Making the Right Decision About Decision Day

By: Patrick O'Connor Ph.D

It started out as a pretty simple idea.  High school seniors would celebrate their admission to college by wearing a T-shirt or sweatshirt from their college on May 1, the day college-bound seniors place a deposit at the one college they’ll be attending in the fall.  It was informal, it was fun, and it was a way for small groups of friends to celebrate all they’d done in high school, now that high school was coming to a close.

In just a few short years, the idea has taken on a life of its own.  Spurred in part by the National College Access Network, school counselors and principals are now organizing formal events that include everything from morning breakfasts sponsored by the PTA to all-school assemblies where college decisions are announced.  Some high schools set up an announcement board where every student—college bound and otherwise—put up a message about their future plans, and say a word of farewell.  That board often stays up for a full year, inspiring next year’s seniors to reach for their dreams—until a new board gives them the opportunity to share their dreams to inspire others.

In typical leading-edge fashion, the Michigan College Access Network has accumulated some of the best College Decision Day practices and presented them in a new publication for other high schools to use.  These resources are by no means limited for use by Michigan high schools, and they’re available for all to use at 

http://www.micollegeaccess.org/events/college-decision-day#Resources .

 (Full disclosure: I am on MCAN’s board of directors.)

I collected some of the examples used in the guide, and there are three perspectives that surfaced in my conversations with school counselors. First, nearly every counselor that sponsors some kind of Decision Day activity includes every senior. College is a great experience for students who want to pursue it, but every senior has a future to fulfill. It’s vital to organize any Decision Day activity by remembering the goal of the day—honoring each senior’s choice for what’s next in their lives.

Second, some counselors wonder if Decision Day can really meet its lofty goal of inspiring every senior.  If Decision Day is about achievement, how would it be viewed by seniors who weren’t admitted to their dream school, or by seniors who weren’t looking forward to their future?  Others counselors shared personal stories of the Decision Day they experienced as a senior, experiences that sent them off to life after high school with self-doubt and discouragement.  Still others wondered why high school students couldn’t just celebrate being in high school; after all, isn’t Commencement already a day to celebrate new beginnings?

Finally, one counselor sought middle ground by moving his school’s celebration to late March.  Knowing many admissions decisions are released April 1, this counselor scheduled a senior lunch (no parents, no teachers) the week before students heard from their schools.  Since the “Yes-No-Maybe” mania hadn’t started, this lunch gave seniors a breather from the early spring rigors of senior year and the gentle agony of application anxiety.  Seniors had a time to be themselves, and to be together as a class one last time before college news made embracing the future—and leaving the past-- a little more real.

Supporting young people is a careful mix of nurturing their soul and nudging them to a sense of life that’s bigger than self.  Whatever your school plans for Decision Day—if any—do as Stephen Covey suggests, and keep the end in mind. Once you have a clear goal for the program, the MCAN publication can help get you there.

The College Fair Students from Rockford, Illinois

By:  Patrick O'Connor Ph.D

The woman at the college fair walked over to me with some hesitation.  The fair had been open for about thirty minutes, and we were just beginning to welcome the first of 50 busses that would bring nearly 2000 students from four counties to meet with 120 colleges. 

She could see all that when she approached me, and to be honest, I may have been checking e-mail on my phone when the conversation started. As I remember, it went something like this:

“Are you in charge of the fair?” she asked.

“Yes, I am. How can I help you?”

“Well, I read that you only wanted school groups to stay for 90 minutes, and I was wondering if my group could stay a little longer.”

“When were you planning on leaving?”

“Around 11.  We came from Rockford, Illinois.”

“Rockford? You came in today?”

At this point, a man broke in.  “No, we came yesterday.  Left Rockford at 9 Monday morning, got here for the evening session last night, spent the night, and we’re back for the morning session.”

“How long is it to Rockford?”

“About a nine hour drive. By school bus.”

“You know, there’s another college fair about three hours closer to you that starts tomorrow.”

“That one interfered with their spring break” the woman responded.

“And how many students did you bring?”

“10, with three chaperones.”

“Ma’am, please feel free to stay as long as you like.”

The man came back an hour later to tell me what a wonderful opportunity this was for students, but he didn’t really tell me anything his actions hadn’t already expressed.  When three adults make a 700 mile round trip by school bus with ten kids to make sure they have a full range of college options, it’s clear they see a college fair as something more than a morning out of school.

I’ve thought about that group of students more than once in the last two weeks, now that college decisions are all out, and students have until May 1 to choose their college.  It was an exceptionally unpredictable year in college admissions, with more students applying to top schools than ever before.  More applications only means more rejections, leaving more students to wonder what was wrong with their application. Other students get passed that feeling, only to look at the remaining schools and pick one that will work well for them, even if it now feels like a second choice.

That’s when the students of Rockford come to mind.  A multi-hour bus ride gave them a chance to consider what college could be, but there was no guarantee any of those 120 colleges would be right for them or even let them in.  They took the ride anyway, eager to see what could be, and the ride home gave them a long time to think about what was next.

This year’s seniors are now taking the long ride to May 1, and just like the Rockford students, it’s likely every college they applied to wasn’t right for them or didn’t let them in.  It’s hard when a great college runs out of room before they run out of great applicants, but that’s the school’s problem, not the student’s.  The great college that said yes appreciates everything about you, and has plenty of room for your talents and dreams to shine.  It doesn’t take a nine hour bus trip to see that as the wonderful opportunity it is. You’ve arrived at a wonderful place; it’s time to enjoy the ride. 

Your College Advice to Juniors? Be Like Sara

By:  Patrick O'Connor Ph.D

Sara came home from a softball game last spring and was surprised to see her father's car in the driveway. May was a busy month in his line of work, so he usually went back to the office after watching Sara pitch, finished a little paperwork, and came home in time for a late dinner.

That day, he greeted his daughter in the kitchen. "Nice game, Ace!"

"Thanks, Daddy. Why are you home?"

He beamed at his 11th-grade daughter and said, "I have a surprise. There's an overseas community service project heading to a small village in Japan. They've opened a large orphanage there for children who lost parents in the earthquake, and they need volunteers to help with the babies, so the residents can rebuild their homes."

Sara peeled an orange while her father continued. 

"You'd be there four days, and you'd be making a difference in the world. Your grades are strong and your pitching is great, but I think something like this could put you over the top at the colleges we're talking about. The Web site for the project is up on the computer. What do you say?"

Sara continued to peel the orange. "Can we talk about it at dinner?"

Her father was a little deflated, but he smiled back. "Sure, honey. I'm going to run back to the office for a little bit, but I'll see you at seven."

Dad came through the kitchen door at 7:15 and quickly took his place at the table with the rest of the family. After more congratulations for Sara's great game and a little razzing about her hair from her tech-savvy brother John, her dad said "So, how about Japan?"

Sara put her fork down slowly and looked up. "It's a great idea, Dad, but I looked on the Web site. Does this trip really cost $6000?"

Her father choked on his ice water, while Sara's mom gave him a long, cold stare.

"We can afford this, Sara," he said, smiling faintly. "It's about your future."

Sara looked down at her placemat again, and swallowed hard. "Well, I looked up the name of the town I'd be going to. It turns out Habitat for Humanity is working there, too, and they need $4000 for a new pump so the town can get fresh water again. I also called the Boys and Girls Club down on Wilson Street, and they said they could really use some help this summer.

"I sure appreciate the offer, Daddy, but don't you think it would be better if I stayed here, and we sent the $4000 to Habitat for Humanity? That way, the town would have fresh water forever, John could get that new computer he'll need for high school next year, we'd have a little money left over for my college fund, and I could still make a difference in the world. It would just be a difference in my own neighborhood."

Sara's mother did a very bad job of trying to chew nonchalantly, while John tried hard to wipe the tears out of his eyes in a 14-year-old macho fashion. Her father's shoulders relaxed, as he smiled almost to himself, and said "Yeah, honey. That's a great idea."

Sara is now a senior, waiting to hear this week from her colleges -- but the question you should be asking yourself is not "Where will she get in?"

The question to consider is, "Does it really matter?"

Counseling Students at College Decision Time

By: Patrick O'Connor Ph.D

It’s hard to believe, but early April is nearly here—and with it comes the final college admissions decisions.  Many of these are first decisions from highly selective colleges, but students will also be hearing back from colleges that may have asked for senior grades earlier in the year.

This makes for a great deal of different kinds of news, all coming to different students, who will all handle the news—differently.  Here’s how to help them receive the news in the best possible way, even if you’re swamped with other things to do:

Set the Right Tone  It isn’t too late to shoot out an e-mail or put together a PA announcement reminding everyone in the building—students, parents, teachers, and administrators—that college decisions aren’t character indictments.  Colleges admit students for all kinds of reasons, but they don’t admit students because they are better people.  That message is in every part of your college counseling curriculum, but a clear reminder right now will go a long way tin keeping everyone grounded when decisions come out.

Tell Seniors What to Do  Many colleges now send admissions decisions by text or e-mail, and some have the incredible insensitivity to send this information during the school day.  Colleges may see this as “fun”, but they aren’t in a classroom where only one student was admitted to the college that just denied admission to five other students in the same room.  Seniors may not listen, but tell them anyway— read your college decisions at home, alone.  Once the decision sinks in, you’ll be able to share the news with others in ways that are comfortable for you and them—and that’s the goal.

Ask Teachers for Help  College news spreads fast this time of year, and you just can’t be everywhere.  This is the time to ask teachers to pitch in; ask them to keep an eye out for seniors who just don’t seem their usual selves, and let you know.  It could be the student was turned down at a dream college; it could be they have too many good offers to choose from; it could be that it finally hit them they are leaving high school.  The teacher doesn’t have to sort that out—they just have to let you know, so you can help the students sort it out themselves.  (And please remind the teachers not to announce college decisions in a class; it makes for bad banter, no matter what they think.)

Adjust Your Schedule  With college decisions in, at least 10% of your seniors now have questions, concerns, or confusion—so the paperwork is going to have to wait.  Open your door, and keep it open; if you’re willing, tell the seniors you have open office hours after school, so they can drop by to talk without an appointment.  See if the PTA will provide cookies or soda (OK—or fruit), and you’re all set to handle whoever comes in the door.  This small welcoming gesture can bring in students you would least expect.

Review Your Awards Policy  Communities want to celebrate all the good students have done—so why do some schools only honor what they consider to be the “best” good?  Counselors insist that each student has their own path; make sure your honors convocation reflects that value.  Not every achievement is the same, but every achievement is an achievement.  Your challenge is to make sure everyone understands that, with college decisions, awards, and more.

Defending the SAT. Really.

By: Patrick O'Connor Ph.D

Even after College Board updated the SAT in 2005, critics called the test irrelevant. That version continued to test students’ understanding of arcane words students didn’t know.  In addition, the essay portion added to the 2005 test was ridiculed for rewarding students to write in ways that are contrary to effective writing methods for college, including the use of facts the student simply makes up.

This month, College Board said, fair enough.  The essay is now optional, and made-up facts get no credibility.  The penalty for guessing is eliminated.  Uncommonly used words are out, making ignominious feeling even more ignominious. Students who can’t afford SAT test prep will be able to use College Board-approved test prep for free on Khan Academy, and any student who gets an SAT fee waiver will also get waivers to pay for four college applications. 

And what say the critics?  These changes are only being made because the SAT is losing market share to the ACT. The changes have nothing to do with education; this is all about looking more like the ACT.  And, even with the changes, the SAT is still irrelevant.

It’s absolutely true more students are taking ACT than SAT.  Several states require all students to take the ACT, even if they aren’t going to college.  Since that includes Michigan and Illinois, that’s a huge advantage in users; beyond that, students often tell me they find the ACT easier to understand than the SAT, so they take the test they feel is more comfortable.

If College Board is motivated by being #2 in the college testing market (and they haven’t said that), then second place is a plus. Competitors in any consumer-driven economy want their product to be more user-friendly for all kinds of reasons.  If the changes made to the 2016 test put the students more at ease, that could lead to scores that more accurately demonstrate what students know.

This relates to the idea of SAT-ACT sameness.  Past changes to SAT (originally an aptitude test) have made it a little more like the ACT (an achievement test), and these new changes are likely to make it even more so.  If these changes really make them alike, that will lead to fewer students taking both, leading to less time on testing and test prep, and more time on going to school.  That’s a win.

Finally, I can’t say if the SAT is relevant or not, because I’m not a college president.  Hundreds of colleges no longer require either the SAT or the ACT as part of the admissions process.  These colleges concluded that testing doesn’t tell them much more about a student than the grades, essays, and letters of recommendations students already submit when applying (and this study shows they’re right-- http://www.nacacnet.org/media-center/PressRoom/2014/Pages/BillHiss.aspx)—so why bother requiring the tests?

That’s great news for students applying to those colleges, but many colleges still require testing.  Since that means students will still be taking the SAT, why not make it a more user-friendly exam, and give students free help to get ready for it?

I am a huge advocate of test-free admissions policies, and I truly hope this round of SAT revisions will inspire every college to conduct a data-driven review of its use of standardized tests, to see if they really add to the decision-making process.  But if a college makes a data-rich conclusion that standardized tests are relevant to their admissions decisions, and you disagree with that conclusion, your issue is with that college, not with the test makers. Your demands for accountability should be addressed to them; by all means, do so.

How the New SAT Must Change Your College Advising Program

By: Patrick O'Connor Ph.D

Last week’s announced changes to the SAT have brought a mixed reaction.  Many school counselors welcome the news that the 2016 version of the test will no longer penalize students for guessing, and most counselors cheer the news that the required essay and its counter intuitive grading system will now be optional.

Other changes are leading to more questions.  How will the paper version of the new test be normed against the online version of the exam? Who will pay for the four college application fee waivers College Board is offering to all students who qualify for an SAT fee waiver?  Will the free Kahn Academy tutoring make a difference for needy students?

Some of these questions will only be answered over time, but the changes create a rare opportunity for school counselors to grow their college program:

9^th grade families will demand more college readiness activities The new SAT debuts just in time for this year’s ninth graders to take the test in 2016, but the announcement has sparked an interest in college readiness and college awareness that goes far beyond the test.  College is now clearly on their minds, and counselors can expect there will be more inquiries about what classes to take to be ready for college, how to make the most out of campus visits, paying for college, and more.

If you were waiting for an opportunity to expand your college counseling curriculum, this is it. Ninth grade parents are eager to learn more, and more than a few will express that desire to your principal.  Anticipate the need by reviewing your current 9^th and 10^th grade college curriculum, and design no less than five new events, lessons, and programs to meet the need.  Most counselors already know what they would do to grow their college program, but if you’re looking for ideas, try this resource from the National Association for College Admission Counseling (http://www.nacacnet.org/research/PublicationsResources/Marketplace/student/Pages/GuidingEducation.aspx) , and this information on College Application Week from the Michigan College Access Network (http://www.micollegeaccess.org/events/college-application-week)

This desire for more information will follow them through high school 

 Once the Class of 2017 hits grades 11 and 12, they’ll need more college information to build on the foundation of the stronger program you’re creating for 9^th and 10^th grade.  After you meet the immediate need, NACAC has other materials to help you create a comprehensive 9-12 college counseling curriculum.  This might also be time to take a college counseling class, where you can set new goals for your department and your students (find a class at http://www.huffingtonpost.com/patrick-oconnor/objections-to-better-trai_b_4870498.html)

Review the data you gather to evaluate your counseling program  The increased demand for counseling services can lead to more time and resources, but it’s likely to come with a price.  Administrators wisely support new initiatives parents demand, but over time, school leaders will rightly ask, “Is it making a difference?”  Unless you have proof of your program’s success, administrative support will dwindle when parental outcry fades—and that proof will have to come in the language administrators understand, which is data.

This gives you an opportunity to review how you are measuring success in your entire counseling program.  The best place to start is with counseling data guru Trish Hatch’s latest book, The Use of Data in School Counseling:  Hatching Results for Students, Programs, and the Profession.  If you’re looking for an approach to college-driven data, look at MCAN’s Dashboard for College Success at http://www.micollegeaccess.org/our-network/dashboard .  This may not be perfect for you, but it’s a place to start.

 

The change in the SAT offers a fresh start for counselors.  Make the most of it.

Spring Cleaning for School Counselors

By: Patrick O'Connor  Ph.D

It isn’t news to any school counselor that, as a whole, the number of students each counselor has to support is up—in some cases, way up.  The national average in 2010-11 was 471, with California reporting a stunning 1016 students per school counselor (all states can be found at http://www.schoolcounselor.org/asca/media/asca/home/Ratios10-11.pdf).

Increased student ratios means students - and counselors - have had to do more with less, a challenge that understandably leaves counselors feeling unsupported and limited.  But just like we respond when students feel they have nowhere to turn, it’s time to develop a strategy that looks past coping with counselor cuts, and seeks ways to help students even more, without adding to our sense of burden.

It’s time to toss the ugly urn.

You know the one I’m talking about.  The, um, gift from a well-meaning relative, you displayed for a week, only to realize it really wasn’t quite your taste.  You kept it in the closet, but displayed it when that dear gift giver came to visit; but there was that one time you got busy, and the spot was bare.  She noticed, and you knew it, but what could you do?  It’s now found its way to the back of the closet, behind two water bottles and some old Girl Scout cookies, even though it would be best to pick it up, dust it off, and head to the resale store.

Every counseling program has a few ugly urns, no matter how much you’ve had to trim in the last few years.  Examples?  Sure:

Individual scheduling appointments You probably finished this already, so look back and think about how many times you really had to work on class selection for a student.  Most of them knew what to choose, and those that didn’t will be looking at a round of changes once the master schedule kicks them out of three of their top choices.

There’s a better way. Ask each student to submit a completed schedule three days before the appointment.  When their time to meet comes up, review their schedule by yourself; if it makes sense (and most will), call them in to congratulate them on a job well done, then spend that time talking about college, bullying, study skills—some other part of the counseling curriculum.  Better yet, put a dozen well-scheduled students in a thorough group presentation that lasts 30 minutes; the 120 minutes you spent scheduling now leads to a strong group activity, and 90 minutes to focus on other counseling issues.

Career exploration  You bring 15 students to the computer lab, and spend 15 minutes of a 30 minute activity explaining how the career search program works—to a group of students who can text with the same hand they use to hold their phone.  Develop a 2 minute video with Camtasia using screen shots of the career exercise directions, then use Remind 101 to text the video link to the students.  They then come to the lab with a complete search, giving you 30 minutes to tell them what it means in greater detail.

Lunch duty  A $5 gift card to the nearest Dairy Delight goes to the student who answers the College Question of the Day.  You walk around and pass around copies of the question; they fill out the form, and you put it in the second pocket of a two-pocket apron.  The answer (and winner) are posted at Dairy Delight, which gets more business because the students come in to see who’s won—and gladly provides the gift cards for free as a result.

Got lemons?  Make lemonade.