Who Needs Harvard? We Do!

By: Patrick O'Connor Ph.D

The work of high school counselors just got a lot easier, and we have Frank Bruni to thank. His essay   “How to Survive the College Admissions Madness” uses real case studies to show students that life tends to work out pretty well for students whose dream school says no—and sometimes, it’s even better than if the dream school had said yes.

This is the ideal piece to pass along to anxious parents, right before admissions madness hits its peak.  It’s also a good piece to pass along to students, but I have to say, I don’t worry about them as much; they always seem to bounce back from the “no” of a college better than Mom and Dad do.  In any case, it makes for great family reading, so take a look at it, and share with your families, knowing the piece has its limits:

• First, the piece does share enthusiasm for the “who cares about Harvard?” movement that’s swirling about us, and that’s cause for concern.  Yes, Harvard’s hard to get into—but that’s because it’s a great school, and it plays an important role in the education of more than just the students who go there.

Aspiring hoopsters of varying abilities have pictures of LeBron James on their bedroom walls, and that inspires them to be better basketball players, even though few (if any) will make it to the NBA.  The same is true for the role Harvard plays in the goal setting and development of our bright students; giving their all to achieving a high academic goal ensures they will have the discipline, habits, and perseverance needed to be successful  in whatever college they attend, and the subsequent life they lead.  Without the high goal of Harvard, these students don’t realize all of who they are, and what they can achieve—and that makes us all a little poorer.

• Counselors wiser than I have pointed out that, while Bruni is trying to point out the value of every college, he doesn’t exactly do that.  His examples of students who went on to other colleges focuses largely on top tier schools, and more than one counselor has said there seems to be a message in the piece that says “Don’t worry—your child will still make their first million before they’re 30.”  This certainly limits the impact this piece can have if you work primarily with students who aren’t looking to Top 25 colleges, but there may be a way to use some of the ideas in the piece that will drive key ideas home about opportunity and achievement. 

• Parents will want to be careful about the messages they send their child about college.  Bruni ends his piece with a touching story about two parents who wrote a letter of unconditional love to their son the night before his college decisions came.  The letter proved to help the student through the rejections he received, and he was able to move forward and make the most of the college choices he had.

This level of parental insight is inspiring, but that doesn’t mean it should be replicated.  The parents made the right choice for their child—but the same letter, written to a child with a different set of values or level of self-esteem, could have the opposite effect. As we prepare students for Decision Day, let’s keep in mind this individual process is about who they are, not who we want them to be.  If we do that, we’ll know just what to say to make each student look forward to what comes after high school.  

A Gentle Reminder

By: Patrick O'Connor  Ph.D

There’s no such thing as “down time” for school counselors, but if there was ever a “crunch time”, this is it.  Sure, the first round of scheduling is over, but the second round of scheduling is about to begin.  Spring testing is on the horizon for many counselors (why are we in charge of that again?), and seniors are about to get admissions decisions from the nation’s most select colleges.  Once that smoke has cleared, it’s time to get ready for AP testing, award ceremonies, final exams, commencement—and a little more scheduling. Then, just like that, it’s over.

As we get ready to take the plunge, it’s important to hear the perspective of a student who caught her counselor on a bad day.  As I was told the story, the student wasn’t coming to see her counselor; they just happened to be in the hallway at the same time, with the student heading to class, and the counselor heading to another event of part of another busy day.  After seeing the very heavy scowl on the counselor’s face, the student concluded this was not the day to see her counselor—she was clearly in a bad mood.

Fair or not, it’s important to consider this experience from the student’s perspective.  As counselors, it’s easy for us to dismiss the concern with a reminder that counselors have too many tasks to complete, and too little time to do them; that too much of our work involves duties that have nothing to with counseling; that everyone has bad days.  When we put on our counselor lens and our adult lens, it’s easy to look past an inadvertent scowl, and not let it keep us from touching base with a counselor, or asking them for help.

The problem with that thinking is that students—our clients—aren’t adults. It’s certainly true that some of our students in greatest need aren’t the most logical thinkers, and the high emotions of some teenagers makes them impossible to please at times.  At the same time, these same volatile students are the ones who need us most, the ones who need to feel welcome by their counselor when the rest of the world has, at least according to them, given them the cold shoulder.  It isn’t easy to maintain a posture of openness and receptivity at all times, but when we tell students we’re there for them no matter what, that’s what we sign up for—always demonstrating at atmosphere of support for students who may not be thinking with linear precision.

It’s important to be honest with our students, and we don’t do them any favors by trying to portray adulthood as a seamless journey of joy-filled discovery.  But that’s a story we can tell once the student is in our office; the way we hold ourselves in the hallways and complete those “other duties as assigned” can make the difference in getting students in our offices in the first place.  So give a smile to your students, especially when they think they aren’t looking.  It can make a world of difference. 

Assumptions Can Kill a College Search

By: Patrick O'Connor Ph.D

It’s been a long, cold, lonely winter in Michigan, even though we haven’t had our share of snow this year.  The blizzard began in early January, when the Michigan Department of Education announced plans to drop the ACT as the statewide college readiness exam. Within hours, school officials—largely district superintendents—were throwing themselves in front of every TV camera in the state, making bold proclamations that all sounded the same:

“Well, if the state is going to require our kids to take the SAT, it’s about time our state colleges started accepting the SAT as part of their freshman application process.”

There is no doubt these spokespersons are sincere, well-meaning educators who are very busy people.  Having said that, how long would it have taken to call someone in their district who works more closely with college admission—say, a school counselor—and ask “The state is changing to the SAT.  Is that going to hurt our kids?”

There is nothing like knowing what you don’t know.

The avalanche has turned into light flurries, but it’s still enough to make a counselor feel snowbound.  Just the other day, a school principal supported the test change by saying “Think of the opportunities this creates for students to look at colleges beyond Michigan”, assuming that colleges beyond our borders had never heard of the ACT, let alone knew what to do with the scores.

This entire test-switching adventure is a gentle reminder of two keys in college counseling.  First, it is always important to challenge the assumptions of our students.  How many students come through our doors having picked up the idea that they aren’t “college material”, making it that much harder for them to understand all of the options available to them after high school? 

This is especially true when it comes to college costs.  Too many students limit themselves to the schools they think they can afford, when a full exploration of college options can turn up scholarships or other programs that make dream schools affordable, as long as the student is willing to look.

Second, it is essential to begin college awareness at an early age.  Attitudes about college costs and the “right” kinds of college begin early in our society; this is why applications for admission always increase at whatever college wins the football national championship. By talking to 7^th and 8^th grade families about college options and costs, counselors are giving students the tools to evaluate options after high school that put their interests, talents, and needs at the center of the search.  That’s the best way to make sure students are asking assumption-free questions.

Counselors looking for a college curriculum that makes sense to 7^th graders can turn to the National Association for College Admission Counseling.  Their Step by Step curriculum walks students and parents through the college exploration process from grades 7-11, and includes downloadable Power Points in English and Spanish—all for free.  No curriculum will make sure every student has an assumption-free college search, but NACAC offers a tried and true way to keep most students and families on the straight and narrow, no matter what college test they take. 

Why You Should Celebrate National School Counseling Week

By: Patrick O'Connor  Ph.D

It just figures that National School Counseling Week starts the day after the Super Bowl.

The country gorges on guacamole-covered chicken wings on Sunday, and when America's most misunderstood group of educators asks for three nacho chips and a high five on Monday, the country is too tired to party.

In some ways, we don't mind. The last time we made headlines, most people surveyed felt that school counselors were more of a hindrance than a help in applying to college. Before that, we were the punch line of a car ad -- "Your guidance counselor drives a minivan" -- or we were known as the washed-up teachers who were given offices close to the principal so he could keep an eye on us.

But Jenny doesn't see us that way.

Jenny was the quiet, slender girl who didn't cause anyone trouble, except herself. When two or three students saw Jenny needed help, they went straight to the school counselor, who called Jenny into that office close to the principal to talk about it in a safe, confidential place. Jenny got help, and became an even more beautiful person.

Steve doesn't see us that way either. Three weeks into school, he had his fifth unexcused absence, and was on his way to flunking a required course. He told his school counselor he was working late to support the newborn son no one knew he had. His counselor asked the teacher to give Steve one last break, but never mentioned why. Steve got it, graduated, and got a full-time job that paid enough to take care of his young family.

If you didn't know that, you're not supposed to. When someone's life slips or they don't know where to turn, school counselors give them the space for grace and dignity to rebuild and strengthen their lives, all without fanfare. Sometimes, if you don't know we're doing our job, we're doing our job pretty well.

Of course, we aren't perfect. Most of us work with 450 students at once, and some have twice that number. Since many principals think we should change schedules instead of lives, we don't have as much time to help students as we'd like, and most of us were never -- never -- trained how to help students apply to college.

I bet you didn't know that either.

Old habits die hard -- school counselors know that for sure -- but if you have a minute this week, stop by and thank your school counselor for everything you don't know they're doing, and put in a good word for them with the principal. We might not score winning touchdowns or drive fast cars, but when the goal is to drive 450 students to win their own big game, the minivan really rocks it.

What’s in Your Testing Program?

By: Patrick O'Connor Ph.D

It’s been a hectic month for school counselors in Michigan who also wear the title of building testing coordinator. Earlier this month, they were told the state of Michigan would no longer offer the ACT for free as part of its statewide high school testing programs.  Instead, the SAT would be offered for free instead.

Being the sturdy folks we are, counselor sighed, said here we go again, and got ready to reshape their test prep programs and prepare teachers for a different kind of testing—all based on descriptions of a test that isn’t even written yet.

No sooner were those plans developed when Michigan said—hang on.  ACT had filed an appeal of the state’s decision to switch tests.  It turns out ACT had put in a testing bid that included grading the optional writing test that’s long been a part of ACT, but SAT had not.  ACT claimed that was the reason the SAT bid was so much less; without the writing sample, ACT claimed, theirs was the better offer.

The timing on this wasn’t great, but it wasn’t bad.  Counselors had two weeks to finish sending out high school transcripts for college applications, and a little extra time to get a jump on scheduling—a duty that, like test coordination, is something we have never had any training in.

The word finally came yesterday, and Michigan is back on the Change Express.  Claiming the request for bids clearly told ACT to provide just the basics of the test, the state of Michigan ruled the SAT bid was fair.  As long as the final approval is given next week, the SAT will be part of statewide testing in March 2016.

What can counselors learn from this experience, whether you’re in Michigan or elsewhere?  Plenty:

Never take your test plans for granted.  School improvement in Michigan has been measured in part by ACT scores since 2007, and schools have built entire academic programs around ACT objectives.  The switch to the SAT means there will be no reasonable way to measure student growth for at least three years—and that’s assuming Michigan doesn’t switch back to the ACT when this new three-year contract expires.  School districts went all in on the ACT; now they they’ve been burned, it’s unlikely they’ll be as invested with the SAT.

Never let policy makers take your test plans for granted. Reports indicate the Michigan switch was more about money than anything else, but there are indications decision makers could have been more aware about the curricular implications of making a test change.  Counselors and their state organizations would do well to join efforts with state principal and superintendent groups to share aggregate test results with state leaders on a deep and frequent basis.  By pointing out the impact tests have on third grade reading, counselors can help policy makers think twice about making test changes too often—and give them good reason to understand why those changes may or may not be necessary.

Don’t reinvent the wheel with test prep.  Every school counselor is going to make their test preparation programs more SAT centered—and if everyone has to do something, that means there’s a potential to make it easier.  Now is the time to band together and create a common test prep curriculum; ask your principal to host your nearby school counselors in a meeting or two where you can review existing SAT materials together (the Khan Academy materials come to mind as a place to start).  Tell your principal this will avoid a lot of SAT headaches, and watch how quickly they say yes. 

Free Community College? One Major City Offers It Now

By: Patrick O'Connor Ph.D

The school counseling community is buzzing about President Obama’s plan to offer two years of free community college to all high school graduates.  First announced two weeks ago, the plan was the key education plank in the State of the Union address, and is seen as a win for all high school students.  Graduates looking to attend a four –year college would have the opportunity to get half of their college credits free at a community college before transferring to a four year institution.  At the same time, high school students wanting to pursue a technical degree would be able to complete most or all of their required training for free.

School counselors see this program as sending the right message to students; no matter what you plan to do, more school is needed after high school to make your way in the world.  That message will be important to convey early and often, since policy analysts suggest the proposal has some high hurdles to overcome:

• First and foremost, President Obama’s plan calls for new federal funding. It’s estimated the free program will cost $60 billion over 10 years—and with Republican majorities in both houses of Congress, funding of any new programs will be under close review.

• This review will be even more difficult, since the president has proposed a tax increase on the wealthy to generate the funding.  Tax increases are never popular, but given the number of Americans just getting out of the clutches of the Great Recession, it seems unlikely Congress will take this approach to funding the program.
• This means it is more likely Congress would be willing to redirect funding from the Pell program to this initiative—a move that could hurt the financial aid opportunities for four-year students.

• Finally, one-fourth of the funding for the program is expected to come from the states.  Since many of the states have been cutting funding to higher education, local funding would likely also have to come from raising taxes—in this case, state taxes.  This would lead to two tax increases for many Americans, doubling their displeasure of elected officials.

As the political realities of a great idea being to sink in, policy makers wonder if there are other approaches to creating free funding that would be less controversial—and the answer is yes.  For the past three years, the Detroit Regional Chamber has offered two years of free community college to any Detroit high school student who graduated from a Detroit school.  After enrolling in the program and applying for existing federal aid by completing the FAFSA, the DRC program pays for any expenses the federal government won’t cover, as long as the student enrolls full-time in one of five community colleges in Metro Detroit.

The advantages of this approach to free community college are clear.  First, students have to complete the FAFSA, something they hesitate to do without some urging.  Since there’s nothing like free college to excite them, students take the time to complete the form, knowing that any shortfall will be picked up by the DRC scholarship program.

Second, since this is a “last dollars” program, the DRC plan builds off of current federal policy, requiring no new money or legislation, while helping more students.

Finally, the program requires students to attend community college full-time, as well as participate in study success seminars—two keys to successful completion of college, which is the ultimate goal.

Everyone hopes President Obama’s plan for free community college works—but if it falls short, there’s a thriving program in Detroit that could become a national model. 

Putting New Life in Scheduling Time

By:  Patrick O'Connor  Ph.D

The task school counselors love to hate is back.  No matter how often we point out that we never had a graduate course in Scheduling, principals find a way to make sure our winter months are filled with bubble forms and spreadsheets, as we put our patience and high school Geometry skills to the test, and begin to talk with students about next year’s schedule.

This activity isn’t completely without its benefits, since it gives us time to talk directly with students, but there isn’t a single counselor who gets to late March and says “There has to be a better way to do this.  By then, it’s time to move on to spring testing (another duty that wasn’t part of the graduate school curriculum), so we jot a few notes down, and hope some free time will emerge that allow us to tweak the scheduling process, if only a little—and when that time appears, it’s July.

It’s time to make the time rather than simply hope it appears.  As you prepare to take on scheduling this year’s students for next year’s class, see if any of these tips can make the process more student-centered.

Flipping the scheduling process.  Experienced counselors look at high school scheduling and see two huge time wasters.  The first one involves asking the student what they want to take; this usually occurs in the counselor’s office, before the student has seen any of the scheduling materials, or given any thought about their courses for the next year.

The easiest way to avoid this is to make sure the student comes prepared to discuss the choices they’ve already made.  By making scheduling materials available to students well before the counselor meeting, students will have time to consider their choices, discuss them with their parents, and come up with questions they might have before they appear in your office.  Call it homework, or call it flipping the scheduling process, this approach puts students in the driver’s seat, and requires a degree of proactivity that can make a world of difference.

Submit the schedule ahead of time.  The second step in this process goes even further, and requires the student to submit a rough draft of their schedule before their meeting with the counselor.  This approach asks the student to make some initial decisions, requiring them to evaluate their priorities on their own.  It also gives the counselor an opportunity to review each schedule ahead of time and prepare their questions before meeting with the student. This can be especially helpful if the meeting usually includes a review of progress towards graduation.  Checking the student’s rough draft against the graduation template before the meeting allows the counselor to prepare other recommendations if the student is missing a required course, or create time for a second graduation review during the meeting—and checking twice is never a bad idea.

Using scheduling time for real counseling.  This plan ahead process creates an opportunity for counselors and students to use scheduling time for a greater purpose.  After reviewing the student’s choices, and the rationale being those choices, the conversation can move past the logistics of scheduling, to include deeper discussions about career interests, college plans, summer activities, and more.  This makes the activity of schedule building less about classes, and more about students—and that’s always a good thing.