We’ve just passed the point in the higher education admission cycle where, traditionally, college applicants receive a flurry of decisions all at once—an increasingly stressful time for students that often coincides with spring break. It caused me to think about how we do business and I was encouraged to learn that, in conjunction with the National Association of Student Financial Aid Administrators (NASFAA), NACAC has launched a commission “to reimagine financial aid and college admission in the pursuit of racial equity in postsecondary education.” It is intended to rethink everything. Continue reading Rethinking the Admission Process →
Traditionally, the Common App has required students to list their extracurricular activities; often, as a supplement, colleges ask them to pick the one that is most important and expound upon it. What we have all (hopefully) realized in the last 12 months is that what was once required of students, what was once a part of their daily routines, has changed, perhaps forever. We are asking students to define themselves by a past they didn’t have, at the very moment we require them to identify a future where they can thrive. Encouraging students to define themselves by rules and frameworks that are no longer compatible with the world in which they live is not only a disservice to the students, but to the institutions with which they wish to engage.
I always opt for the window seat. Where else do you get the chance to expand your view of the world, only as the roads, trees, and buildings become smaller? When I fly, that time looking out the window is often when I reflect. It’s also when a song on my playlist might make me cry. Seems to happen more often miles above the earth. Not sure if it’s the cabin air, or the fact that this vantage point allows me time to really listen and hear. These moments of reflection often bring about new ideas.
This pandemic has been a time to reflect as well. It has been hard, and at first, I found myself struggling to manage it all. The emails tripled, the online meetings quadrupled, and the workday seemed longer. Work-life balance was, well…out of balance. I have since found a rhythm and cadence to my days. The space and time allowed me to see the work from a different perspective.
As a former high school counselor, I know the start of a new school year is exciting. The journey toward college and the future can, however, cause some apprehension under the best of circumstances. This year, with all the unknowns surrounding the coronavirus pandemic, there is a heightened sense of anxiety among juniors and seniors especially. But if you and your family are healthy, there are things you can do to relieve some stress and still propel yourself toward your post-graduation goals.
Although federal officials are urging colleges and K-12 schools to re-open for the fall, many institutions plan to continue virtual instruction or adopt a hybrid model that blends in-person and online learning.
And while much of the news surrounding the coronavirus is somber, some education experts think the expansion of more flexible learning options could be a good thing, particularly for postsecondary education.
School closures and the uncertainty surrounding the coronavirus propelled a decrease in FAFSA applications nationally, according to an Associated Press analysis of federal data.
As of mid-June, 70,000 fewer students had filed for federal aid compared to the same time period in 2019. The decline represents a 3.7 percent drop overall.
The French journalist Jean-Baptiste Alphonse Karr once quipped, “plus ça change, plus c’est la même chose.” Loosely translated, the more things change, the more they remain the same. This year was filled with unprecedented change…how many times have we heard or used that expression? Ironically, for the world of college counseling in North America, it wasn’t a year of unprecedented change…it was a mere four months. In a mere four months, my school went from 100 percent residential to 100 percent online. Our numeric grading system went on hiatus and pass/fail became the norm. We witnessed placid juniors morph into angst-ridden young adults lacking self-efficacy and wanting the confines standardized tests provided. And yet, senioritis remained relentless. Some things never change.
When I left my office on March 13, I took what I needed in case I would be working from home for a few weeks. The prospect seemed possible and probable at that time. The list of counseling office responsibilities during the last months of the school year is long and filled with many gatherings. My school has 3,400 students in grades 9 through 12. Recognition ceremonies dominate that time of the year, as is the case in all high schools. Collection of information from our seniors and the preparation of our underclassmen for the next school year fill the days of our counselors. Once it was announced we would not return for the rest of the school year, the transition to online delivery of services was swift. Within the first few weeks, many services, including conducting special education annual review conferences, enrollment intakes, and scheduling meetings began occurring virtually. Checking in with our most vulnerable students occurred daily. Professional development continued via Zoom each week and regional conferences were also attended virtually. A plan was set up to recognize students in different ways, since in-person events had to be canceled.
With the coronavirus pandemic raising doubts about the feasibility of in-person classes next year, a growing number of high school grads are considering taking a gap year.
But what should families know about this option? Education reporter Elissa Nadworny recently shared some important insights with National Public Radio listeners.
“Research has shown that those who do a gap year—so that’s (a) specific time away with a clear enrollment plan—they do really well when they get to college. They tend to be whiter and wealthier and have highly educated parents,” Nadworny said in a segment that aired earlier this month. “At the same time, we know that for many students, when they simply delay enrollment or they put off college to work to save money, the longer they wait, the harder it is to get a degree. And that’s especially true for low-income students.”
