeducationisveryvaluableintheircom-munity,ParentsaremorelikelythanEducatorsorYoungAdultstoagreewiththis(seeFigure2.2).Thereisregionalvariation;thoseinSouthernMainearemorelikelytostronglyagreethatacollegeeducationisveryvaluableintheircom-munitythanaretheirdemographiccohorts.WhilemostParentsagreethatacollegeeducationisveryvaluableintheircommunity,theproportiondisagreeingincreasedfrom8%in2001to15%in2006.

Figure 2.2: “A college education is very valuable in mycommunity”

All Students College-Ready

OneinfiveCollegeAdministrators(21%)agreethatallstudentsarecapableofgraduatingfromhighschoolreadyforcollege;Administratorsattwo-yearandfour-yearcollegesareequallylikelytoagree.MorethantwiceasmanyHighSchoolEducators,44%,agreethatallstudentsarecapableofgraduat-ingreadyforcollege.

Figure 2.3: “All students are capable of graduating from high school ready to go to a two- or four-year college”

TheprimaryreasonscitedbyCollegeAdministratorswhodisagreethatallstudentsarecapableofgraduatingfromhighschoolreadyforcollegeareinadequateacademicprepara-tionforcollegeandsomestudents’lackofmaturity.AmongHighSchoolEducatorswhodisagree,themainreasonsarestudents’lackofmotivationforacademicworkinhighschoolandlackofinterestinattendingcollege.

College Aspirations

More than four in five Students surveyed (85%) expect to go to a two- or four-year college right after high school (78% expect to go to four-year college and 7% expect to go to two-year college).88%ofStudentsagreethattheirparents

19%21%

56%

14%15%

70%

19%19%

61%

Young Adults

Parents

HS Educators

0%

20%

40%

60%

80%

100%

Strongly agree/ Agree Neither Disagree/ Strongly disagree

21%

44%

56%

70%

Somewhat or Strongly agree

Somewhat or Strongly disagree

0% 10%

20% 30%

40% 50%

60% 70%

80% 90%

100%

College Administrators High School Educators

Young Adults

Parents

HS Educators

Year of Graduation

0%

20%

40%

60%

80%

100%

Strongly agree/ Agree Neither Disagree/ Strongly disagree

17%26%

55%

15%12%

71%

12%10%

78%

��

stronglyexpectthemtoattendatwo-orfour-yearcollege.Students’collegeexpectationsareslightlyhigherthanPar-ents’;three-quarters(77%)ofParentssurveyedexpecttheirchildtoattendatwo-yearorfour-yearcollegedirectlyafterhighschool.

Students’collegeexpectationsvarydependingontheiracademictrackatschool.More than nine in ten Students (93%) in an Honors/AP track report that they plan to at-tend a four-year college, compared with 77% of College Prep track Students and 37% of General/Vocational track Students.StudentsintheGeneral/Vocationaltrackarethemostlikelytoreportplanningtoattendatwo-yearcollege(21%)oratechnical/tradeschool(13%).WeobservedsimilaracademictrackdifferencesintheexpectationsParentshavefortheirchildrenandthatYoungAdultshadwhentheywereinhighschool.StudentsandYoungAdultswhoseparentsdonothaveeducationbeyondhighschool(75%and62%,respectively)arelesslikelythanStudentsandYoungAdultswhoseparentshaveattendedcollege(87%and82%)toreportthattheyexpectorexpectedtogototwo-orfour-yearcollegedirectlyafterhighschool.

Student and Parent Attitudes toward College

Thesurveysaskedrespondentshowstronglytheyagreewithavarietyofstatementsaboutcollegeandtheirfutureplans(seeFigure2.4).Figure 2.4: Beliefs about College

ParentsaremorelikelythanStudentstostronglyagreethat:• “Howwellmychilddoesinhighschoolisveryimportant

tohisorherfuture”• “Icarealotaboutmychildgoingtocollege”and• “Ifeelthatacollegeeducationisattainableformychild.”

ParentsarelesslikelythanStudentstostronglyagreethat:• “Manyadultsinmychild’slifehaveadvisedhimorherto

attendcollege”and• “Iamapprehensiveaboutmychildgoingtocollege.”

ThestrengthofStudents’convictionsaboutmanyofthestate-mentsvarybyacademictrack,parents’education,region,andgender.StudentsinanHonors/APtrackaremorelikelythanCollegePrepandGeneral/VocationalStudentstoagreethat:• “Growingup,IalwaysassumedIwouldsomeday

attendcollege.”• “Ifeelthatacollegeeducationisattainableforme.”• “Manyadultsinmylifehaveadvisedmetoattendcollege.”• “HowwellIdoinhighschoolisveryimportantto

myfuture.”

General/VocationaltrackStudentsaretwiceaslikelyasCol-legePrepandHonors/APtrackStudentstostronglyagreethat“Idon’tneedtoneedtogotocollegetogetagoodjob.”General/VocationalandCollegePreptrackStudentsaretwiceaslikelytostronglyagreeasareHonors/APtrackStudentsthat“Ireallydon’tknowwhatIwanttodoafterhighschool.”

Studentswhoseparentshaveattendedcollegearemorelikelythanthosewhoseparentshavenoeducationbeyondhighschooltostronglyagreethat,“Growingup,IalwaysassumedIwouldsomedayattendcollege,”andarelessthanhalfaslikelytoagreethat,“Idon’tneedtoneedtogotocollegetogetagoodjob.”

StudentsinNorthernMainearemorelikelythanthoseintheotherregionstostronglyagreethat:• “Icarealotaboutgoingtocollege.”• “HowwellIdoinhighschoolisveryimportantto

myfuture.”• “Ioftenspendtimethinkingaboutandplanningfor

myfuture.”StudentsinCentral/WesternMainearetwiceaslikelyasthoseinNorthernMainetoagreethat“Idon’tneedtoneedtogotocollegetogetagoodjob,”withStudentsinCoastalandSouth-ernMainefallinginbetween.

FemaleStudentsaremorelikelythanmaleStudentstostronglyagreethat:• “Icarealotaboutgoingtocollege.”

Students

Parents8%

69%

44%

72%

82%

21%

58%

63%

68%

74%

0% 20% 40% 60% 80% 100%

I am apprehensive about (my child) going to college

How well (I do/my child does) in high school is very

important to (my/his or her) future

Many adults in (my/my child's) life have advised (me/him or

her) to attend college

I feel that a college education is attainable for (me/my child)

I care a lot about (my child) going to college

Proportion Reporting Strong Agreement

I care a lot about (my child) going to college

I feel that a college education isattainable for (me/my child)

Many adults in (my/my child’s) life have advised (me/him or her) to attend college

How well (I do/my child does) in high school is very important to (my/his or her) future

I am apprehensive about (my child)going to college

��

• “Growingup,IalwaysassumedIwouldsomedayattendcollege.”

• “Ifeelthatacollegeeducationisattainableforme.”• “Manyadultsinmylifehaveadvisedmetoattendcollege.”• “HowwellIdoinhighschoolisveryimportantto

myfuture.”• “Ioftenspendtimethinkingaboutandplanningfor

myfuture.”• “Iamapprehensiveabouttheprospectofgoingtocollege.”

ACADEMIC PREPARATION

“I’ve heard from a lot of friends and my sister is also in college, it’s just like another whole step up from high school…I’m just worried that I won’t be prepared enough.” —a Maine high school student

Anumberofrecentnationalstudiesfindthatmanyhighschoolgraduatesarenotacademicallypreparedforcollege,andseveralgroupsrecommendimprovingthealignmentofhighschoolgraduationrequirementswithcollegeen-trancecriteriaandexpectations.OursurveysandinterviewsexploredtheperceptionsofMaineStudents,Educators,andParentsaboutacademicpreparationforcollege.

Academic Tracking

The High School Educator survey asked, “Are students in your school placed into academic clusters or ‘tracks’ based upon abilities?” The majority of Educators (56%) indicate that students are tracked, down from 71% in 2001. Two in five respondents (40%) say that the tracking or abil-ity grouping practices in their school have changed in the past five years. One-quarter(25%)ofEducatorsreportthatallclassesintheirschoolareheterogeneouslygroupedwithmixedabilitylevels,indicatingthatthereisnoacademictracking.Attheschoolsoftheother19%ofrespondents,practicesmayfallsomewhereinbetween.

Educators’responsesregardingtrackingaresomewhatdifficulttointerpret.Inmanycases,Educatorsfromthesameschoolsgivedifferentanswersastowhethertheirschoolhastracksorhasabilitygroups.Thismaybeduetodifferingdefinitionsofthose

termsandtovaluejudgmentsabouttracking.Also,thereisstatewideinitiativetoexpandAdvancedPlacement(AP)courseofferingsandtobroadenaccesstothesecourses,whichmayleadmoreStudentstocharacterizetheiracademictrackasHonors/APandsomeEducatorstosaythattheirschoolshavechangedtrackingpractices.DespitemixedresponsesfromEducators,respondentstotheothersurveysdonotseemtohavedifficultycharacterizingtheirortheirchild’sacademictrack.Thesurveyscollapsedthetracksintothreecategories:Honors/AP,CollegePrep,andGeneral/Vo-cational.Sinceschooltrackingsystemsvarywidely,however,HonorsandAPmaybeseparatetracksinsomeschools,theremaybemorethanoneCollegePreptrack,andGeneralmaybeaseparatetrackfromVocational.

Themainfactorassociatedwithtrackingisthesizeoftheschool.Theaverage2004enrollmentintrackedschoolswas716students,comparedwithanaverageenrollmentof356studentsinschoolsthatdonottrack.TrackingisleastprevalentinCoastal/DowneastMainehighschools(40%),whichtendtobesmall,followedbyNorthern(47%),Central/Western(59%),andSouthernMaine(84%),wheremosthighschoolsarelarge.

Thesurveyaskedtwoquestionstogaugetheflexibilityoftrackingsystems(seeFigure2.5).Itappearstobethenormforstudentstotakealltheircoursesinthesameacademictrack;fourinfiverespondents(80%)reportthatthisisatleastsomewhatcommon.Aboutthreeinfiverespondents(59%),however,reportthatitisatleastsomewhatcommonforstu-dentstochangeacademictracksduringhighschool.

Figure 2.5: Flexibility of Academic Tracking Systems

13%

38%

42%

5%2%

32%

43%

16%7%

2%

Very inadequate

Somewhat inadequate

Neither

Somewhat adequate

Very adequate

Don't know

Very commonSomewhat common

Not very commonNot at all common

Don't know

Students take all their classesin the same academic track

Students change academictracks during high school

��

Educatorswereaskedwhatbasesareusedtoplacestudentsinacademictracks.Itappearsthatparents’preferencesarenearlyasinfluentialintrackingplacementsasareteacherrec-ommendations,andthatgradesandstudents’goalsarealsoimportantfactorsinplacingstudentsintoacademictracks.Themostcommonbasesforacademictrackplacementsare:

•Teacherrecommendation(84%)•Parents’preferences(77%)•Gradesinmathcourses(73%)•GradesinEnglishcourses(68%)•Middleschoolteacherplacements(59%)•Students’career/collegegoals(51%)•Standardizedtestscores(35%)•Englishproficiency(30%)

AmongParentswithachildinhighschool,thereisahighdegreeofcorrelationbetweentheparents’educationlevelandtheirchild’sacademictrack(seeFigure2.6).

Figure 2.6: Academic Track of Child, by Highest Level of Parents’ Education

AnumberofEducatorsindicatedthatoursurveydidnotallowforaccuraterepresentationoftheirschool’strackingsystem.Theserespondents’descriptionsofthewaytheyplacestudentsintocoursesinclude:• “ThenotionofanHonorstrackoraGeneraltrackistheproblem.TherearestudentswhoareinHonors/APscienceandstandardhistory…TherearestudentswhochoosetheAPGovernmentcoursebecauseofenthusiasticinterestandalsotakeremedialmath…MostteachersIknowwouldagreethatrigidtrackingisbadANDthatappropriateplacementinap-propriatelychallenginggroupsisforthebest.”• “Weofferlevelsofclassesbutoperateonasystemwecall‘challengebychoice.’Thismeansstudents,notteachersorguidancecounselors,choosethedifficultyleveloftheclasses

they’lltake,andallclassesaredesignedtopushstudentstoadvancebeyondwhateverskillorinterestleveltheyhavecur-rentlyattained.”

SomeEducatorsexpressedopinionsabouttrackinginresponsetoquestionsaskingaboutthemosthelpfulandleasthelpfultacticsattheirschoolintermsofpreparingstudentsforcareersandcollege.22respondentssaythatacademictrackingistheleasthelpfultacticintheirschool.27respondentsnamedheterogeneousclassesorde-trackingastheleasthelpfultacticattheirschool,forexample:“Heterogeneousgroupinghasfosteredproblems—studentsgiveupbecausetheyarenotchal-lengedenoughorbecausetheyfeelinadequate.”

High School Effectiveness

WeaskedEducatorstoratetheirschool’seffectivenessatpreparingstudentsforsuccessincollegeandtheworkplace(seeFigure2.7).Nearly three times as many Educators rate their schools very effective at preparing Honors/AP students (58%) as rate them very effective for College Prep students (20%), and even fewer (8%) rate their schools very effective at preparing General/Vocational track students for success in college and the workplace.

Figure 2.7: “How effective is your school at preparing students for success in college and the workplace?”

Careerpreparationshortcomings,includinganinadequatefocusonVocationalstudents,areamongthetopanswersEducatorsprovideregardingtheleasthelpfultacticemployedattheirschoolforpreparingstudentsforcareersandcollege.

25%

43%

25%

40%45%

37%

24%

11%

33%

6% 6%5%

0%

20%

40%

60%

High School Diploma Some college/Associate degree

Four-year collegedegree +

Honors/APCollege Prep

General/ VocationalNot tracked/Don't know

37%

61%

40% 47%

58%20%

8% 12%

0%

20%

40%

60%

80%

100%

Honors/AP College Prep General/Vocational

All Students(not tracked)

Very effective

Somewhateffective

Pro

port

ion

of E

duca

tors

��

Courses Taken StudentsYoung Adults

Lab Chemistry, Physics, or Biology 9�% 9�%

Algebra � 9�% 8�%

Two or more years of a foreign language 8�% �9%

Trigonometry, Precalculus, or Calculus ��% ��%

Advanced Placement (AP) course ��% ��%

Early college course ��% �9%

High School Curricula

Studentswereaskedwhethertheyhavetakenorplantotakealistofcoursesassociatedwithcollegeentrance,andYoungAdultswereaskedwhethertheytookthesecourseswhilestillinhighschool(seeFigure2.10).

Figure 2.10: High School Courses Taken (or planning to take before

graduation)

Honors/AP track Students (87%) are much more likely than College Prep Students (58%) and nearly three times as likely as those in a General/Vocational track (30%) to report taking Trigonometry, Precalculus, or Calculus. Taking a year of math beyond Algebra 2 is strongly associated with success in college.StudentsfromSouthernMainearemorelikelythanthosefromotherregionstoreporttakingadvancedmathandforeignlanguagecourses.StudentsfromNorthernMainewerethemostlikelytoreportthattheywilltakeanearlycol-legecourse(39%,comparedwith31%onaverage).ForbothStudentsandYoungAdults,thosewhoseparentshaveat-tendedcollegeweremorelikelythanthosewithahighschooldegreeorlesstoreporttakinganadvancedmathcourse,anAdvancedPlacementcourse,andtwoormoreyearsofaforeignlanguage.

School Factors Male Students Female Students Both Neither

Teachers/staff treat students differently 8% �% �8% ��%

Curriculum not engaging students ��% �% �8% ��%

Lack of interactive learning opportunities ��% �% ��% ��%

Type & amount of homework �0% 0% ��% ��%

Teachers/staff hold students to different standards �% �% �0% ��%

Curriculum & grading system don’t play to student strengths 8% �% ��% ��%

Not enough teachers & administrators as role models �% �% 8% 8�%

Figure 2.8: School Factors that Make the Academic Program Less Effective (ProportionofEducators)

Community and Student Factors Male Students Female Students Both Neither

Socially it is not “cool” to be studious ��% �% ��% ��%

Developmental differences ��% �% ��% �0%

These students do not appear as motivated to learn as other students ��% 0% ��% ��%

Learning styles not well-suited to school’s academic program ��% �% ��% ��%

Community does not encourage students to value education 8% �% ��% ��%

Figure 2.9: Community and Student Factors that Hinder Academic Achievement (ProportionofEducators)

ThesurveypresentedalistofschoolfactorsandaskedEduca-torstoindicatewhetheranyofthemmaketheacademicpro-gramlesseffectiveforfemalestudents,malestudents,orboth(seeFigure2.8).ThefactorsEducatorsmostcommonlychoseasmakingtheacademicprogramlesseffectiveforbothfemaleandmalestudentsare“Teachers/stafftreatstudentsdifferently”(28%)and“Teachers/staffholdstudentstodiffer-entstandards”(20%).Formalestudents,teacherweremost

likelytoindicatethat“Curriculumnotengagingstudents”(16%)and“Lackofinteractivelearningopportunities”(12%)maketheacademicprogramlesseffective.

Thesurveyalsopresentedalistofstudentandcommunityfactorsandaskededucatorswhetheranyofthemhindertheacademicachievementoffemalestudents,malestudents,orbothfemaleandmalestudentsattheirschool(seeFigure2.9).

��

ThesurveysaskedStudentsandYoungAdultstoratehowchallengingtheirhighschoolcoursesareorwere(seeFigure2.11).39%ofHonors/APtrackStudentssaytheircoursesareverychallenging,comparedwith18%ofCollegePreptrackStudents,and10%ofGeneral/VocationaltrackStudents.FemaleStudentsaremorelikely(31%)thanmaleStudents(22%)tosaytheircoursesareverychallenging.StudentsfromSouthernMaine(92%)aremorelikelythanthosefromCentral/Western(87%),Northern(87%),andCoastalMaine(85%)toreportthattheircoursesareveryorsomewhatchallenging.

Figure 2.11: How Challenging Are/Were Your High School Courses?

More than two-thirds (69%) of Parents agree that “My child’s teachers challenge my child and encourage more difficult courses”; of these, 31% strongly agree. Parents of Honors/AP students are twice as likely as General/Vocational track Parents to strongly agree that their child’s teachers challenge and encourage them to take more difficult courses (40% com-pared with 21%). Seven in ten High School Educators (70%) agree that their school offers a challenging curriculum that engages all students.

Exposure to College

“Earlycollege”opportunities,inwhichhighschoolstudentsearndualcollegeandhighschoolcreditforacollege-levelcoursetakenonline,onacollegecampus,orattheirhighschool,havegrownrapidlyinMaineoverthepastseveralyears.Someprogramsaredesignedtoservestudentswith

uncertaincollegeaspirationsorparticularbarrierstocollege.ThreeintenStudents(31%)saidthattheyhavetakenorplantotakeanearlycollegeclassbeforetheygraduatefromhighschool.Unlikeothercollege-preparatoryclassesthesurveyaskedabout,thereisnodifferenceinearlycollegecourse-takingbasedonacademictrackorparentaleducationlevel.

ThreeinfiveStudents(61%)reportthattheirschoolarrangescollegecampusvisits,comparedwith45%in2001.Inad-dition,moreStudentsin2006thanin2001(63%comparedwith55%)reportthattheirparentshavetakenthemtovisitacollegecampus.

Perceptions of Preparedness for College

Allthesurveysaskedhowpreparedstudentsareforcollegeandjobswhentheygraduatefromhighschool.• Aboutone-half(49%)ofStudentsbelievethattheyareveryprepared,while45%feelsomewhatpreparedforcollegecourseworkandjobsintermsofcriticalreading,analyticalwriting,andmathematicalreasoningskills.• About one in three Young Adults (35%) believe that they were very prepared, while 48% say they were somewhat prepared for college courses and jobs when they graduated from high school. 48% of Young Adults who were in an Honors/AP track say they were very prepared, compared with 35% of College Prep and 19% of General/Vocational track Young Adults.• 44%ofParentsfeelthattheirchildrenwillbeverypreparedforcollegecoursesandjobswhentheyfinishhighschool.Thereisadramaticdifferencedependingonthechild’saca-demictrack:65%ofParentswhosechildisinanHonors/APtrack,45%ofParentswhosechildisinaCollegePreptrack,and18%ofthosewhosechildisinaGeneral/Vocationaltrackfeelthattheirchildwillbeverypreparedforcollegecourse-workandjobs.

CollegeAdministrators’responsesindicatethatmanagingtime,managingfinances,andbalancingstudieswithworkareareasinwhichMainestudentstendtolackadequateprepara-tion.AbouttwoinfiveCollegeAdministrators(43%)indi-catethatMainestudentsareequallyacademicallypreparedforcollegecomparedwithenteringstudentsfromoutsideMaine.Aboutone-quarter(24%)saythatMainestudentsarelesspreparedacademicallyforcollegethanarestudentsfrom

1%10%

62%

27%

2%

23%

64%

10%

0%

20%

40%

60%

80%

100%

Verychallenging

Somewhatchallenging

A littlechallenging

Not at allchallenging

Students

Young Adults

Community and Student Factors Male Students Female Students Both Neither

Socially it is not “cool” to be studious ��% �% ��% ��%

Developmental differences ��% �% ��% �0%

These students do not appear as motivated to learn as other students ��% 0% ��% ��%

Learning styles not well-suited to school’s academic program ��% �% ��% ��%

Community does not encourage students to value education 8% �% ��% ��%

“Students need to learn how to study, and they need more math to help them succeed. They need to take math each year.” —a college administrator

��

Figure 2.14: Students’ Level of Experience with Responsibilities

Responsibility/Experience % with significant experience Key Differences

Arranging your own schedule to balance school, studying, work, etc.

��%

��% Honors/AP, �8% College Prep, ��% Gen/Voc�0% Coast, ��% South, ��% North, ��% Central �9% seniors, ��% juniors�8% girls, ��% boys

Being away from home overnight for a school trip, sports camp, or other similar program

��%��% Honors/AP, ��% College Prep, ��% Gen/Voc�9% parents with HS, �9% parents with some college+��% Coast, ��% South, ��% North, ��% South

Managing money in a bank account �9%��% Honors/AP and College Prep, ��% Gen/Voc ��% seniors, ��% juniors�8% Coastal, �0% South, ��% North, ��% Central

Completing application forms for employment or education programs

��%��% Coast, �8% South, ��% North, ��% Central ��% seniors, �8% juniors

otherstates,and5%saythatMainestudentstendtobemorepreparedthanout-of-statersforcollege.

YoungAdults,perhapswiththebenefitofhindsight,tendtoratetheirpreparednessforaspectsoflifeaftercollegeslightlylowerthandoStudents(seeFigure2.12).BothStudentsandYoungAdultswhoseparentshavenoeducationbeyondhighschooltendtogivelowerratingstotheirpreparednessthandothosewhoseparentsattendedcollege.AmongStudents,malestudentsaremuchlesslikelythanfemalestudents(54%comparedwith69%)toratethemselvesverypreparedtomanagetheirownschedule.

Figure 2.12: Respondents who Feel/Felt Very Prepared for Adult Responsibilities

Experience with Responsibilities

StudentsaremorelikelytoreportthattheyhavesignificantexperiencemanagingseveraltypesofresponsibilitiesthanParentsof11thand12thgradersaretoreportthattheirchildhassignificantexperiencewiththeseresponsibilities(seeFigure2.13).

Figure 2.13: Proportion Reporting Significant Experience with Responsibilities

Figure2.14summarizeskeydifferencesinStudents’ratingsoftheirlevelofexperiencewithresponsibilities.Overall,academictrackisthemostsignificantfactorinexplainingdif-ferences,followedbyparentaleducation.

Knowledge of College-Level Academic Expectations

One-half(49%)ofCollegeAdministratorsbelievethattheircollegeissomewhatsuccessfulatmakingacademicexpecta-tionscleartohighschooleducators,andanadditionalone-quarter(27%)believeitisverysuccessful.NearlyallHighSchoolEducatorsratetheirpersonalunderstandingofthelevelofacademicpreparationrequiredfortheirstudentstoattendcollegeaseitherexcellent(55%)orgood(41%).

Thereisgrowingevidencethatstudentsneedcomparablelevelsofreadingandmathskillsforsuccessincollegeandsuccessintheworkplace.Allfivesurveysaskedaquestiontogaugeawarenessofthisconvergence.Studentsappeartobetheleastawareofthis,followedbyParentsandYoungAdults,HighSchoolEducators,andCollegeAdministrators(see

Manage own schedule & meet responsibilities

Leave home & live away from family

Manage own finances & keep to a budget

Young Adults

Students37%

51%

62%

35%

37%

55%

0% 20% 40% 60% 80% 100%

M a n a g e o w n f in an c e s & k e e p t

b u d g e t

L e av e h o m e & liv e a w a y f r

fa m ily

M a n a g e o w n s c h e d u le & m e

r e s p o n s ib il it ie s

Arranging own schedule to balance school, studying, work, etc.

Being away from home overnight for a school trip, sports camp, etc.

Managing money in a bank account

Completing application forms for employment or education programs

Students

Parents (11th& 12th grade only

27%

22%

49%

50%

37%

39%

55%

63%

0% 10% 20% 30% 40% 50% 60% 70%

Completing application forms for

employment or education programs

Managing money in a bank account

Being away from home overnight for

a school trip, sports camp, etc.

Arranging own schedule to balance

school, studying, work, etc.

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Figure2.15).AmongCollegeAdministrators,65%ofcom-munitycollegerespondentsagreethatstudentsneedsimilarskillsforcollegeandforjobs,comparedwith34%offour-yearcollegerespondents.

Figure 2.15: Similar Skills are Needed for College and for Jobs

FINANCIAL ISSUES

“Nothing will prevent me from going to college, except money.” —a Maine high school student

Finances as the Determining Factor in College Decisions

About three in ten Parents say that finances are likely to be the determining factor in whether their child attends col-lege, and nearly two-thirds say that finances are likely to be the determining factor in which college their child attends (seeFigure2.16).

Figure 2.16: How Likely is it that Finances will be the Determining Factor in College Decisions?

Studentsratethelikelihoodthatmoneywillbethedetermin-ingfactorinwhetherornottheygotocollegedifferentlydependingontheregiontheylivein,theiracademictrack,andtheirparents’educationlevel.Parentaleducationlevelexplainsmostofthevariationinresponsestothisquestion.Studentswhoseparentsdidnotgobeyondhighschoolarenearlytwiceaslikelyasthosewhoseparentshaveatleastsomecollegeeducation—48%comparedwith26%—tosaythatmoneywillbethedeterminingfactorinwhetherornottheygotocollege.

NearlythreeintenParents(29%)whodonothaveeducationbeyondhighschoolsayitishighlylikelythatfinanceswillbethedeterminingfactorinwhetherornottheirchildgoestocollege,comparedwithonly11%ofParentswhohaveat-tendedcollege.Parents with lower incomes are more likely than those with higher incomes to believe that finances will be the determining factor in whether or not their child attends college, but parental education makes a greater dif-ference than does family income.

Regionally,CentralMaineStudents(37%)arethemostlikelytosaythatmoneywillprobablybethedeterminingfactorinwhetherornottheygotocollege,comparedwith28%intheNorthandSouthand26%inCoastalMaine.StudentsinaGeneral/Vocationaltrackarenearlytwiceaslikelytosaythatmoneywillprobablybethedeterminingfactorinwhetherornottheygotocollege(48%)asareCollegePrep(27%)andHonors/AP(26%)trackStudents.

Two-thirds(65%)ofYoungAdultswhodidnotattendcollegeorwhowithdrewfromcollegesaidthatmoneywasasome-whatorverysignificantfactorintheirdecision.Respondingtoquestionsaboutspecificcollegecosts,YoungAdultswho

43%

33%

17%17%13%

0%

25%

50%

75%

Students Parents YoungAdults

HS Educators College

Administrators

Pro

porti

on R

epor

ting

Agr

eem

ent

Whether or Not to Go to College

14% 15%

6%

24%

41%

11%

19%

9%

28%33%

0%

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30%

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50%

Highlylikely

Somewhatlikely

Neither Somewhatunlikely

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Parents

Students

Which College

32% 32%

8%12%

16%15%

34%

10%

24%

0%

10%

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30%

40%

50%

Highlylikely

Somewhatlikely

Neither Somewhatunlikely

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Parents

Students

Whether or Not to Go to College

14% 15%

6%

24%

41%

11%

19%

9%

28%33%

0%

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50%

Highlylikely

Somewhatlikely

Neither Somewhatunlikely

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Parents

Students

Which College

32% 32%

8%12%

16%15%

34%

10%

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Highlylikely

Somewhatlikely

Neither Somewhatunlikely

Veryunlikely

Parents

Students

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didnotgoorwithdrewfromcollegeratetuitioncostsandtheamountofstudentloansneededasverysignificantfactors.FewerYoungAdultsratethedifficultyunderstandingandapplyingforfinancialaidasaverysignificantfactorintheirdecisionnottogotocollegeortoleavecollege.

Comparedwith2001(35%),aslightlysmallerproportionofStudentsnow(30%)saythatfinancesarelikelytobethedeterminingfactorinwhetherornottheyattendcollege.Similarly,34%ofParentssurveyedin2001saidthatfinanceswerelikelytobethedeterminingfactorinwhetherornottheirchildattendedcollege,andthisproportionhasdroppedslightlyto29%.

Beliefs about Financial Aid

Students,Parents,andYoungAdultswereaskedtoratetheirlevelofagreementwithaseriesofstatementsregardingfinan-cialaidforcollege(seeFigure2.17).

Figure 2.17: Beliefs about Financial Aid

Overall,parentaleducationhasthegreatestinfluenceonStu-dents’confidencethattheywillbeabletoovercomefinancialbarrierstocollege.Threequarters(76%)ofStudentswhoseparentshaveatleastsomecollegeeducationagreethattheirparentsareactivelyplanningwaystofinancecollege,com-paredwithjustoverone-half(53%)ofthosewhoseparentsdonothaveeducationbeyondhighschool.

AcademictrackisalsoaninfluentialvariableinStudents’confidencethattheywillbeabletomanagethefinancialchal-lengesofgoingtocollege.Forexample,Honors/APandCol-legePreptrackStudentsaremorelikelytoagreethattheyare

willingtotakeoutloanstoattendcollege(85%and78%,re-spectively)thanareGeneral/VocationaltrackStudents(62%).StudentsinanHonors/APtrackaremuchmorelikelytoagreethattheirparentsareactivelyplanningwaystofinancetheireducationbeyondhighschool(80%)thanareCollegePrep(68%)orGeneral/Vocational(53%)trackStudents.

ParentsofstudentsinanAP/HonorsorCollegePreptrackhavemuchstrongerconvictionsthat“Ifmychildwantstoat-tendcollege,Iwillbeabletofindawaytoaffordit”(53%and47%,respectively,stronglyagree)thandothosewithGeneral/Vocationaltrackchildren(26%stronglyagree).HouseholdincomeisthemostimportantdifferenceinParents’agree-mentthat“Iamactivelyplanningwaystofinancemychild’scollegeeducation.”56%ofParentswithincomesbelow$50,000agreethattheyareactivelyplanningwaystopayforcollege,comparedwith74%ofParentswithhigherincomes.Fromalistofhypotheticalwaystogethelpwithfinancialaid,Parentswereaskedwhichwouldbethemosthelpful.• 29%ofParentschose“One-on-onehelpwithfinancialaid

fromaguidancecounselororschoolofficial.”• 21%chose“Financialaidinfosessionwithparentswho

havealreadygonethroughapplyingforfinancialaidwithatleastonechild.”

• 20%chose“Noneofthese;Idon’thaveanyquestionsaboutfinancialaid.”

AmongYoungAdults,currentcollegestudentsarenearlythreetimesmorelikelytoagreethattheirparentsactivelyplannedwaystofinanceacollegeeducation(60%)thanarethosewhohavenotpursuedanypost-secondaryeducation(22%).

“I’ve never heard my guidance counselor talk about paying for college.” —a Maine high school student

Educators’ Perspectives

AmongCollegeAdministrators,three-quarters(77%)ofthosewhoworkatfour-yearcollegesand95%ofthosewhoworkattwo-yearcollegesratetheirschoolssomewhatorveryfinanciallyaccessibleformostMainestudents.Atcommunitycolleges,60%ofAdministratorssurveyedacknowledgethat

Student is willing to take out loans

Parents have strong understanding of financial aid process

Parents actively plan ways to finance college

Parent is willing to take out loans

Will need significant financial aid

Student has strong understanding of financial aid process

Students Parents

27%

62%

72%

67%

58%

70%

43%

50%

64%

71%

78%

79%

0% 20% 40% 60% 80% 100%

Proportion reporting agreement

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negotiatingthefinancialaidprocessisasomewhatsignificantbarriertostudentsenrolling,while20%saythatitisaverysignificantbarrier.Thenumbersareloweramongfour-yearcollegerespondents:53%saythatnegotiatingthefinancialaidprocessisasomewhatsignificantbarrierand4%sayitisaverysignificantbarriertoenrolling.

One-quarter (24%) of High School Educators rate their school’s programming regarding college financing very adequate, significantly lower than the 38% that rate their school’s programming regarding higher education options very adequate (seeFigure2.18).

Figure 2.18: Educator Ratings of their Schools’ Programming

“When we had a college info session, they brushed over [financial aid]…But I know when we went through this with my sister it took like six hours to get all the way through the website. It’s almost like they’re scared to talk about that, like it will drive us away from going to college.”—a Maine high school student

CAREER AND COLLEGE PLANNING

The Guidance Office Role

SurveyandinterviewfindingssuggestthatthedegreetowhichguidanceofficesarehelpfultostudentsinplanningforcollegeandcareersvarieswidelyamongMainehighschools.WeaskedEducatorswhetherthereissufficientguidanceprogrammingandoutreachtomeetthepost-highschoolplanningneedsofthestudentsineachacademictrack.84% of Educators agree that guidance programming is sufficient to meet the planning needs of Honors/AP track students at their school, while 73% agree that it meets College Prep track students’ needs, and only 46% agree that guidance programming meets General/Vocational track students’ planning needs. Wherestudentsarenottracked,51%ofEducatorsagreethatguidanceprogrammingissufficienttomeetstudents’post-highschoolplanningneeds.Withregardtopost-highschoolplanning,56%ofrespondingEducatorsagreethattheguidancedepartmentisabletofocusequallyonalltypesofstudents,regardlessofabilitylevel;28%disagree.

Guidancecounselorswhorespondedtothesurveywereaskedhowtheyspendtheirtime.Onaverage,guidancecounselorsreportthattheyspend34%oftheirtimeonpost-highschoolplanning,30%onacademiccounselingandcourseselection,21%onsocial/emotionalcounselingandsocialwork,and15%onotherduties.

EducatorsandStudentsdescribedwidelyvaryingguidancepracticesatdifferentMainehighschools,suggestingthatsomeareveryhelpfulincareerandcollegeplanningandoth-ersarelessso(seeFigure2.19).

The School’s Role

StudentsandYoungAdultswereaskedwhethertheirschoolprovides(orprovided)informationandcounselingtohelpprepareforcollegeortodetermineacareerpath(seeFigure2.20).AmongYoungAdults,two-thirdsofthosewhoarecurrentcollegestudentsagree(65%)thattheirschoolhelpedthemprepareforcollege,comparedwith48%ofthosewhoattendedcollegebutdroppedout,and39%ofthosewhohavenotattendedcollege.

Higher Education Options

35%

7%

12%

5%4%

38%

Very inadequate

Somewhat inadequate

Neither

Somewhat adequate

Very adequate

Don't know

College Financing

5%8%

24%

37%

10%

15%

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More Helpful Examples Less Helpful Examples

Educators

• “Our guidance department does a tremendous job preparing students for postsecondary life, whether it is college, vocational school, or community college. They do this through a variety of programs that include parents, students, and teachers: College Night for parents of junior students, Graduates Return Night where graduates talk with juniors and seniors about college life, groups for parents and students about the application and financial aid processes, school administered PSATs, and distribution of information to teachers about current trends.”

• “Because of a heavy load it is sometimes difficult for the guidance director to follow all students closely. It is the responsibility of the students, at times, to initiate conversations about college preparation.” • “Guidance does not encourage students strongly enough to attend college; there is a ‘let them do what they want’ attitude here.”

Students/ Young Adults

• “The single most important influence on my going to college was the college placement officer. [He] provided guidance on essay writing, gathering recommendations and brought in college representatives to talk with students...This support system took away the anxiety of the college search.”• “The guidance counselor I credit with getting me to decide to actually attend college was available and he always knew who to call, when, to get the info I needed. He was constantly pointing out scholarship applications, offering letters of recommendation, and in general just convinced me that I was college material.”

• “A lot of times I felt as though my guidance counselors didn’t know much more about the application process than I did.”• “They pretty much give you all the applications here, but they don’t really help.”

Figure 2.19: Examples of More and Less Helpful Guidance Practices

Figure 2.20: School Provides Information to Help

Students say that the top three school activities that have been most helpful to them in planning for the future are preparing for the PSAT or SAT during the school day (25%), college fairs (19%), and regular guidance counselor meetings (18%).

One-half(50%)ofStudentssaytheirparentshavehadameet-ingwithguidanceaboutpost-highschoolplanning.AmongParentssurveyed,55%withachildin11thor12thgradesaythattheyhavehadameetingregardingpost-highschoolplan-ningwiththeirchild’sguidancecounselor.Central/WesternMaineParentswithachildin11thor12thgradearelesslikelythanParentsintheotherregionstosaythattheyhavehadapost-highschoolplanningmeetingwiththeguidancecounsel-or.ParentsofGeneral/Vocationaltrackstudentsarelesslikely(49%)toreporthavinghadsuchameetingthanareParentsofCollegePrep(57%)orHonors/AP(59%)trackstudents.

The Role of Parents

When Students were asked to choose the most helpful resource in post-high school planning, parents were the top choice (45%), followed by teachers (21%), and guidance counselors (12%).91%ofParentssurveyedand89%ofStu-dentsagreethatparentsareveryinvolvedinhelpingplanforthefuture.Therearestrongcorrelationswithacademictrackandparents’education;more-educatedParentsaremorelike-lytobeveryinvolvedintheirchildren’sfutureplanning,andParentsofstudentsinHonors/APandCollegePreptracksaremorelikelytobeinvolved.65%ofmothersstronglyagreethattheyareveryinvolvedinhelpingplantheirchild’sfuture,comparedwith55%offathers.NearlythreeinfiveParents(58%)agreethat“IamgettinghelpfulinformationaboutwhatIneedtodonowtopreparemychildforcollegeandacareer.”While86%ofParentshavehadseriousdiscussionswiththeirchildaboutplansforafterhighschool,onlyone-quarterofParentswhosechildrenarein7thor8thgradehavedoneso.Mothers(89%)aremorelikelytoreporthavinghadthesediscussionsthanarefathers(82%).

Aboutone-third(35%)ofParentsreportthattheyhavetakentheirchildtovisitacollegecampus,andfully70%ofParentsof12thgradestudentshavedonethis.ParentsofHonors/APtrackstudentsaremorethantwiceaslikely(48%)tohavetakentheirchildtovisitacollegecampusasthoseofGen-eral/Vocationaltrackstudents(22%),whileParentsofCollege

75%82%

47%

59%

0%

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100%

Prepare for College Determine a Career

Path

StudentsYoung adults

10%

30%

50%

70%

90%

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Preptrackstudentsfallinbetween(38%).44%ofParentssaytheyhavedonereadingorresearchonfinancialaid;thesefiguresarehigherforParentsof11thgraders(53%)and12thgraders(78%).

Parentswereaskedwhotheybelieveismostresponsibleforplanningwhatstudentswilldoafterhighschool(seeFigure2.21).FarmoreParentsin2006(45%)thanin2001(26%)saidthatparentsaremostresponsibleforplanningwhatstu-dentswilldoafterhighschool.

Figure 2.21: Parents’ Beliefs: Who is Most Responsible for Planning What Students Will Do after High School?

Ininterviews,studentstalkedatlengthabouttheirparents’expectationsforthemandtheirattitudesaboutcollege.Forthemajorityofstudentsinterviewed,parents’expectationsaboutcollegematchthestudents’,thoughformanystudents,thecareersthey’reinterestedinaredifferentthanwhattheirparentswantthemtopursue.Forfirst-generationstudents,familyexpectationscangobothways.

• “Myparentswantmetogo[tocollege]sobadly,becausetheydidn’t.”

• “Mywholefamilyiscountingonmetobethefirstonetogotocollege,andtheydependonme.”

• “Myparentsdidn’tgotocollege,sotheytoldmetheydon’tlikecollege.”

• “Ihaven’tgotawholelotofinformationfrommyparentsbecausetheydon’tknowalotaboutcollegeandstuff.”

When College Planning Starts

“I think it needs to be emphasized more for like fresh-men and lower level high school students that they need to start planning earlier, and they can’t coast through high school.” —a Maine high school senior

AboutoneinthreeYoungAdults(34%)rememberhavingseriousdiscussionswiththeirparentsabouttheirfutureplansbeforetheyenteredhighschool,andonlyone-quarter(24%)ofStudentrespondentssaythattheybeganhavingthesedis-cussionswithparentsaboutfutureplansbeforetheyenteredhighschool.Fewerthanoneinfive(18%)General/VocationaltrackStudentsbeganhavingthesediscussionswiththeirparentsbeforetheyenteredhighschool,comparedwith23%ofCollegePrepand29%ofHonors/APtrackStudents.

Morethanone-half(55%)ofYoungAdultsthinkthattheybeganplanningforthefutureearlyenough,and39%donot.Currentcollegestudentsaremorethantwiceaslikely(64%)tosaythattheybeganplanningforthefutureearlyenoughthanareYoungAdultswhodidnotgotocollege(28%).Incomparison,39%ofthosewhoattendedcollegebutdroppedoutsaytheybeganplanningforthefutureearlyenough.

ManyHighSchoolEducatorssaythatstartingearlyisthemosthelpfultacticforpreparingstudentsforcareersandcollege.Atsomeschools,studentsdevelopafour-yearplanin8thgradeoratthebeginningof9thgrade,andupdatetheirplaneachyear.Thisgivesthemanopportunitytoconsiderandcontinuallyrevisittheirplansforafterhighschool.

AmongCollegeAdministratorssurveyed,nearlyone-half(46%)saidstudentsshouldbeginplanningforcollegepriorto9thgrade,21%saidstudentsshouldbeginin9thgrade,27%said10thgrade,and7%saidstudentsshouldbeginplanningforcollegein11thor12thgrade.

Students

Parents27%

62%

72%

67%

58%

70%

43%

50%

64%

71%

78%

79%

0% 20% 40% 60% 80% 100%

Proportion reporting agreement

Students

Parents

2001

6%

67%

26%

Parents

Students

School2006

45%

4%

50%

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REAL EXPERIENCES WITH THE TRANSITION

“The transition to college was rough, but I was able to talk to counselors who really were interested in helping me out…If there something that I can’t stress enough to incoming freshmen about coming to col-lege, it is to use the resources available to them to get the help they need.” —a Maine college student

Young Adults’ Post-High School Experiences

80%ofYoungAdultsreportthattheyexpectedtogotoatwo-orfour-yearcollegedirectlyafterhighschool,while74%actuallydidthis.Anevenhigherproportion(87%),however,hadeventuallyenrolledincollegebythetimeofthesurvey.About one in twenty Young Adults (6%) expected to get a job directly after high school, but nearly one in five (19%) actually went straight to work.

Ofthosewhodidnotgoimmediatelytocollege,30%saythattheymadethisdecisionduringtheirsenioryear,25%decidedduringthesummeraftergraduation,and15%decidedduringthejunioryearofhighschoolorearlierthattheywouldnotgotocollege.About12%ofYoungAdultssurveyedenrolledincollegebut,atsomepoint,leftcollegewithoutcompletingadegree.Ofthese,54%leftduringtheirfirstyearofcollege,22%leftduringthesecondyear,11%leftduringthethirdyear,and4%leftduringthefourthyear.

YoungAdultswhowereinaGeneral/Vocationaltrackinhighschoolandwhoenrolledincollegereporthigherlevelsofpa-rentalinvolvementwithschoolandwithfutureplanningandaremorelikelytoreportthattheirteacherschallengedandencouragedthemthanarethosewhodidnotgotocollege.

College Administrators’ Observations

CollegeAdministratorswereaskedtoselectthemostsig-nificantbarrierstoenrollmentforadmittedstudentsattheirinstitutionfromalist.Thetopthreebarriersarethesameattwo-yearandfour-yearcolleges,buttheirprevalenceappearstovarybythetypeofinstitution:

• Two-yearCollegeAdministratorsmainlychose“unex-pectedcosts”(85%),“personalrelationships/familydemands”(85%),and“insufficientfinancialaid”(54%)asthemost

significantbarrierstoenrollmentfortheiradmitted,enteringstudents.• Four-yearCollegeAdministratorschose“personalrela-tionships/familydemands”(57%),“insufficientfinancialaid”(47%),and“unexpectedcosts”(21%)asthetopthreebarrierstoenrollment.

CONCLUSIONS

OursurveysofParents,Students,andYoungAdultsfindthatacademictrackinhighschoolandparentaleducationlevelaretwocriticalfactorsindeterminingcollegeaspirations,academicpreparationforsuccessincollegeandjobs,andconfidencethatcollegewillbefinanciallyaccessible.General/VocationaltrackStudents,YoungAdults,andtheirParents:

• experiencelessencouragementfromthecommunitytoconsidercollege;

• arenotconvincedthatacollegeeducationisattainableforthem;

• areunlikelytoagreetheyarebeingchallengedandencour-agedbyteachers;

• donotbelievethattheyareorwerewellpreparedforcol-legecoursesandgoodjobs;and

• reportlowerlevelsofexperiencewithadultresponsibili-tiessuchasarrangingtheirownscheduleormanagingabankaccount.

Itappearsthatbeingfromafirst-generationcollegefamily(afamilyinwhichneitherparenthaseducationbeyondhighschool)isassociatedwithhighaspirations,yetweakerconvic-tionsthatcollegeisattainable,and,inparticular,financiallymanageable.

• Studentsfromfirst-generationcollegefamiliesarelesslikelythanotherstoagreethattheirparentsareplanningforcollegeandmorelikelytoindicatethatmoneywillbethedeterminingfactorinwhetherornottheyattendcollege.• ParentaleducationlevelhasanevenstrongerinfluenceonParents’beliefsaboutthefinancialfeasibilityofcollegefortheirchildrenthanhouseholdincome.

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PART III: PROMISING PRACTICES

Therearemanywaystoapproachthegoalofhelpingmorestudentsmakesuccessfultransitionsfromhighschooltocollege.Maineschoolsandcommunitieshaveimplementedavarietyofchangesandstrategies.Insomecases,onepersonwhoiscommittedtopreparingallstudentsforsuccessfulfutureshaseffectivelyconvincedothersintheschoolandinthecommunity,raisedfundstoimplementchanges,andworkedwithstudentsone-on-oneatdifferentpointsintheirhighschoolcareers.Manyoftheadministratorswespokewithsaidthatittookseveralyearsofexperimentationandimprovementstogetanewstrategytofitwellandbeacceptedintheirschoolorcommunity.GiventhedifferencesamongMainehighschoolsandcommunitiesintermsofsize,geog-raphy,economy,anddemographics,differentcombinationsofstrategieswillbeeffectiveindifferentsettings.Thefollow-ingprofilesarenotmeantasaprescription,butaregivenasexamplesofthetypesofinnovationsthathavebeeneffectiveinsomeMaineschoolsandcommunities.

SeveralstatewideeffortshavebeeneffectiveinhelpingmoreMainestudentsmakesuccessfultransitionstocollege.In1998,theMaineDepartmentofEducation(DOE)releasedPromising Futures: A Call to Improve Learning for Maine’s Sec-ondary Students, whichdefinedthepracticesofeffectivehighschools.A2002grantfromtheBill&MelindaGatesFounda-tioncreatedtheGreatMaineSchoolsProjectattheMitchellInstitute,whichassistshighschoolsalloverMainewithimprovementefforts.Since2003,theMELMACEducationFoundationhasworkedwith54highschoolsandtechnicalcentersand25adulteducationcenters,providinggrantfundstohelpadoptprovenbestpracticesthroughitsConnectingAspirationstoaPlangrantprogram.TheMaineCompactforHigherEducation,agroupofMainebusiness,education,andpoliticalleaders,hasbeenadvocatingandimplement-ingprogramstoimproveeducationalattainmentinMainesince2003.ANationalGovernorsAssociation(NGA)granttotheMaineDepartmentofEducationfundsKickStart,amultimediacampaigndesignedtoencouragemoreMainemiddleschoolstudentstodevelopcollegeaspirationsandplans.MainenowusestheSATasits11th-gradeassessmenttest,andDOEprovidesfreeSATpreparationforallMainestudents.TheFinanceAuthorityofMaine(FAME)hostsan-

nualCollegeGoalSundayeventsthroughoutthestatetoassistfamiliesincompletingfinancialaidapplications.

ADDRESSING MULTIPLE BARRIERS

Dual Enrollment Early College Courses

Inthepastseveralyears,earlycollegeopportunitieshaverapidlyexpandedinMaine.Earlycollegecoursesgivehighschooljuniorsandseniorstheopportunitytotakeacollegecourseandearndualcredit—bothcredittowardtheirhighschooldiplomaandcollegecreditthatistransferableoncetheyenteradegreeprogram.Thestate-fundedAspirationsearlycollegeprogramhasbeenhelpinghighschoolstudentstakecollegeclassessince1998.Thestatepaysforone-halfofthetuitionandparticipatingUniversityofMainecampusesandcommunitycollegeswaivetheotherhalf.750studentsparticipatedin2006-2007.Increasingly,studentswhofacebarrierstocollegearebeingtargetedforparticipationinearlycollegeprograms.TheAccessCollegeEarly(ACE)program,fundedbyanNGAgranttotheMaineDOE,helped44highschoolsestablishearlycollegepartnershipswith16post-secondaryinstitutionsin2006-2007,andover400studentsparticipated.Otherexamplesofearlycollegepartnershipsinclude:

• The Downeast Community Learning Alliance (DECLA)includesfiveWashingtonCountyhighschoolsthathavebeenworkingtogetherforseveralyearstoexpandearlycollegeopportunitiesfortheirstudents.In2006-2007,studentsfromthefivehighschoolstook117coursesatUniversityofMaineatMachiasfordualcredit.• The University of Maine at Fort Kenthasdevelopedanearlycollegepartnershipwithfourareahighschools.Inthepasttwoacademicyears,90studentshavetaken150coursesfordualcredit.• York County Community CollegebegananearlycollegepartnershipwithWellsHighSchoolin2004andhassinceexpandedittoworkwithsevenmoreareahighschools.Theprogramhasbeensopopularthathighschoolstudentsac-countedfor15%ofYCCC’stotalinstitutionalenrollmentin2006-2007.• In2006,theUniversity of MaineintroducedadistancelearningearlycollegeprogramcalledAcadem-e.Thepro-grammakesitpossibleforseniorsatallMainehighschools

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totakecollegecoursesonline.Academ-eincludesamanda-torycampusorientationforstudentsandaparent,guardian,orguidancecounseloratthebeginningofthesemester.Onorientationday,studentsregistertheirlaptopcomputers,re-ceivecampuse-mailaccounts,receiveatutorialintheonlinecoursesoftware,andattendthefirstclassmeeting.Parentsattendaspecialsessionhighlightingcollegeadmissionsandfinancialaidinformationwhiletheirstudentisinclass.In2006-2007,theprogramoffered14collegecourseswithatotalof560studentslots.

Early College for ME

TheMaineCommunityCollegeSystem’sEarlyCollegeforME(ECforME)programisforstudentswhoareundecidedaboutcollege,yetwhohavethepotentialtosucceedincol-lege.StudentsareselectedbytheirhighschooltoparticipateinECforME.Theprogramincludesadvising,theopportunitytotakeoneortwoearlycollegecoursesforfreeduringthese-nioryear,anda$2,000scholarshipforstudentswhomatricu-lateintooneofthesevenMCCScampuses.

Duringhighschool,anECforMEadvisorhelpsstudentsassesstheiracademicreadinessforcollege,selectcoursestomeettheentrancerequirementsofthecollegeprogramtheywishtoenter,considerearlycollegecourses,andnavigatethecollegeapplicationandfinancialaidprocess,includinghelpwiththeFreeApplicationforFederalStudentAid(FAFSA).IfthestudentsenrollinanMCCScollege,theadvisorscontinuetobeavailablethroughouttheircollegeprogram.ECforMEisnowavailableat74Mainehighschoolsandtechnicalcenters,withplanstoexpandtoeveryhighschoolby2008.

Career/College Centers at School

• Lewiston High School’s Aspirations Initiative:LewistonHighSchoolservesover1,300students.ForseveralyearstheLewistonSchoolBoardhasfundedafull-timeaspirationscoordinatorpositionatthehighschool.Thecoordinatordoesnothaveaguidancecaseload,butworkswithallstudents.Shecoordinatesthreeprograms:

•TheAspirationsLabisaresourceroomforallthestepsinthecollegesearchandapplicationprocess.Studentscangetone-on-onesupport,guidance,andanswerstoques-tions.Teachersandguidancecounselorstakeshiftsstaffing

theLab,andstudentsgethelpresearchingcolleges,check-ingallthepiecesoftheirapplication,andfilingtheFAFSA.Students’collegeapplicationessayshaveimproved,astheLabincreasesthelikelihoodthatallstudentsgetfeedbackontheirearlydrafts.

•Collegevisitsforeverysophomore.

•Anextensiveearlycollegeprogram,providingmanyju-niorsandseniorstheopportunitytotakecoursesatoneoffourlocalcollegesanduniversitiesfordualcollegeandhighschoolcredit.Since2005,morethan200studentshavetakenearlycollegecourses.

Theaspirationscoordinatorhasalsofocusedonengagingparentsinthecollegeapplicationprocess,andonsupport-ingstudentsinaccessingfinancialaid.Thehighschool’swebsitehasapagespecificallyforparents(www.lewiston.k12.me.us/~lhsparents/),whichisregularlyupdatedwithtimelyinformation.

• Mt. Abram High School’s Pathway Partners:PathwayPartnerswasfoundedatMt.AbramHighSchoolinStrongin1997,andbeganasacareermentoringandcounselingprogram.Itsmissionistoprovideaseamlesstransitionfromschoollifetoasuccessfulcareerpathwayforeverystudent.PathwayPartnersworksextensivelywithbusinessesintheareatoarrangementors,school-to-workexperiences,andinternshipsforstudents.Forexample,theyarecurrentlyworkingwithCianbro,alargeareaemployer,todevelopaworkforcetrainingprogram.PathwayPartnersalsoworkswithjuniorsandseniorsandtheirparentstonavigatethecol-legeprocess.

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ThestaffisresponsibleforthedistrictAdult&CommunityEducationprogram,whichoffersoccupationalandvocationalcoursesandadultbasiceducation.Inthisway,thestaffiscommittedtoassistingstudentsbeyondhighschool,eveniftheydonotgraduate.Mostrecently,PathwayPartnershasbeendevelopinganetworkofhighschoolalumniforfund-raisingandtoprovidecurrentstudentsandrecentgraduateswithmoresourcesforadviceonspecificcollegesandcareers.

Thestaffreportsthattheyhavebeensuccessfulatbuildingasharedbeliefinboththeschoolandthecommunitythateveryonecanfinishhighschoolcollege-ready,andthatMt.Abramhasbeensendinggraduatestopostsecondaryeduca-tionortraininginunprecedentednumbers.Understandinglocalcultureandcommunityengagementthroughinterper-sonalrelationshipshavebeencriticaltothissuccess.

PathwayPartners’directoradvises,“Withninthgraders,dointerestinventoriesandtalkaboutthenextstepsinpursu-ingtheirinterests.Ifyoustarttalkingaboutcollege,manyofthemwillloseinterest.They’renotthereyet.Studentsneedtolearnhowtoplan,stepbystep,toturntheirdreamsintoachievablegoals.”

• Dirigo High School’s Partnership with the University of Maine at Farmington:DirigoHighSchoolinDixfieldhashadapartnershipwithUMFsincetheyreceivedafederalGEAR-UPpartnershipgrantin1999.GrantsfromtheMELMACandNellieMaeEducationFoundationshaveenabledthemtoexpandtheservicestheyprovidetotheschoolcommunities’sevenththroughtwelfthgraders.Acollegeaccesscoordina-torworksatthehighschool,butisanemployeeofUMF.OneofthesignatureprogramsatDirigoisamandatorytutoringprogramforanystudentwithanaveragegradeof72orbelowinanyclass.Freshmenareassignedtoateacherforone-halfhouroftutoringafterschool.Studentsin10th,11th,or12thgradesareassignedtoaUMFstudenttutorwhomeetswiththemduringlearninglabperiods(Dirigo’salternativetostudyhalls)duringtheschoolday.TherearefinancialaidnightsforparentsandaPSATnightforsophomoreswhentheygettheirPSATscorestoencouragethemandtheirparentstoplanforcollege.“Thesethingshavebecomeinstitutionalizedherenow,”thecoordinatorexplains,“Thedistrictthinksit’sthatimportant.”

Thepartnershipsponsorsseveralsummerinstitutesforstudents:• amiddletohighschooltransitionsummeracademy• aleadershipconferenceformiddleandhighschoolstu-dentsthatincludesadifferenttrainingcurriculumandanextensivecollegecampustoureachyear• “JumpStartYourFuture”forstudentsbetweentheirjuniorandsenioryearsofhighschool

•Thefocusisoncollegeapplicationsandfinancialaid.Studentslearnaboutthevocabularyofthecollegeapplica-tionprocess,learnhowtocompletethecommonapplica-tion,andapplyforPINstobeginthefederalfinancialaidapplicationprocess.AUMFprofessorcomestohelpstu-dentswritethefirstdraftofacollegeapplicationessay,andstudentsspendtimepeerreviewingtheessays.Studentsalsolearnhowtodoscholarshipsearches.Thesesessionsarerepeatedinthefallforstudentswhocannotattendinthesummer.

• “ReadySetGo”,afour-daycollegetransitioninstituteforseniorsaftergraduation,forthefirsttimein2007.

•TheinstitutewillfeaturethesametimemanagementandstudyskillsworkshopthatUMFofferstoincom-ingfreshmen;adayfocusingonlifeskillslikecooking,laundry,andlivingawayfromhome;andafinancialliteracydaywithbothasessionwithFAMEonhowtostayontrackandgraduatefromcollegeontimeandreal-lifebudgetingexercisesledbyalocalcreditunion.

Facilitating Successful Transitions

from Middle to High School

Inadditiontotraditional“step-up”activitiestointroduceincomingstudentsandtheirparentstohighschool,severalschoolshavepracticesinplacetohelpimprovestudentout-comesinthefreshmanyearandbeyond.

• AtLake Region High SchoolinNaples,allstudentsareassignedtoanadvisorygroupasfreshmen.Thegroupsstaywiththesameadvisorforallfouryearsofhighschool,andtheymeetforthefirst15minutesofschooleachday.Throughouthighschool,parentconferencesarescheduledthroughtheadvisorygroups,andthishasimprovedparentattendance.Otherschoolsthathavedevelopedadvisorypro-gramsincludeMt. AbramandPoland High School.AtNoble High SchoolinNorthBerwick,theroughly1,000studentsare

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assignedtoheterogeneously-groupedteamsforallfouryearsofhighschool,andallcoresubjectareafacultymembersteachinteams.• AtSouth Portland High School,ninthgradersaredividedintothreeheterogeneouslygroupedteamsofeightytoninetystudents.Thepurposeofteamingistoincreasecommunica-tionamongstudents,parents,andteachers.Teamingallowsteacherstocoordinatethecurriculumacrosscontentareas,whichsupportsstudents’understandingofthecomplexrela-tionshipbetweensubjects.EachinterdisciplinaryteamwillconsistofanEnglish,socialstudies,math,andscienceteacheraswellasspecialeducators,aguidancecounselor,asocialworker,andanadministrator.Freshmanworkshopreplacesstudyhallsduringfreshmanyear,andprovidesstudentswithablockoftimetocompletehomework,makeupassessments,orworkonenrichmentmaterialoronanhonorschallenge.SouthPortlandhasalsoimplementedschedulechangesthatallowforteacherstoholdcontent-areateammeetingseveryotherday.

OtherhighschoolsthathavecomprehensiveprogramsinplacetofacilitatesuccessfultransitionsfrommiddletohighschoolincludeCaribou, Dirigo, Fort Kent,andSacopee Valley.

Senior Seminars

AtMachias Memorial High School,seniorstakeayear-longSeniorSeminarcoursethatfulfillstheseniorEnglishrequire-mentandincludesaseniorexhibition.Studentsselectthetopicstheywillpursueinthecourse,findamentor,performcommunityservice,conductresearchandwriteapaper,de-velopaphysicalproject,andpresenttheirworktoapanelattheendoftheyear.Seniorseminarismeanttobeaculmi-natingacademicexperiencethatallowsstudentstodemon-stratetheskillsandknowledgetheyhaveattained,challengesthemtolearnmore,andhelpsthemtodirecttheirfutures.The2006-2007seminarhandbookisavailableonthewebathttp://65.18.58.89/pdfs/willey/sen_ex_handbook.pdf

AtMt. Abram High School,studentsinallfourgradespresenttheirworkinaspringshowcase,andseniorsmustcompleteapostsecondaryeducationplanthatincludesapplyingtoacol-legeorcertificateprogram.Polandalsorequiresallseniorstocompleteacollegeapplication.AtHall-Dale,theseniorsemi-narincludesresearchingacollegeandpreparingapresenta-

tionaboutit.Fort KentandSacopeealsohaveseniorseminarcoursesandrequireseniorexhibitions.

ADDRESSING SOCIAL/CULTURAL ISSUES

College Visits for All Students

EveryLewiston High Schoolsophomorevisitstwocollegesinaschool-sponsoredtrip.Thetoursvisittwocollegesinoneday,andincludebothMaineandout-of-statecolleges.Thetoursaretimedtogetstudentsthinkingaboutcollegerightbeforetheyselecttheirjunior-yearcourses,andgiveeachstudentanintroductiontotheresourcesavailableintheAspirationsLabatschool.AsurveyconductedbyBatesCollegestudentsandfacultyfoundthatstudents,particularlymalestudents,aremorelikelytoseethemselvesascollegematerialaftergoingonaschool-sponsoredcollegetour.

Lake Region High SchoolusesfundsfromitsMELMACCon-nectingAspirationstoaPlangranttopayforcollegecampusvisits.LRHShostsatriptoSouthernMaineCommunityCol-legeforallsophomoresandtripstoseveralfour-yearcollegesforalljuniors.Otherhighschoolsthatarrangecollegevisitsforallstudentsinclude:Central, Fort Fairfield, Fort Kent, Greely, Hall-Dale, Machias, Mt. Abram, Mt. View, Poland,andPortland.Oneteacherfoundthattheexperienceofchaperon-ingacollegevisitwasanexcellentopportunitytotalkwithcollegefacultyandstaffandtolearnmoreabouttheirexpec-tations.Sherecommendsthatallteacherstakeaturnservingaschaperonesoncollegevisits.TheMELMACFoundation’swebsitehasseveralresourcesforplanningsuccessfulcollegevisitsatwww.melmacfoundation.org/grants/catp/Peer.aspx

Bowdoin College’s Aspirations in Maine Program

Since2005,BowdoinCollege’sCommunityServiceResourceCenterhashostedanAspirationsProgramthatbringshighschooljuniorsfromeightschoolsintheregionontocampusforadayofshadowingstudentsandexperiencingcollegestudentlife.Thisyear,theprogramexpandedtoNorthernMaine,andbrought36juniorsfromsixAroostookCountyhighschoolstoBowdoinforatwo-dayvisit.Bowdoinstu-dentshostedthehighschoolvisitorsintheirdormroomsandtookthemtoclassesduringthedayandcampusentertain-mentatnight.Thestudentsheardfromadmissionsandfi-nancialaidrepresentativesaswellasformerMaineGovernor

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AngusKing.“Ireallylikedthefactwecouldsitinonclassesbecauseitgavemeachancetofeeltheatmosphereandseethewayacollegeclassisconducted,”oneparticipatingstudentsaid.Anothercommented,“Thebestpartformewasstayingovernight,gettingtoexperiencenighttimecollegeexperi-ences,andseeingwhatacollegeclasswaslike.”Ateacherorguidancecounselorfromeachhighschoolservedasachap-eroneonthetrip,andBowdoinarrangedspecialinformationsessionsforthemonadmissionsandfinancialaid.

ADDRESSING ACADEMIC PREPARATION

Core Curriculum for All Students

TheUniversityofMaineSystem’sStatementofCollegeReadi-nessdescribesanoptimal,college-readyhighschooltran-scriptasincluding:• fouryearsofEnglishcoursesthatincorporateavarietyof

textsandemphasizewritingskills;• fouryearsofmathcourses,includingAlgebra1,Alge-

bra2,Geometry,anda12th-gradecollege-preparatorymathcourse;

• threeyearsoflaboratoryscience:biology,chemistry,andphysics;

• threeyearsofsocialstudiesandhistorythatemphasizereading,writing,andtheuseofquantitativedataandre-searchfindings;and

• atleasttwoyearsofstudyinalanguageotherthanEnglish.

Hall-Dale High SchoolinFarmingdalerecentlyreviseditsProgramofStudiesanditsgraduationrequirementssothat

allstudentswillgraduatepreparedforcollege,work,andciti-zenship.Beginningwiththeclassof2009,allstudentsmustcompletefouryearsofmath(includingAlgebra1,Geometry,andAlgebra2)inordertograduate.DetailsaredescribedintheProgramofStudies,availableonlineatwww.halldale.org/index.php/hd_hs

Hall-Dale’sprincipalsaysthatittooktwoyearstomaketherevisionstothegraduationrequirementsandprogramofstudies.Theschool’sGreatMaineSchoolsProjectcoachhelpedtogatherresearchandfeedbacktosupportthecaseandconvincetheSchoolBoardtomakethechanges.Fac-ultymembersengagedinself-explorationandnetworkingtodeterminewhattherequirementsshouldbeintheirrespec-tivedisciplines.Thebiggestconcernsaboutthechangeswerethatstudentswouldrebel,andthatfailureanddropoutrateswouldincrease.Theprincipalreportsthatnoneofthesethingshavehappened.Therewasalsoaconcernthatstu-dentswouldnothaveaccesstoasmanyelectives,butwithagrowingearlycollegeprogram,thecontraryhashappened.“ThesenioryearatHall-Daleisnowayeartogearupforthefuture,nottotakeiteasyorcoast,”theprincipalreports.

OtherMaineschoolsthatrequirefouryearsofstudyinEng-lish,math,science,andsocialstudiesforgraduationincludePoland, Sacopee Valley, andSearsport. AtFort Kent Com-munity High School,studentsmustalsocompletetwoyearsofanotherlanguagetograduate.AtNoble High School,fiveEng-lishcourses,fivemathcourses(includingonecoursebeyondAlgebra2),andfoursciencecoursesarenowrequired

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forgraduation.Noble’sProgramofStudiesisavailableattheschoolwebsite:http://knight.noble-hs.sad60.k12.me.usPeer Tutoring

Houlton Junior/Senior High Schoolservesalmost600studentsingrades7through12.Severalyearsago,theprincipalandviceprincipaldevelopedaprogramcombiningpeertutoringandservicelearning.Theprogramgivesabout40studentseachyeartheopportunitytoserveaspeertutorsforfellowstudents.Theservicelearningcoordinatorisalsoaspecialeducatorattheschool.Sheexplains,“Mostcommunityser-vicehadbeendoneoutsideofschool.Thisprogramfocusesontheschoolasacommunity.There’sarealneedhere.”Studentsingradesninethroughtwelveareeligibletopar-ticipateintheprogramandcanearnuptoonecoursecredit.ServiceLearnerswhotutorpeersearnahalf-coursecrediteachsemester,andthosewhoworkwithteachersorassistintheschoollibraryearnaquarter-coursecredit.Interestedstu-dentsmusttakepartinaninterview,signacontract,andkeepalogoftheirwork.Studentsneedingatutormaybeidenti-fiedbyparents,ateacher,oranadministrator.SomeServiceLearnershelppeerswithaspecificsubjectateitheroftheAcademicLearningCentersinthejuniorhighandthehighschool;someserveastutorsduringamandatoryafter-schoolprogramfor7th,8th,and9thgradestudentswhoarefailingacourse;andsomeareassignedaspositiverolemodelstospendtimegoingtolunchormeetingregularlywithanotherstudent.Theprincipalreportsthattwoyearsago,beforetheprogrambegan,557th,8th,and9thgradersfailedcoreclasses.Lastyear,only14studentsinthosegradesfailedcoreclasses,andheattributesmuchofthisimprovementtotheServiceLearners’work.

Ensuring Academic Rigor at Career and

Technical Education (CTE) Centers

TheMaineDOEhasanongoingefforttopromoteacademicintegrationandliteracydevelopmentinitsCTEcenters,andrecentlycommissionedareportthatdocumentspromisingpracticesforimprovingacademicrigor.OneexampleistheMid-CoastSchoolofTechnology,whichservesstudentsfromsevenhighschools.MCSThasbeenworkingtointegrateliteracydevelopmentinreading,writing,andmathacrossitscurriculumforseveralyears.Teachersinallclassesareusing

commonreadingcomprehensionandvocabularydevelop-mentstrategies,manyofwhichemphasizecriticalthink-ing.MCSTnowoffersEnglishandmathclassesforstudentswhoseschedulesdonotallowthemtotakethesecoursesattheirsendinghighschools.MCSThasseenenrollmentincreasesandreportssteadyimprovementinstudents’read-ingandmathscoresoverthepastthreeyears(JulieMeltzer,Motivating Contexts for Learning: Increasing Academic Rigor and Improving Literacy Development in Maine’s CTE Centers, www.maine.gov/education/it/promise/6finalrpt.pdf).

ADDRESSING FINANCIAL BARRIERS

Financialbarrierstocollegemayprovethemostcomplicatedtoaddress.Muchoftheproblemlieswithinthefederalfinan-cialaidsystem,whichisoverlycomplexandtimedtoprovideinformationtoolatetoimpactcollege-goingdecisionsposi-tively.Inaddition,theprocessofawardingfinancialaidandtheresourcesavailablevarieswidelydependingonthecollegeoruniversity.Thismakesitdifficulttoadviseindividualstu-dentsonexactlywhatfinancialaidtheywillreceiveandwhattheirnetcostofcollegewillbe.Atthenationallevel,effortshavebeenmaderecentlytoaddresstheseissues.InApril2007,thefederalgovernmentunveileditsnewFAFSAfore-casterwebtool,whichprovidesfederalfinancialaidestimatesinadvance,basedonfamilyinformationtheuserprovides.

InMaine,FAMEoffersseveralfinancialaidcalculatorsforMainefamiliesathttp://www.famemaine.com/education/cal-culators.asp.Inaddition,FAMEnowoffersa$50“FirstStep”granttotheparentsofanynewbornMaineresidenttoopenacollegesavingsaccountwithintheNextGencollegeinvest-ingplan(seewww.famemaine.com/education/nextgen.asp).Thestate-fundedMaineStateGrantProgramisaneed-basedgrantforfull-time,Maineresidentcollegestudents.Roughly9,600studentscurrentlyreceiveaMaineStateGrantProgramscholarship;theawardsaverage$1,200peryear.

College Goal Sunday

Nationally,anestimated20-40%ofeligiblecollegestudentsdonotreceivefederalgrantsbecausetheydonotapplyforfinancialaid(DynarskiandScott-Clayton,page18,http://ksghome.harvard.edu/~SDynarski/200702dynarski-scott-clayton.pdf).AtoneMainehighschool,anadministrator

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recentlylearnedthatonly24%of2006graduatescompletedaFreeApplicationforFederalStudentAid(FAFSA),eventhoughmorethan60%ofthemenrolledincollege.Since2004,theFinanceAuthorityofMaine(FAME)hassponsoredCollegeGoalSunday,anationwideprogramthattakesplaceoneSundayafternooneachyearinlateJanuary.FinancialaidexpertsandotherprofessionalsvolunteertheirtimetohelpstudentsandtheirfamiliescompletetheFAFSAandgetfinancialaidinformation.AnyoneplanningtocompletetheFAFSAfortheupcomingacademicyearcangethelpwithitatCollegeGoalSunday.In2007,theeventwasheldattwentysitesaroundMaine.

SAD 60’s “Believe Committee”

In2004,theSchoolBoardofMaineSchoolAdministrativeDistrict60inNorthBerwickestablishedacommitteeofsmallandlargebusinesses,parentsandeducatorscalledthe“BelieveCommittee”tochallengetheprevailingmindsetintheircommunitythatahighschooleducationisenoughandcollegeisaluxury.Thegroupof18to24peoplehasbeenmeetingregularlyforthreeyears.Itaddressesculturalbarri-erstocollegebypromotingawarenessandbuildingsupportfortheincreasedgraduationrequirementsrecentlyinstitutedatthehighschool.TheBelieveCommitteehastargetedfinancialbarrierstocollegebyhostingeventsaimedatgivingparentsfinancialaidinformationandfinancialplanningtoolsbeginningwhentheirchildrenareinelementaryschool.Ithasdevelopedfinancialaidworkshopsspecificallyforparentsofchildreninkindergartenthroughgrade3;grades4and5;

middleschool;andhighschool.TheAssistantSuperinten-dentexplainsthatseveralSchoolBoardmembersarefinancialplanners,andlocalbanksareveryinvolvedinthecommittee,andthatthesemembershavebeeneffectiveinhelpingparentsunderstandwhattheycandotostartearlyinpreparingtheirchildrenfinanciallyforcollege.Sheadvises,“Trytoengagedifferentpeopleinthecommunity.Getyourbusinessesin-volved.Bewillingtolistentowhatpeoplearelookingfor.”

CONCLUSIONS

Maineschoolsandcommunitiesareemployingmanypromis-ingpracticesaimedatremovingbarrierstocollege,andmanyofthesepracticeshavebeenimplementedwithinthepastseveralyears.Wenoticedthat,atmanyofthesites,multiplestrategiesareinplaceindifferentcombinations.Someprac-tices,suchascareer/collegecentersatschool,addressmultiplebarrierstocollege.Exposingallstudentstocollegeaddressessocial/culturalbarriers,andthereareanumberofwaystoaddressacademicbarriers,suchasincreasinggraduationre-quirementsandimprovingthetransitionfrommiddletohighschool.WhileFAMEhasanumberofstatewideprogramsthathelpMainefamiliesnavigatefinancialbarrierstocollege,wehadadifficulttimeidentifyingmanyschoolsorcommuni-tiesthatareaddressingtheseissues.

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AswefoundinthefirstBarriersreport,thevastmajorityofhighschoolstudentsandtheirparentshavecollegeaspirations.Col-lege-goingamongMainehighschoolgraduatesisnotgrowing,however,andtoomanystudentswhoenrollincollegedonotpersist.Thisresearchoffersevidenceaboutwhycollegeenroll-mentisnotgrowingalongwithaspirations,andhowMainecanhelpmorestudentsrealizetheiraspirations:

• Most educators do not believe that all students are capable of graduating from high school ready for college. Whilethisispartiallyduetofactorslikestudentmaturityandmotivation,someeducatorsstillhavealimitedviewofcollegeasafour-yeardegreeprogramintheliberalartsandsciences.• There is a lack of awareness, particularly among parents and students, that similar math, reading, and writing skills are needed for success both at college and in the workplace.• While educators and current college students believe that planning for after high school should begin early, many stu-dents are not starting until their junior year.Manyparentssaythatitisdifficulttogetstartedplanningfortheirchild’sfuture.Someschooldistrictshavenotbuiltcareerexplorationandcol-legepreparationintotheschoolday.• There is work to be done improving academic readiness for college, particularly for students not in an Honors/AP aca-demic track.Notenoughstudentsaretakingadvancedmathcourses.Manystudentsareconcernedorapprehensivethattheywillnotbeadequatelyacademicallypreparedforcollege.• There is not enough awareness of the financial aid process or support for families navigating it.Students’confidenceaboutthefinancialfeasibilityofgoingtocollegeissignificantlylowerthancollegeaspirations.Parentswhothemselvesdidnotgotocollegetendtobelievethatfinanceswillbethedeterminingfactorinwhetherornottheirchildattendscollege.Managingmoneyandfinancialmattersisanareawherestudentstendtofeelunderpreparedforlifeafterhighschool.• Parental involvement is critical.Studentssaythattheirpar-entsarethemosthelpfulresourceinplanningforlifeafterhighschool,andparentalinvolvementisakeyfactorinpredictingcollegeenrollment.

Eight Ways to Make a Difference

1) Continue to broaden the notion of college.Asoneeduca-torputit,“Thereisaprimaryemphasisonfour-yearcollegesanduniversities.Ithinkthatthereneedstobemoreeducationandawarenesspresentedtostudentsonthebenefitoftwo-yearandvocationalcolleges.Thismayreachstudentswhohavenotthoughtaboutcollegeassomethingthatisforthem.”• High schoolsandcollegescanimproveawarenessamongeducatorsaboutthefullarrayofprogramsandmajors—bothtwo-yearandfour-year—offeredatcollegesanduniversities.• Astheskillsneededforcollegeandworkbecomeincreasinglysimilar,businessesandcollegescanreinforcetheneedforbetterpreparationforallstudentsbyinformingMainecitizens—educa-tors,parents,students,andemployees—abouttheskillsneededforsuccessatcollegeandintheworkplace.

2) Expose students to college, starting at a young age. Particu-larlyforfirst-generationfamilies,itisimportanttogetparentsaswellasstudentsfamiliarwithcollege.Olderelementaryandmiddleschoolstudents,aswellashighschoolstudents,shouldhavetheseopportunities.• Schoolscanarrangeinformalvisits,suchasattendingcampusartsorsportingevents,aswellasofficialtoursandmoreexten-sivevisits.• High schoolsandcollegescanbuildandexpandearlycol-legepartnerships,providingmoreopportunitiesforhighschoolstudentstoenrollincollegecourses.• Collegescanopentheirdoorstoyoungerstudents.Inviteparticipantsinvacationorsummerrecreationprogramstousethegymorpool,havelunchinthecafeteria,andmeetsomecollegestudents.Sportsteamscanhostlocalyouthgroupsforoccasionalclinics.• Studentscanseekopportunities,andsayyeswhenofferedop-portunities,tovisitcolleges.

3) Start career exploration early.Programsthataredevelopmen-tally-appropriatecanbroadenstudents’horizons,convincethemthattheefforttheyputintoschoolnowwillpayoffbyexpandingtheiroptionsinthefuture,andraiseawarenessofthefullarrayofcareersthatexist.• Elementary and middle schoolscanbuildcareerexplora-tionintocurriculaatalllevels.

PART IV: IMPLICATIONS AND RECOMMENDATIONS

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• High schoolscandevelopprogramsforstudentsineachgradethatexplicitlyleadthemtoconnectinterestswithpossiblecareersandtofindoutwhateducationisrequired.Someschoolshavesuccessfullybuiltthisintotheiradvisoryprogramsandintocareer/collegecentersatschool.• Businessescanhoststudentsforsitevisitsandjobshadows,encourageemployeestoserveasmentors,andsponsorvisitstocollegeprogramsrelatedtotheirindustry.• Parents and community memberscansharetheirownex-perienceswiththeirchildren,relatives,andfriends,sothatmorestudentslearnaboutdifferentpathstosuccess.

“Too often, we take for granted that everyone knows about jobs and college, but it’s just not the case for everyone. Many kids aren’t ready to start thinking about their future in 8th grade. But if you at least introduce them to it, it might help them to take course-selection in high school a little more seriously.” —a Maine college student

4) Ensure that all students have rigorous educational experi-

ences. Maintainandcommunicatehighexpectations,andmakesureallstudentstakecollegepreparatorymathcourseseveryyearinhighschool.ParticularlyforstudentsinaGeneralorVoca-tionaltrack,academicrigorandintentionalcareerandcollegeplanningmayneedimprovement.• Schoolsshouldprovidechallenging,rigorouscoursestoallstudents.• Parentscangetinvolvedintheirchild’scourseselectionbeginninginmiddleschool.Theyshouldensurethattheirchildchoosesthemostrigorouscoursestheycan,advocatefortheresourcesneededtosupportsuccessfulexperiences,andsupportstudentstostickwithit.• StudentsshouldtakeAlgebra1in8thor9thgrade(whichmeansgettingadequatemathpreparationintheearliergrades),andcontinuetotakearigorouscourseofstudy,includingamathcourse,everyyearofhighschool.Senioryearisnotatimetocoast.Learningtothinkandwritetakeshardwork—pushyourself!

5) Enlist Maine colleges (faculty, staff, and students).Onead-ministratorsuggests,“Universityandhighschoolfacultiesneed

topartnerintheareasofcurriculum,instruction,andassess-menttoshrinkthedisconnect…providetutorialhelpatthehighschools;administercollegeplacementteststohighschooljuniorsandfirstsemesterseniorsandprovidetutorstohelpstudentsmeetcutoffscoresandrealizetherigorofcollegework.”• College administrators and facultycanmakeconnectionswithareahighschools.Invitehighschoolteacherstovisitcol-legecoursesintheirdiscipline.Bringcollegeadministratorsandhighschoolguidancestafftogethertoshareknowledgeaboutplacementtests,admissions,andfinancialaid.• College studentscanengageincommunityservicebyvisit-inglocalhighschools(andtheirhomehighschools)regularlytoserveasmentorsortosupplementthecollegeadvisingavailableatschool.Theycansharetheirexperienceswiththecollegeapplicationprocessandtherealitiesofcollegelife.

6) Get businesses involved.Businessesareinauniquepositiontohelp,andinthelong-termtheireffortswillpayoffwithamorehighly-educatedworkforce.Businesses can:• Thinkoftheiremployeesasparentsofthenextgeneration’sworkforce,andprovidethemwithinformationandservicestoensurethattheycaneffectivelyhelptheirchildrenprepareforsuccess.• Inviteeducatorstovisitworksitestoshowthemthejobskillsthatareindemand,anddescribetheexpectationsofemployeesintermsofreading,writing,andmathproficiency.• Foremployeeswithachildinhighschool,giveoneadditionaldayoffeachyearforcollegecampusvisits.Theycanhostcollegeandfinancialaidinformationsessionson-siteandprovideem-ployeeswithhands-onhelpwithcompletingtheFAFSA,eitherbybringinginfinancialaidexpertsorbylinkingemployeeswhohavebeenthroughtheprocesswiththosefacingitforthefirsttime.

7) Start financial planning and saving for college early. • Parentscansaveforcollegestartingwhentheirchildrenareborn.Bythesametoken,itisnevertoolatetostartsavingforcollege.• Studentswhoworkcansaveaportionoftheirearningsforcollege.• Community memberswithexpertisecanprovideworkshopsorcounselingforschoolsandparents.

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8) Make sure all families complete the Free Application for

Federal Student Aid (FAFSA).Farfewerfamiliesthanareeligibleapplyforfinancialaid.InMaine,federalandstategrantaidcanadduptonearly$6,000peryearofcollege,dependingonfamilyincome.FAFSAresultsarealsousedtodetermineloanoffersandbymanycollegestoallocateinstitutionalfinancialaid.• High schoolsshouldexplainthenecessarystepsandtheap-propriatetimingforcompletingtheFAFSAaspartofcareerandcollegecounselingforallstudents.• ParentscancompletetheirfederaltaxreturnsinJanuaryoftheirchild’ssenioryearsothattheinformationneededfortheFAFSAisaccurateandavailableontime.Thiswillputthestudentinthebestpositiontoreceivefinancialaidfromthegovernmentandfromtheircollege.

“The biggest challenge is getting students and families to prepare and save for several years prior to starting col-lege. It is not the amount that is saved that is so impor-tant…it is more for students and families to feel vested in the process. If families spend time saving for college, then chances are quite good that other areas of the student’s preparation are being scrutinized and planned for (such as rigorous math, science, and college-level high school classes).” —a Maine college administrator

About the Mitchell InstituteThe core mission of the Mitchell Institute is to increase the likelihood that young people from every community in Maine will aspire to, pursue, and achieve a college education.Eachyear,theMitchellInstituteawardsa$5,000scholarshiptoagraduatingseniorfromeverypublichighschoolinMaine.Selectionisbasedonacademicpromise,financialneed,andahistoryofcommunityservice.TheMitchellScholarshipProgramhasawardedmorethan$5.7millioninfinancialassistancetonearly1,400Mainestudentssince1995.MitchellInstitutesupportprogramscreateongoingScholarandAlumniinvolvementinleadershipandprofessionaldevelopment,aswellascommunityserviceandmentoringactivities.TheMitchellInstitutestrengthenstheinvolvementofanewgenerationofcivic-mindedandcommittedcitizenswhilecreatingeducationalopportunityforMaine’syoungpeople.

ThroughalongitudinalstudyoftheMitchellScholarsandbroaderstatewideresearch,theMitchellInstitutecontributestothebodyofknowledgeaboutpostsecondaryeducationinMaine.Ourgoalsaretoensurethatourscholarshipandsupportprogramresourcesareusedeffectively,tomeasuretheimpactsofbeingaMitchellScholar,andtolearnaboutpracticalbarrierstopostsecondaryeducationinMaineandhowtomakecollegemoreaccessibletoMainehighschoolstudents.

TheGreatSchoolsPartnership,asupportingorganizationoftheMitchellInstitute,iscommittedtostrengtheningandredesigningMaine’ssystemofpublicsecondaryeducationtoimprovethequalityoflearningforeveryhighschoolstudentinthestate.IncollaborationwithorganizationsandeducatorsacrossMaineandthenation,theGreatSchoolsPartnershipisworkingtoraiseeducationalaspirationsandachievementbycreatingequitable,rigorous,andpersonalizedacademicprogramsthatprepareallstudentsforcollege,work,andcitizenshipinthe21stcentury.

22MonumentSquare,Suite200Portland,Maine04101(207)773-7700www.mitchellinstitute.org