Reaching "At-risk" Students
Establish a timetable of age-sequenced activities.
Studies show that the earlier and more often at-risk students are reached, the better they understand the choices they can make. Often fifth, sixth, seventh and eighth graders are already forming career aspirations and need guidance in making decisions about high school courses. Many counselors encourage students, regardless of their postsecondary plans, to pursue a challenging program of study in high school. Even those students who don't go on to college or career training immediately after high school might change their minds later on. Use our College Preparation Checklist or develop a checklist of your own to guide students through the process of preparing for postsecondary education. You also can order the checklist in brochure form at www.FSAPubs.org.Involve parents as well as students.
Parents need to understand not only college admissions requirements and the rudiments of student financial aid, but also the high school courses needed to pursue postsecondary options. Information on financial planning and how to gather and use information about postsecondary options is necessary for all parents, but it is most important for parents who have no postsecondary experience themselves. To reach working parents of at-risk students, arrange for evening or weekend information sessions at convenient locations, such as neighborhood centers and places of worship. Feel free to use our financial aid presentation during your information session. Research has shown that fathers, no matter what their income or cultural background, can play a critical role in their children's education. When fathers are involved, their children learn more, perform better in school, and exhibit healthier behavior. Even when fathers do not share a home with their children, their active involvement can have a lasting and positive impact. A Call to Commitment: Fathers' Involvement in Children's Learning describes research findings, discusses strategies for improving and extending fathers' involvement in their children's education, and provides examples of programs that involve fathers in children's learning.Establish a tutoring and/or mentoring program.
Setting up a tutoring and/or mentoring program in your school using local college students can be very valuable. These projects have shown positive effects not only on the test scores, grades and overall academic performance of the tutored students, but also on the students' self-esteem and self-confidence. The college or university participating in the tutoring/mentoring program may be able to pay its student tutors and mentors through the Federal Work-Study program.Provide firsthand information.
There are many approaches to helping students visualize the idea of postsecondary education. Visiting a campus is probably the most effective way for students to get a feel for the college experience. However, there are numerous other methods of providing informative and motivational experiences, such as arranging attendance at college fairs or meetings with college admissions representatives, organizing parents for tours of campuses, and inviting recent college graduates to talk to students. Many postsecondary schools now provide Internet, CD-ROM and/or video tours that can be used by students who can't visit the campus. Students need to discuss the things that are keys to success in postsecondary education, such as planning to meet off-campus expenses and allowing enough time for studying. Students' fears and unrealistic expectations can be overwhelming, especially for those who are first-generation college students. Therefore, it's also good for high school students to meet with first-generation college students who are making it or have made it through school.Develop cooperative programs with local postsecondary schools.
In some areas, secondary schools and neighboring colleges encourage students to stay in school and plan ahead by offering them financial incentives. For instance, under one such program, high school students sign a contract in which they promise to take certain preparatory courses, attend school regularly, and make good grades. A student who fulfills the contract doesn't have to pay tuition and fees at the local community college. You might ask your local colleges whether such a program exists or could be set up in your area.Take advantage of early-intervention programs.
If your school does not already participate in the TRIO or GEAR UP programs, you might want to research whether it would be possible to do so. These programs help prepare disadvantaged students for successful entry into, retention in, and completion of postsecondary education.
