Can I Get a Little Advice Here

8/6/2019 Can I Get a Little Advice Here

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Can I Get a LittleAdvice Here?

How a Ovrsrch High Schoo Guiac SysmIs Urmiig Sus Cog Aspiraios

A PUblIC AGendA RePORt fOR tHe bIll & MelIndA GAteS fOUndAtIOn


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Can I get a lIttle advICe here?

by Ja Johso a Jo Rochki wih Amr n. O a Samaha duPo

Prpar wih suppor rom h

bi & Mia Gas fouaio

dowoa a copy o Ca I G a li Avic Hr? a

http://www.publicagenda.org/theirwholelivesaheadofthem?qt_active=1

dsig: tamiko dsig, llC | Copyiig: Jaso Mir a Soa Vog

this work is ics ur h Craiv Commos Ariuio-nocommrcia-Shar Aik 3.0 Upor

lics. to viw a copy o his ics, visi hp://craivcommos.org/icss/y-c-sa/3.0/ or s a r

o Craiv Commos, 171 Sco Sr, Sui 300, Sa fracisco, Caioria 94105, USA.


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2 | Can I Get a Little Advice Here?

IntroduCtIon


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1 aic Sc Cs asscii. 2007-2008 S Sc Cs ris.

ri f: ://.sccs./fis/ris2007-2008.f.

2 mcd, p. Csi C Csi i aics hi Scs, ni assci i f C aissi Csi, 2005.

3 u.S. d f eci, ni C f eci Sisics. t Cii f eci,

wsi, dC: u.S. g pii offic, 2004.

Most young adults who go on to college believe that the

advice o their high school guidance counselors was

inadequate and oten impersonal and perunctory. When

asked about their experiences with their counselors in

high school, about hal say that they elt like just

another ace in the crowd.

Most troubling, and potentially signicant or policymak-

ers, is that young people who characterized their interac-

tions with guidance counselors as anonymous and

unhelpul were less likely to go directly rom high school

into a postsecondary programa decision that is known

to reduce their chances o successully completing a degree

or certicate. Tese young people were also less likely to

say that they had chosen their college or university based

on explicit criteria such as its academic reputation, the

availability o nancial aid or the liklihood that it would

help them get a good job ater graduation.

a CounSelIng SyStem

under StreSS

Responses rom the more than 600 young adults surveyed

by Public Agenda, all o whom had begun some orm o

higher education, suggest that the existing high school

guidance system is a perilously weak part o the nations

eorts to increase college attendance and ramp up degree

completion. As the survey demonstrates, the judgments

young people make about their high school counselors are

oten harsh, considerably harsher than the judgments they

make about their high school teachers or their advisers at the

postsecondary level. But beore we discuss the details o the

survey, it is useuland only air to those who work as high

school guidance counselorsto present some context about

the challenges acing the counseling system nationwide.

Although proessional groups such as the American School

Counselor Association say that a studentcounselor ratio

o 250 to 1 is optimal, this is ar rom the typical state o

aairs in most public schools. In Caliornia, the ratio is

closer to 1,000 students or every counselor available. In

Arizona, Minnesota, Utah and the District o Columbia,

the ratio is typically more than 700 to 1. Nationwide, the

average is 460 to 1.1

It is also important to remember that advising students

on higher education choices is just one o many things

that guidance counselors do. Studies o how counselors

spend their time show that much o their eort is

devoted to discipline issues and sorting out scheduling

and other administrative mix-ups within the high school.

In some districts, counselors supervise standardized

testing programs.2 Tey also sometimes ll in as substi-

tute teachers or assist with other stang shortages.3

Dramatically increasing the number o counselors andgiving them more time to coner with students would

seem to be imperative, but according to some recent

analyses o the proession, doing so may not be enough.

Many degree programs or guidance counselors do not

oer coursework on helping students make the best

postsecondary choices or on aiding them and their

Can I Get a Little Advice Here? | 3


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amilies to navigate the complicated world o nancial

aid and college loans.4 Although teachersand principals

and superintendentsare required to stay abreast o new

trends and inormation in their elds, most states and

districts do not require proessional development or

guidance counselors.5

odays high school counselors operate in an educational

and economic landscape that has changed immensely and

continues to do so. A ew decades ago, a high school

diploma was an adequate gateway to a good job in

manuacturing or in respected elds like reghting and

police work. Only a subset o academically oriented

students went on to college. oday, however, most good

jobs require a college degree or certication o some kind,

and the vast majority o amilies want their children to

continue their education beyond high school.6

Whats more, the higher education system now oers a

potentially bewildering array o choices o schools and

programs. A student completing high school in New York

City who wants to go to college within 25 miles o home

has over 200 institutions to choose romtwo- and

our-year schools, public and private schools, and

institutions ranging rom Columbia and City University

o New York to the American Academy o Dramatic Arts

and the Swedish Institute, A College o Health Sciences.7

But even students in smaller cities have available to them

an array o higher education options. Students rom

Jackson, Mississippi, Falmouth, Maine, or Albuquerque,

New Mexico, all have more than a dozen institutions o

higher education to choose rom in their local areas. And

none o this is to mention the more than 3,000 possibili-

ties nationwide.8 Te recent increase o or-prot colleges,

which began in the 1990s, adds to the prospective

students mix o choices.9

Just as postsecondary education is more necessary than it

was in the past, so too is it likely to be more costly.10 Te

college and university system, especially its nancial side,

can seem opaque and convoluted to many students and

their parents, especially those rom lower-income and less

well-educated backgrounds. And unortunately, it is at this

moment when many people need more help plotting a

course through this world that the proessionals charged

with assisting them eel most besieged and overwhelmed.

Its hardly surprising that they are oten not able to keep up

with the demands and expectations placed upon them.

4 mcd, p. Csi ms: K, assisc, oizi Ci i C pi, 2004.

5

Ciis, m., & hkis, d. S f C aissi, axi, va: ni asscii f C aissi Csi, 2009.6 m 6 i 10 s s c ci is css scc, sii s s i is ik i ci i

c ( q s i is s ik). pic a, Sqz p: h ps t pic lk hi eci

t, n yk: a, 2007.

7 ://cs../ci/?s=ny&zc=10016&z=25&f=3&=2.

8 ://cs../ci.

9 pic a , Sqz p: h ps t pic lk hi eci t. n yk: a, 2007.

10 t C b. ts i C pici 2009.

ri f: ://.s-c.c/c_ici/f/2009_ts_C_pici.f.



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Finding One: ms ss, s sccssf c c, ii i sc ic css fi is

elevisions Te Simpsonsseems to have ound a niche

depicting the rustrating and degrading situations many o

us experience in contemporary lie. In one episode, Homer

Simpson recalls a lackluster meeting with a guidance

counselor who describes his job as advising any student

whose name begins with a letter rom N to Z.

Sad to say, Homers less-than-inspiring conversation with

his counselor doesnt appear to be unusual in todays high

schools. Many o the young adults surveyed by Public

Agenda have little good to say about the counseling

system, and they give their guidance counselors stun-

ningly poor reviews in some crucial categories connected

with higher education.

Te guidance system does at least unction at a basic

level. When asked about their experiences with guid-

ance counselors in high school, just 2 percent o those

surveyed told us that they didnt have a guidance

counselor in high school or never met with one to

discuss their plans. But having the meeting clearly

doesnt mean that the counselors ullled the students

needs and expectations.

Among young adults who graduated rom high school

and started some orm o postsecondary education, ully

6 in 10 give their high school guidance counselors air

or poor ratings or helping them think about dierent

careers. Over two-thirds give them air or poor

ratings or helping them decide which school to go to,

with 35 percent giving them the lowest possible rating o

poor. Te ratings are similarly dreary on giving them

advice about ways to pay or college or helping them



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ms s i i sc

ic css fi isf i c ic

bs: ask f s 2230

s ssc ci.

48%

2%

1%

47%

Which of these comes closer to

describing your own experiences with

the counselors in your high school?

The counselors usually made an effort to really

get to know me and to treat me as an individual

I usually felt like I was just another face in the crowd

Dont know

I never had any experiences

with counselors in high school

48%

47%

2%

1%

n f f i css s

s fc i c

bs: ask f s 2230

s ssc ci.



9/45

weave their way through the college application process.

Nearly hal (48 percent) say they usually elt like just

another ace in the crowd in dealing with their guidance

counselor; 47 percent say that their counselors tried to

get to know them and work with them personally.

In ocus groups conducted as part o the project, young

people oten characterized their meetings with counselors

as dispiriting and unhelpul, especially i the student

happened to be one who didnt stand out as college

material. One young New Yorker suspected that his

guidance counselors prioritized their time based on which

students seemed most likely to go to college: [My

guidance counselors] didnt care [about me]. You could see

other kids getting called in and being [asked], What are

you going to do [ater high school]? Tose kids would

come [or college day] with suits and ties and their parents

would come with them. Ten there was everybody else.

Another young woman told this story: We had to take a

test [that] asked [about] all these scenarios and how you

would react or what your preerence was on a certain

topic. It was terrible because it told me I should be a bus

driver. Tey looked at that when you sat with your

guidance counselor. Another student, also rom New

York, shared his experience with his high school guidance

counselors: [It was] a mandatory meeting. []heyd

look at your grades and then say, Oh, you can get into

these schools.

Finding Two: Ss fccsi ik c k qsi ici cics

Most parents today want their children to go to college,

but students rom college-educated amilies start with

some undeniable educational advantages, among them

that their parents typically have experience planning or

college. Well-educated, afuent amilies oten invest

considerable energy in helping their children look at

dierent colleges and universities and accumulating the

needed nancial resources. For some, college planning is

a major parental enterprise that can begin rom themoment a child is born. And it pays o: In our survey,

students whose parents had a our-year degree were much

more likely to themselves be successul in a our-year

college or university.

But nationwide, nearly 6 in 10 public school students are

rom amilies where neither parent has completed college.11

Analysis rom this survey shows that among other things,

parental income and education level are strongly correlated

with student success in completing a college degree.

Among students who complete a two- or our-year degreeor certicate, about hal say that when they were living at

home, their amily had money let over at the end o the

month, and nearly 7 in 10 say their parents had at least

some college education. Among those who ail to nish

college, 56 percent come rom amilies that just barely

made ends meet or had trouble getting by; 4 in 10 (41

percent) have parents whose highest degree is a high school

diploma or less.

11 h, K., od, K. p Fi I i eci, 200607 Sc y, F ni hs eci Ss

p f 2007 (nCeS 2008-050). ni C f eci Sisics, Isi f eci Scics, u.S. d f eci,

wsi, dC, 2008.



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0 20 40 60 80 100%

Their parents highest degree

is a high school diploma or less

Their parents generally did not have money left

over after paying monthly expenses or had trouble

getting by

30%

56%

46%

41%

Percent who say that:

Students who failed to complete college

Students who completed a degree

y s fi c

c ik cf fiis i ics

s f ci

bs: ask f s 2230

s ssc ci.

n 1 i 5 s

i cs i c

0 20 40 60 80 100%

18%

13%

Percent of students who waited a year or more

after high school before enrolling in college:




bs: ask f s 2230

s ssc ci.



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REASON NO. 2:I Have to Pay My Own Way

a need For praCtICal advICe

For young people rom less well-educated, lower-income

amilies, the ability to know and talk to adults who are

amiliar with the higher education system can be

essential. Public Agenda research has shown repeatedlythat the vast majority o lower-income and less well-

educated parents have high educational aspirations or

their children.12 Even so, these amilies may not have

enough in-depth practical knowledge about how the

system works to give their children the best advice.13 In

such cases, access to an attentive and knowledgeable

guidance counselor can be decisive.

So what happens to students who dont have constructive

and helpul counseling experiences? As part o the research

analysis, we compared the responses o young people who

said that their counselors seemed to see them as just

another ace in the crowd with the responses o youngpeople who said that their counselors really made an eort

to get to know them and help them.

Te results are sobering, and some suggest that a lack o

good counseling may have a long-lasting eect on

students lives and prospects. Students who are poorly

counseled are less likely to go directly rom high school

into a college programa step that research shows is

highly correlated with dropping out o college.14

12 t s f cks si s c ci is css, is ssi sccssf i

c , jiis s i is ik i ci i c. pic a. Sqz p: h ps t

pic lk hi eci t, n yk: a, 2007.

13 a s, afic-aics hisics f ic s ik i s i qifi ss

sci s f ii si c ci. tis xi siss s ii s

fici -ff. pic a, Sqz p: h ps t pic lk hi eci t, n yk: a, 2007.

14 S, f isc: a, d., mcc, b. & n, I., ti d F C: a hz m i es wii,

Isi ris C, uisi f mis, 2002.



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y s i

cs ss ik ci fici i ik

isi i i c cic

0 20 40 60 80 100%

They would have enrolled in a different

school if money were not an issue

They had a scholarship or financial

aid to help pay for school

46%

51%

41%

35%

Percent of students who say:

The counselors usually made an effort to reallyget to know me and to treat me as an individual


bs: ask f s 2230

s ssc ci.

y s i

cs ss ik cs c s cic

i fici i ffs

0 20 40 60 80 100%

The school offered me a scholarship or financial aid

The overall academic reputation of the school

I thought going to this school would help

me get a good job soon after I graduated

The tuition and fees were affordable

48%

55%

62%

64%

41%

51%

32%

44%

Percent who say the following is a major

reason they selected their school:




bs: ask f s 2230

s ssc ci.



13/45

Tere is also evidence o a pronounced negative nancial

eect. Students who believe that they have been poorly

counseled are more likely to say they would have

attended a dierent school i money were not an issue, by

a 46 percent to 35 percent margin. Tey are also less

likely to say that they received a scholarship or nancial

aid or college; only about 4 in 10 got this kind o help

compared with more than hal o those who believe that

they received better counseling.

Finally, students who come rom amilies with less

education are more likely to rate their guidance as air

or poor when it came to helping them decide which

college was right or them.

better advICe would be welCome

When the survey asked young people to rate a dozen

dierent ideas that might help them to successully complete

college and other postsecondary programs, 72 percent said

that the opportunity to talk with advisers who know all

about the dierent college and job-training programs so you

can make a good choice would help a lot. Tose numbers

rise to 91 percent among young Arican-Americans and 82

percent among young Hispanics. Young people identiy anumber o reorms and proposals that could help them (see

With Teir Whole Lives Ahead o Tem or entire list:

http://www.publicagenda.org/theirwholelivesaheadothem?qt_

active=1), but it is noteworthy that improved advice and

counseling in high schools ranks at least as high as ideas like

having better access to student loans, providing day care or

college students and improving teaching at the college level

so that the classes are more interesting and relevant.

e s s i

css k is i i i css ix is

How would you rate your high school

counselors when it comes to helping you

decide what school was right for you?

0 20 40 60 80 100%

Those who say they usually felt like

just another face in the crowd

Poor Fair

Those who say their counselors usually

made an effort to really get to know them

Poor Fair

15% 30% 45%

54% 35% 89%

bs: ask f s 2230

s ssc ci.



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Finding Three: hi sc css i s ss f cs

Te dismal ratings young people give their high school

counselors would be disturbing under any circumstances,

but the act that young people typically give their

teachers and mentors better ratings in this area is notable.

It suggests that, at least as the young people themselves

see it, a malunctioning counseling system is a particu-

larly conspicuous gap.

Based on what high school students and young adults

report in this and other research conducted by Public

Agenda, educators overall are playing a remarkably positiverole in motivating young people to go on to college and

continue learning. Solid majorities o young adults rom

diverse ethnic and racial backgrounds report that they had

a teacher who really took an interest in them personally

and encouraged them to go to college.15 Most say that

they had a teacher or coach who really inspired them and

motivated them to do their best. One young man rom

St. Louis interviewed or this project specically men-

tioned that his teachers were more helpul than his

guidance counselors, who really dont care about you. He

turned instead to his advanced biology teacher becausesome teachers, they care. You can just tell.

Not only have educators done a good job o encouraging

young people to adopt college as a goal, but they, along

with parents and others, have also convinced most

students that knowledge and know-how are valuable

assets in todays world. Most young people say their

parents actively encouraged them to attend college.16

More than 8 in 10 o those surveyed here say that even i

they knew there were lots o good jobs or people without

degrees, they would still make the decision to go toschool because what you learn there is so important.17

y s s f

i i sc cs ccs

* Sc: lif af hi Sc,

pic a, 2005.

bs: ask f s 1825.

0 20 40 60 80 100%

They had a teacher who really took an interest in them

personally and encouraged them to go to college*

They had a teacher or coach in high school who really

inspired them and motivated them to do their best*

75%

67%

Percent of young adults who say that:

15 pic a. lif af hi Sc: y p tk

ti pscs, n yk: a, 2005.

16 Ii.

17 pic a. wi ti w lis a f t, n

yk: a, 2009.



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Finding Four: aiss i ciisiis is, s f i

Te young people surveyed here give somewhat more

positive reviews to the advisers and counselors they

encounter at the postsecondary level. Six in 10 give their

college advisers good or excellent ratings or helping

them decide what classes to take. Te numbers are

somewhat less positive or helping them understand how

to get loans and scholarships; roughly hal o the respon-

dents give their counselors good or excellent ratings in

this area, while 4 in 10 rate them air or poor.

Colleges and universities also perorm reasonably well.

Eighty percent o the young adults give their schools

good or excellent ratings or oering interestingcourses, and 75 percent give the schools good or

excellent ratings or their remedial programs. One result

that should prompt some urther research is that young

people who do not believe they were well counseled in

high school are considerably less likely to give their college

good reviews on remedial courses. Whereas 59 percent o

the well-counseled students rated their college-level

remedial programs as excellent, just 1 in 5 o the poorly

counseled students say the same. It is not clear rom this

study whether these poor reviews stem rom a mismatch

between the student and the schoolsomething thatmight be mitigated by better counselingor whether these

students have more severe academic shortalls, something

that counselors have limited powers to address.



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why taCKle thIS problem now

President Barack Obama is one o many leaders ingovernment, business, education and the nonprot sector

who has stressed the need or the United States to

increase the number o Americans with college degrees

and certicates and has urged a concerted eort to help

students who start college successully complete their

degrees. Tis mission is especially urgent at the nations

community colleges, where only 1 out o 5 students has

earned a degree three years ater starting classes.

I the United States is to meet its higher education goals

and reduce its unacceptably high college dropout rates, weneed to look candidly at the various actors contributing to

the problem. Clearly, academic preparation in high school

is a actor, as are the nancial issues that arise when college

tuition costs outpace the growth in amily incomes. Since

2000, tuition prices have gone up even as amily incomes

have stagnated or declined. Indeed, according to an

analysis by the National Center or Public Policy and

Higher Education, the nancial burden o paying or

college costs has increased substantially, particularly or

low- and middle-income amilies, even when scholarships

and grants are taken into account.18

the newS may be hard to hear

But based on the responses here, the high school

guidance system is another actor that educators and

policymakers need to look at. When it comes to

acilitating students transition rom high school to

college or work, the current system is seriously under-

serving those it is intended to help. For the proession

itsel, the intense criticism young adults have or their

guidance counselors may be hard to absorb, especially

given the absurdly high studentcounselor ratios in

many public schools and the nerve-racking juggling act

that counselors oten have to perorm.

But sugarcoating the reality that emerges here, or trying

to hide it, does not serve the counseling eld in the long

run. Our hope is that this research, based on what young

people themselves say about their high school experi-

ences, will open up a broad, orthright reexamination o

the high school guidance counseling system. We hope it

will spur changes that will make the counselors role more

eective and more proessionally ullling.

IS It tIme For a lIttlehelp From Some FrIendS?

We also hope the ndings here will generate innovative

thinking about ways other institutions and otherentities could lend a hand. Perhaps higher education,

business and local civic and community groups could

provide trained volunteers who could help high school

graduates better understand the higher education

choices open to them. Maybe its time or a higher

education eHarmony.comsome type o online

resource that introduces students to the best potential

college matches or them, given their distinct skills and

aspirations. Maybe social networking that brings

aspiring high school students together with students and

proessors could play a useul role.

In the end, however, it seems obvious to us that young

people who are completing high school and aspiring to

go to college deserve better advice. At the very least, they

deserve the opportunity to talk seriously with adults

counselors, teachers, amily members and otherswho

take a strong personal interest in their utures and have

the time and skill to guide them through this period o

decision and change.

18 t ni C f pic pic hi eci. msi u 2008: t ni r C hi eci.

ri f: ://si2008.ici./i/nCpphemunir.f, 2008.



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19/45

Total

=614%

S1. o, sisfi issisfi i is i f fi ?

Satised 80%

Dissatised 19%

Dont know/Reused *

[Note: Tere is no Q1-7.]

Q8. w si , i s is?

Business administration/Accounting/Marketing 18%

Education/Early childhood education/Child care 8%Liberal arts 5%

Art/Fine arts/Perorming arts 5%

Nursing 6%

Health care 7%

Computer science/Inormation technology 5%

General studies 4%

Science 4%

Psychology 3%

Criminal justice/Criminology 2%

Engineering 3%

Social sciences(anthropology, geography, history, political science and sociology)

3%

Religious studies 1%

Cosmetology 1%

Culinary arts 1%

Environmental studies 1%

Communication 4%

Counseling 0%

Economics/Finance 3%

Law 2%

Social work 2%

Agriculture 1%

Skilled trades 0%

Other 8%

Dont know 3%

Full Survey reSultS

rss f ss 0.5 c siifi sisk. rss f z siifi s.

rsss s 100 c i i. Cii s cis

c si isccis s i s s ss s i .



20/45

Total

=614%

Q9. bi s isic s c, ic ik is ik i x 10 s?

I will be on track toward a successul career 88%

I am not sure i I will be closer to a successul career 10%

Dont know 2%

Q10. I i is f ss sci s s i c.

ps if is i c s.

I , i k if c

Strongly agree 64%Somewhat agree 22%

Somewhat disagree 8%

Strongly disagree 4%

Dont know 2%

C is f s js ik sc

Strongly agree 50%

Somewhat agree 39%



Dont know *I k k ii c

Strongly agree 41%

Somewhat agree 37%



Dont know 1%

[Note: Tere is no Q11.]

Q12. ps ic cs cs i, if i is xc i.

In this economic climate, it is really essential to have a college degree 54%

Because o the economic climate, everyone is having a hard timegetting a job, so having a college degree doesnt really help that much

45%

Dont know 1%

Full Survey reSultS



21/45

Total

=614%

Q13. ps ic cs cs i, if i is xc i.

I there were plenty o good jobs available without an advanceddegree, I probably would not have gone to school ater high school

14%

I would still make the decision to go to school because what you learn there is so important 86%

Dont know 1%


Q15. d ik c, s ji f qifi c i s, ik qifi i s?

Have the opportunity to go 34%

Do not have the opportunity to go 62%

Dont know 3%

Q16. I cic f fis, ik s iss s s f

c, is i si k , is i js si i xc?

Most people are really impressed 33%

Something they look down at 3%

Just something routine and expected 62%

Dont know 2%

Q17. wic f fi is ? F c s

My degree is all I need 29%

I need another degree besides the one I have 61%

I dont even need my degree 9%

Dont know 1%

Q18. h s ss sci ss f cii cif i sc. ps cs c cs scii .

I cs I j i i sc

Very close 32%

Somewhat close 36%

Not too close 11%

Not close at all 21%

Dont know

Full Survey reSultS



22/45

Total

=614%

I cs s s isi i ic f i ci

Very close 51%

Somewhat close 26%

Not too close 9%


Dont know

I cs I i k I f i sc

Very close 22%Somewhat close 23%

Not too close 14%


Dont know *

I cs c I scific qis i

Very close 50%

Somewhat close 22%

Not too close 10%


Dont know *

I cs s f fis i

Very close 9%

Somewhat close 13%

Not too close 17%


Dont know *

I , c is c i

Very close 31%

Somewhat close 35%

Not too close 13%


Dont know *

Full Survey reSultS



23/45

Total

=614%

Q19. If sc, s ik fis . t s, ic f

sc s ? ws i ? [bas: thos who a mor ha o yp o schoo ar high schoo.]

rade or vocational school or program 9%

wo year or community college (associates degree) 53%

Four-year college (Bachelor o Arts or Science degree) 38%

Dont know *

Q20. ws is ic i sc?

Public 79%Private 20%

Dont know 1%


Q22. wic cs cs i: [bas: thos who wai a yar or mor o gi schoo.]

It would have been easier or me overall to have startedclasses immediately ater high school

50%

Waiting beore starting classes was the right choiceI would not have been ready or it

49%

Dont know 1%


Q24. t ss i ick sc ick. Si iki fis sc

f i sc, s if c f fi is s sc is sc.

t cic i f sc

Major reason 46%

Minor reason 27%

Not a reason at all 27%

Dont know *

rcis f fis fi s

Major reason 26%

Minor reason 32%


Dont know *

I s ci c I i k

Major reason 53%

Minor reason 20%


Dont know

Full Survey reSultS



24/45

Total

=614%

t ii fs ff

Major reason 57%

Minor reason 23%


Dont know

I c sciiz j i xc sjc I s is i

Major reason 54%

Minor reason 22%Not a reason at all 23%

Dont know *

I css sc k i sc

Major reason 44%

Minor reason 23%


Dont know *

I i f

Major reason 19%

Minor reason 27%


Dont know

I s s I s i i

Major reason 41%

Minor reason 30%


Dont know

t sc ff scsi fici i

Major reason 38%

Minor reason 18%


Dont know

Full Survey reSultS



25/45

Total

=614%

t sc ss -cic s i

Major reason 15%

Minor reason 17%


Dont know *

I i is sc j s f I

Major reason 56%

Minor reason 25%Not a reason at all 20%

Dont know

Q23r. I s, s is i s cs is sc?[Rcor vraim rspos]

Convenient/close to home/work 25%

Oered the major/program I want 14%

Good/quality education/teachers/reputation 10%

Liked it/elt right or me/atmosphere 10%

Location 9%

Aordable 8%Family members/riends attend(ed)/amily connection/parents choice 5%

o better mysel/my job opportunities 5%

Have a scholarship/ree ride 4%

Where I was accepted/only option 4%

Other 3%

As a stepping-stone to a our-year/another college 2%

Good sports program/to play a sport 2%

Q25. Si iki fis i sc, s if is scis , i .

I s f si I

A lot 14%

A little 34%

Not at all 52%

Dont know

Full Survey reSultS



26/45

Total

=614%

I i ii c s

A lot 11%

A little 24%

Not at all 64%

Dont know

I f i i f

A lot 6%

A little 15%Not at all 79%

Dont know *

I k s , i s sssf i

A lot 29%

A little 28%

Not at all 43%

Dont know

I s c i sciizi i si

A lot 18%

A little 30%

Not at all 52%

Dont know *

I f i i i css

A lot 12%

A little 27%

Not at all 61%

Dont know

I s s i s c f

A lot 15%

A little 28%

Not at all 57%

Dont know

Full Survey reSultS



27/45

Total

=614%

t cs f xks fs sis ii ffc fici

A lot 28%

A little 31%

Not at all 41%

Dont know

Q26. Si iki fis i sc, i k i css ?

Yes 16%

No 83%Didnt go to college/was in a vocational/technical school or program (VOL) *

Dont know 1%

Q27. tiki fis sc f i sc, c f fi:

t iss i i ci csss k

Excellent 25%

Good 34%

Fair 26%

Poor 13%

Dont know 1%

t sc i ffi css isi

Excellent 35%

Good 45%

Fair 18%

Poor 2%

Dont know *

t fici i iss i i s s scsis

Excellent 19%

Good 31%

Fair 25%

Poor 15%

Dont know 7%

Full Survey reSultS



28/45

Total

=614%

t i csss i i f f c k [bas: thos who hav ak ay rmia courss.]

Excellent 40%

Good 35%

Fair 17%

Poor 8%

Dont know

Q28. If s iss, i s sc i,

i iff sc?

Same school 57%

Dierent school 41%

Dont know 2%

[Note: Tere is no Q29 or Q30.]

Q31. di f fi f sc f i sc?

a scsi fici i

Yes 45%

No 54%

Dont know *

ls f s s

Yes 45%

No 55%

Dont know

ps is

Yes 55%

No 45%

Dont know

Q32. di s is f f ii, s f i, i, i f s

css f sc f ii? [bas: thos whos pars or ohr raivs hp pay or schoo.]

All 35%Some tuition 35%

Only a little 14%

Some other costs o school but not or tuition 15%

Dont know 1%

Full Survey reSultS



29/45

Total

=614%

Q32b. a ssi f i ff s, s s i ff?[bas: thos who ha oas o hp pay or schoo.]

I am paying o the loans 86%

My parents are paying them o 7%

Both/neither (VOL) 6%

Q33. tiki s k f sc, s [bas: thos who ha oas o hp payor schoo, who hav comp hir program a ar prsoay rsposi or payig ack oas.]

You have a long way to go beore your loans are paid o 33%

You think they will be paid o in the next ew years 45%

Tey are already paid o 20%

Tey will never be paid o (VOL) 1%

Dont know *

Q34. tiki i sc s, s k s c s s

, ik c i i k ?

Worked hard to learn 34%

Could have paid a lot more attention and worked harder 64%

Dont know 1%

Q35. w i i sc, i s k i ci i ci?

Yes, I always knew was going to continue on to higher education 77%

No 23%

Dont know *


Q37. wic f s ss ik is s cc xic?

My teachers and counselors in high school probably thought I would go to college right ater highschool

78%

My teachers and counselors probably thought I was not going to college ater high school 21%

Dont know 1%

Q38. h sci fis i i sc? w s f si

i sc, s f si f f fis si i sc?

Nearly all o them studied hard 16%

Most o them studied hard 46%

Only a ew o them studied hard 37%

None studied hard (VOL) 1%

Dont know 1%

Full Survey reSultS



30/45

Total

=614%

Q39. F c scii I , s if ik i i i i sc .

a s

Denitely applied to me 46%

Somewhat applied to me 44%

Did not apply to me 10%

Dont know

a i f cs

Denitely applied to me 12%Somewhat applied to me 31%


Dont know 1%

a




Dont know

S ik i




Dont know

a i f




Dont know

S i ik sii i css




Dont know *

Full Survey reSultS



31/45

Total

=614%

a i f k




Dont know

Q40. wic f s cs cs scii xics i css i i sc?

Te counselors usually made an eort to really get to know me and

to treat me as an individual

47%

I usually elt I was just another ace in the crowd 48%

I never had any experiences with counselors in high school (VOL) 2%

Dont know 1%

Q41. h i sc css i fi s?[bas: thos who ha xprics wih cousors.]

hi ik iff kis f cs i s

Excellent 14%

Good 22%

Fair 33%

Poor 29%Dont know 2%

hi ci sc s i f

Excellent 13%

Good 17%

Fair 32%

Poor 35%

Dont know 2%

exii i i ici css

Excellent 18%

Good 25%Fair 25%

Poor 29%

Dont know 2%

Full Survey reSultS



32/45

Total

=614%

hi fi s f c, ik fici i scsi s

Excellent 15%

Good 22%

Fair 26%

Poor 33%

Dont know 4%

Q42. n I i s ss sci i sc cs s

s cs f i sc. F c f fi, s if i is i

sc cs, cs f i sc s.

I c k si I qsi s i

High school teachers 26%

eachers you have had ater high school 20%

About the same 53%

Dont know 1%

I f I c if I s s ffci sck


eachers you had ater high school 20%

About the same 40%

Dont know 3%

t ski i ki sjc c i



About the same 43%

Dont know 1%

t s i i css s



About the same 41%Dont know 1%

Full Survey reSultS



33/45

Total

=614%

Q43. tiki s sc , f c f fi, s if i is s

i c . [bas: thos who i o comp a posscoary program.]

I jus cou aor h uiio a s

Major reason 31%

Minor reason 21%

Not a reason 46%

Dont know 2%

I f csss i

Major reason 14%

Minor reason 31%

Not a reason 52%

Dont know 2%

I k f sc

Major reason 21%

Minor reason 33%

Not a reason 44%

Dont know 2%

a is csi, i js i s I s i

Major reason 14%

Minor reason 21%

Not a reason 62%

Dont know 2%

I k csss I i ik sf

Major reason 16%

Minor reason 27%

Not a reason 55%

Dont know 2%

S f csss iffic

Major reason 10%

Minor reason 24%

Not a reason 63%

Dont know 2%

Full Survey reSultS



34/45

Total

=614%

I i ik sii i css

Major reason 11%

Minor reason 27%

Not a reason 60%

Dont know 2%

I k k

Major reason 54%

Minor reason 17%Not a reason 28%

Dont know 2%

I i i f fi

Major reason 16%

Minor reason 25%

Not a reason 57%

Dont know 3%


Q45. h c i i ck sc f , s

? [bas: thos who i o comp a posscoary program.]A lot o thought 65%

Some thought 24%

No thought at all 9%

Dont know 2%

Q46. w s sis k i scific sc, k i s

s i k i ic sc i s?[bas: thos who hav hough aou goig ack o schoo.]

Seriously looked at some specic schools 38%

Have not yet looked but plan on doing so soon 37%

Not going to look into a particular school or program anytime soon 23%

Already chosen/accepted into a school (VOL) 1%

Dont know 1%

Full Survey reSultS



35/45

Total

=614%

Q47. Ss i ii cs c ii ks. w

i f ck sc i s if s ?[bas: thos who i o comp a posscoary program.]

Hard to go back 36%

Pretty easy to do 57%

Dont know 5%

Q48. F c f fi, is is s i si f ck sc?[bas: thos who say i wou har go ack o schoo.]

I si ff c

Major reason 26%

Minor reason 29%


Dont know 2%

I fi cis

Major reason 56%

Minor reason 19%


Dont know 2%

I k f-i, I ik I c k sc s i

Major reason 56%

Minor reason 19%


Dont know 2%

I ik c cc

Major reason 7%

Minor reason 15%


Dont know 2%n sc s csss fi sc

Major reason 17%

Minor reason 31%


Dont know 3%

Full Survey reSultS



36/45

Total

=614%

n sc ss I is i

Major reason 14%

Minor reason 18%


Dont know 2%


Q50. w s csi c j cc, s i si i f qi s i? [bas: thos who i o comp a posscoary program aar curr mpoys.]

Chose current job more by chance 61%

Hoping to do or quite some time 37%

Dont know 1%


Q52. w s i c j sii s f f , s if ci, s c ?[bas: thos who i o comp a posscoary program who ar curry mpoy.]

Teres plenty o room or you to grow and move up 50%

Teres room to move up but only i you get more education 23%

Teres not much room to move up 28%Q53. F c f fi, s c ik is s s

cicscs sii s f i sc i i c .

h ff c s

A lot 71%

A little 22%

Not much 3%

Not at all 3%

Dont know 1%

t i k i iss k iff c j-ii s s ck cic

A lot 72%

A little 23%

Not much 1%

Not at all 2%

Dont know 1%

Full Survey reSultS



37/45

Total

=614%

C cs f i c 25 c

A lot 82%

A little 13%

Not much 1%

Not at all 2%

Dont know 1%

a -i ss qif f fici i

A lot 76%A little 19%

Not much 1%

Not at all 3%

Dont know 1%

mk c ici css si

A lot 46%

A little 34%

Not much 8%

Not at all 11%

Dont know 1%

p csss i

A lot 53%

A little 29%

Not much 8%

Not at all 8%

Dont know 2%

pi isc ss, s ki csss i

A lot 61%

A little 25%

Not much 5%

Not at all 7%

Dont know 1%

Full Survey reSultS



38/45

Total

=614%

pi c f ss i

A lot 66%

A little 23%

Not much 2%

Not at all 6%

Dont know 2%

mk s ss s is i i sc s f c k

A lot 77%A little 18%

Not much 1%

Not at all 3%

Dont know 1%

off css i is, ks i s s c k i i sc

A lot 74%

A little 21%

Not much 2%

Not at all 2%

Dont know 1%

I ci s csss isi

A lot 67%

A little 24%

Not much 4%

Not at all 4%

Dont know 1%

h s f ss is i s- i, icsis css k

A lot 71%

A little 23%

Not much 2%

Not at all 2%

Dont know 1%

Full Survey reSultS



39/45

Total

=614%

Q54. a f iff is s s ik , ic i

ik the moSt? [bas: thos who sai mor ha o opio i Q53 wou hp a o.]

More government loans or college 9%

Te opportunity to talk with advisers who know all about the dierent collegeand job-training programs so you can make a good choice

8%

Cut the cost o attending college by 25 percent 35%

Allow part-time students to qualiy or nancial aid 6%

Make the college application process easier *

Put more classes online 4%

Provide health insurance to all students, even those takingclasses part-time

4%

Provide day care or students that need it 6%

Make sure students learn good study habits in high school so theyre prepared or college work 9%

Oer more courses in the evenings, on weekends or in the summerso people can work while attending school

7%

Improve teaching so the classes are more interesting and relevant 4%

Have more programs or students who are interested in hands-on learning, apprenticeshipsand nonclassroom work

5%

Dont know 1%

d10. h i is i ci, ci i c, c?

a i , s i is [bas: thos who hav chir i h housho.]

Very important 82%

Somewhat important 16%

Not too important 1%

Not at all important *

Dont know 1%

Full Survey reSultS



40/45

Total

%

g

m 47%

F 53%

his eci

S c

d 29%

tcic/ci sc i ss 2%

t- ci c i ss 6%

F- i ss 5%

tcic/ci sc 6%

t- ci c 7%

F- c isi 29%

g sc i ss 8%

g sc 9%

eci icii ( cssi ci)

t ci sc 25%

t- ci c 59%

F- c isi 66%

F icsi 19%

mii 7%

ti f ici ssc ci

wii six s 54%

wii 11%

wii s 8%

wii f s 17%l 9%

C s

F-i s 49%

p-i s 31%

Js ki css 19%

e ss

F-i 61%

p-i 16%

ri 1%

n 19%

(vol) hk 1%

(vol) S 2%

(vol) dis 1%

CharaCterIStICS oF the Sample



41/45


Total

%

mi ss

mi 36%

lii s i 4%

dic 2%

S 2%

wi *

n i/Si 55%

n f ci i s

Z 60%

o 21%

t 12%

t 7%

C ii

a i s 14%

d c si 1%

S c i s 14%

o c 60%

o 11%

t s ic i 2008

u $15,000 12%

$15,000 $25,000 12%

$25,000 $35,000 15%

$35,000 $50,000 19%

$50,000 $75,000 16%

$75,000 21%hs siz i i sc [bas: thos who o o curry iv wih hir pars.]

o 5%

t 18%

F 34%

Fi 25%

Six 17%

hi sc [bas: thos who o o curry iv wih hir pars.]

Si-fi s 86%

o ki f i 14%

t s 2%

dx -fi 2%

Cii 1%

a 5%

ti i (vol) 1%

o 4%



42/45

Total

%

Fi fici sii ii [bas: thos who o o curry iv wih hir pars.]

g x c 47%

m s , s i f c 41%

h i c 10%

d k/fs 2%

ps ci

a i sc i qi 28%

a cic ci cific 8%

t- sscis 9%

F- cs 23%

g 22%

Si s (SpeCIFy) 1%

n/b s ss i sc i (vol) 6%

d k/rfs 3%

rc/eici

wi 67%

bck 11%

hisic 12%

asi 6%

o 3%

d k/rfs 3%

uici

m 86%

n 14%

Css rins 18%

mis 24%

S 35%

ws 23%




43/45

gi if if s q , bi & mi gs Fi

ks , ci is. I i cis, i

fcss ii s ii cc if ss

f x . I ui Ss, i sks s

sci s i fs scs ccss iis

scc i sc i if. bs i S, wsi, fi

is Ceo Jff riks c-ci wii h. gs S., ici f bi

mi gs w bff.

t s f C I g li aic h? ik k fi f i s ssisc i i f is :

o s bi & mi gs Fi i S, wsi fii s i i cc is sc f x isss i csi is;

a wi, f f Js f F, f is ciis cci f jc is i cs s;

d ykic b l f i isis ic;

Sc bi f is ici ssisc;

S ws f i ci is ci xc si;

miss Fs f ii k i f ic;

Fci gc, di wi, pii C ais rizz, f pica.,f ci isici i ifi i si f is ;

a pic a psi r a. w f isi, isi ic.


about the bIll & melInda gateS FoundatIon

our thanKS


44/45

F i 1975 sci sciis di ykic f u.S.

Sc f S Cs vc, pic a ks is s s ics i f i ciizs s

ciic ic isss. o i- sc ciizs ik ic s

is f is ciii fiss f c fficis f iic is

f xs cisi ks css iic sc. o ciiz ci

is -ii si, pica., ff is ifi

cs c fcs. tic i f siis w

f s iic si, pica. is csi ifi

i f ic isss.

oFFICerS

Daniel YankelovichChairman and Co-Founder

Lloyd MorrisettChairman, Executive Committee

Co-Founder

Cyrus Vance (19172002)Former Secretary o State

honorary memberS

Peter G. PetersonChairman, Peter G. Peterson Foundation

Sidney HarmanFormer Chairman/CEO,Harman International Industries, Inc.

Bobby R. InmanAdmiral, U.S. Navy (Retired)

board oF dIreCtorS

David ColemanFounder, Student Achievement Partners, LLC

Philip HowardVice-Chairman, Covington & Burling,and Founder, Common Good

Alice S. HuangSenior Faculty Associate,Caliornia Institute o echnology

Ann KirschnerUniversity Dean, Macaulay Honors Collegeat the City University o New York

Alan I. LeshnerChie Executive Ofcer, American Associationor the Advancement o Science

David MathewsPresident, Charles F. Kettering Foundation

Judith Davidson Moyers

President, Public Aairs elevision, Inc.

Deborah WadsworthSenior Adviser, Public Agenda

Mitchel WallersteinDean, Maxwell School o Citizenshipand Public Aairs, Syracuse University


about publIC agenda


45/45

Ci (c) 2010 pic a

tis k is ics Ci Cs aii-cci-S aik 3.0 u ics.

t i c f is ics, isi ://cics./icss/-c-s/3.0/ s Ci

Cs, 171 Sc S, Si 300, S Fcisc, Cifi 94105, uSa

publIC agenda

6 es 39 S

n yk, ny 10016

(212) 686 6610 f (212) 889 3461

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Can I Get a Little Advice Here