For non-native English speakers, figuring out the college admission process often has an additional layer of challenges.
Robbie Cupps, a college and career counselor at Capital High School (ID), works in the Boise School District, which has a significant population of Spanish-speaking students.
Working with these students, she knew she had to take a different approach and a grant from the NACAC Imagine Fund helped make it possible.
The statistics on college acceptance rates don’t lie. They also don’t come as a surprise to people working in the college admission profession.
Although media coverage and parent perceptions can make it seem as though a handful of selective universities are the norm, most US colleges and universities admit a majority of students who apply.
Public research universities often aren’t putting their money where their mouth is when it comes to student recruitment.
A new report from The Joyce Foundation found that most public research universities prioritize recruiting out-of-state students and were less likely to visit schools in low-income areas.
The report analyzed recruiting visits to local high schools made by admission staff at 15 public research universities in the US.
Verifying transcripts and information from outside the US can often be a challenge for colleges and universities. But what about applicants who aren’t able to provide documentation at all?
It’s hard for students to dream about college until they can really see what college has to offer.
With the help of an Imagine Fund grant, Ummi Modeste-Rogerson, a college and career advisor at City-As-School HS (NY), was able to bring the campus experience to her high school students.
Register now for NACAC’s 40th Annual Guiding the Way to Inclusion and join hundreds of professionals responsible for multicultural recruiting, increasing access to higher education, and creating campuses strengthened by students with diverse backgrounds and perspectives.
The workshop will be held in Fort Lauderdale, FL on July 28-31.
Colleges and universities are working to recruit more diverse populations. But a new book finds that these marginalized populations often don’t have the resources and support they need as they work toward a degree.
“There’s a difference between access and inclusion,” explains Anthony Abraham Jack, author of the new book The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students.
“Universities have extended invitations to more and more diverse sets of students but have not changed their ways to adapt to who is on campus.”
Earlier this week, attendees at the American Association of Collegiate Registrars and Admissions Officers (AACRAO) 2019 annual meeting in Los Angeles spoke for the first time at a national event about the “Operation Varsity Blues” bribery scandal.
As part of a panel that included Tammy Aagard, associate vice president for enrollment management at the University of Florida and AACRAO board member, and Phil Ballinger, associate vice provost for enrollment management at the University of Washington, I had the opportunity to provide an update on NACAC’s activities to date, and to hear questions and concerns from the admission officers in attendance.
All students participating in postsecondary education need effective self-advocacy and self-determination. However, it is even more essential for those with disabilities for obtain and utilize these skills.
According to a new brief from the National Center for Learning Disabilities, self-advocacy skills “include a person understanding themselves, their rights, and their needs, and communicating that understanding—leading to self-determination. Self-determination is a dispositional characteristic that enables a person to act in service of freely chosen goals and make or cause things to happen in their own life.”
