Category Archives: Advocacy

Study: Students Exposed to Police Violence are Less Likely to Graduate from High School, Enroll in College

New research confirms what many school counselors have witnessed firsthand: Black and Hispanic students who live near police killings experience significant negative impacts to their educational and emotional well-being.

Those findings are included in a working paper published this week by Desmond Ang, an assistant professor of public policy at the Harvard Kennedy School (MA).

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Study: Black Students Face Racist Actions 5 Times a Day

New research shines a spotlight on the extent to which Black teens experience racism and explores how those experiences impact mental health.

A small study of 101 students from Washington, DC, found that Black teens, on average, encounter racism and discrimination five times a day. Students who faced the most severe incidents of racism were more likely to experience depression.

The study, led by Devin English of Rutgers University (NJ), was published in the January-February issue of the Journal of Applied Developmental Psychology.

Science News for Students examined the findings and interviewed English for a recent article aimed at helping all teens recognize and address racism. In easy-to-understand language, the article explains why the onslaught of discrimination faced by Black students is so damaging and offers white students advice for becoming antiracist.

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Working to Expand Graduate Coursework in College Admission Counseling


Why does NACAC’s College Admission Counseling Graduate Coursework SIG exist?  Simple:

  • School counselors are supposed to have three domains of expertise—social/emotional development, academic planning, and college/career planning
  • Surveys show that less than one third of all school counselors report receiving any training in college counseling as part of their graduate school experience.

Think about that for a minute as it relates to the other parts of a school counselor’s job. Would anyone want a counselor talking to their child about depression, stress, bullying, or peer pressure if that counselor had no training dedicated to those topics?  How confident would we be in the advice a counselor gives a student on course selection if the counselor had no idea what the school’s graduation requirements are?  Yet, year after year, the vast majority of counselor graduate programs send counselors out into schools with no formal, focused training on how to help students make strong college choices.

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Thoughts from a Former College Admission Officer in the COVID-19 Era

Editor’s Note: This post was originally published by The Education Trust. See the original article.

Amid increased anxiety over a global pandemic, parents and students alike are frantically adjusting to the new reality of school shutdowns, online learning, cancellation of standardized tests, library closings, the postponement of extracurricular activities, and limited travel. Meanwhile, there is a group of students that is eagerly awaiting college admission for fall 2020. How will the COVID-19 pandemic impact the college-going decisions of students, and how should colleges adjust admission criteria accordingly?

In a previous Ed Trust blog, I argued that institutions should, as the Supreme Court currently allows, use race as a factor in college admission, since the measures that most colleges use in their admission criteria (strength of curriculum, standardized test scores, grade point average, and non-academic factors) disadvantage students from low-income backgrounds and students of color. Given the COVID-19 pandemic, the reality is that these same students will likely be disadvantaged by the factors that colleges and universities value in admission.

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New College Guide Available to Support Indigenous Students

A new college-going guide created for Native students by Native students is now available.

The 36-page Indigenous College Planning Guidebook was published by the College Board this fall and features advice and insights from Native college students regarding the admission process.

The free resource includes information about college prep programs, scholarships, and on-campus resources aimed specifically at Native students. It also offers step-by-step instructions to help students select challenging high school classes, apply for financial aid, and complete college applications.

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Facebook Live: College Access and Undocumented Students

Looking for ways to show your support for undocumented students and other immigrant youth?

Check out our latest Facebook Live conversation with Gaby Pacheco, program director for advocacy, development, and communications at TheDream.US.

Pacheco recently spoke with Julie Kirk, NACAC’s government relations manager, about  how NACAC members can best support undocumented students in the coming school year. The two offered a wide array of free resources for counselors and reviewed current policies and litigation related to DACA recipients and undocumented students.

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Facebook Live Q&A: Supporting Undocumented Students

Advising and supporting undocumented students through the college admission process can be difficult in these uncertain times.

To answer your questions and offer a bevy of resources, Gaby Pacheco of TheDream.US, the nation’s largest college access and success program for DREAMers, will join NACAC for a Facebook Live broadcast on Tuesday, Aug. 20.

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I recently had the opportunity to represent NACAC at the National Conference on Race and Ethnicity in American Higher Education (NCORE). Since 1988, this annual conference has served as the premier forum for members of the higher education community to discuss and work to create college campuses that are more equitable, accessible, and anti-racist.

NCORE was an incredibly valuable professional development opportunity. My participation in this conference helped affirm the importance of some of the work already underway at NACAC and sparked ideas for new avenues for advocacy. Here are some of the things that have kept me thinking in the weeks that have passed since the conference concluded.

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