Exploring College and Career Readinessstudents instead of teaching new material. The cost to remediate college students nationally is estimated at $3 billion (Amelga, 2012). College

Exploring College and Career Readiness in South Carolina Secondary Schools, 2016Dallin George YoungDory E. Hoffman Jasmin K. Chung

National Resource Center Working Paper | No. 2

Cite as:Young, D. G., Hoffman, D. E., & Chung, J. K. (2017). Exploring College and Career Readiness in South Carolina Secondary

Schools, 2016. (National Resource Center Working Paper No. 2). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Copyright © 2017 University of South Carolina. All rights reserved.

Published by:National Resource Center for The First-Year Experience® and Students in TransitionUniversity of South Carolina1728 College Street, Columbia, SC 29208www.sc.edu/fye

The First-Year Experience® is a service mark of the University of South Carolina. A license may be granted upon written request to use the term “The First-Year Experience.” This license is not transferable without written approval of the University of South Carolina.

Production Staff for the National Resource Center:Project Manager: Dallin George Young, Assistant Director for Research, Grants, and AssessmentDesign and Production: Stephanie McFerrin, Graphic Artist

Acknowledgments

Acknowledgment of Support: The activity which is the subject of this document was produced under a grant from the South Carolina Commission on Higher Education under the auspices of the EIA Teacher Education Centers of Excellence Grant Program.

The research conducted for this report was carried out under the direction of the South Carolina Center of Excellence for College and Career Readiness at Francis Marion University. www.screadiness.org

Contents

List of Tables and Figures ...................................................................................................................................................... 7

Introduction ................................................................................................................................................................................... 9

Findings from the South Carolina College and Career Readiness Programs Survey – 2015-2016 ........................................................................................................................................ 12

Discussion ..................................................................................................................................................................................... 39

Appendix A: Method .............................................................................................................................................................42

Appendix B: Survey Instrument: A Study of the State of College and Career Readiness Programs in South Carolina .............................................................................................................................................44

Appendix C: Comprehensive Frequency Distribution Tables from the Carolina College and Career Readiness Programs Survey – 2015-2016 ................................................................52

References ...................................................................................................................................................................................103

List of Tables and Figures

Tables

Table 1 Comparison of Responding Institutions by Control of Schools ............................................. 13

Table 2 School Characteristics, Including Special Types of Schools ........................................................ 13

Table 3 Level of Instruction Present at Schools in the Sample ..................................................................... 13

Table 4 Percentage of Schools Reporting Number of School Counselors by Institutional Size ...................................................................................................................................................18

Table 5 Top Three College and Career Readiness Program Objectives by Institutional Control ......................................................................................................................................... 20

Table 6 College and Career Readiness Program Objectives by Institutional Size .......................... 21

Table 7 Career Readiness Initiatives by Institutional Control ..................................................................... 23

Table 8 Most Frequently Reported Career Readiness Initiatives by Student Enrollment ........ 24

Table 9 Career Readiness Initiatives by Age of Initiative ................................................................................. 25

Table 10 Career Readiness Initiatives by Proportion of Students Reached ........................................... 26

Table 11 College Readiness Initiatives by Institutional Control ................................................................... 28

Table 12 Most Frequently Reported College Readiness Initiatives by Student Enrollment .... 29

Table 13 College Readiness Initiatives by Age of Initiative ............................................................................... 30

Table 14 College Readiness Initiatives by Proportion of Students Reached ..........................................31

Table 15 Partnerships and Third-Party Services by Institutional Control ............................................. 33

Table 16 Most Frequently Reported Partnerships and Third-Party Services by Student Enrollment ............................................................................................................................................ 34

Table 17 Partnerships and Third-Party Services by Age of Initiative ......................................................... 34

Table 18 Partnerships and Third-Party Services by Proportion of Students Reached ................... 357

FiguresFigure 1 Number Of Enrolled Students by Institutional Control .................................................................................. 14

Figure 2 Percentage of Schools Reporting Teacher or Staff Member with College and Career Readiness as a Primary Responsibility, by Institutional Control ................................................. 15

Figure 3 Percentage of Schools Reporting Teacher or Staff Member with College and Career Readiness as a Primary Responsibility, by Institutional Size .......................................................... 15

Figure 4 Percentage of Schools Reporting Teacher or Staff Member with an Additional Responsibility, by Institutional Control ........................................................................................ 16

Figure 5 Percentage of Schools Reporting Teacher or Staff Member With an Additional Responsibility, by School Enrollment ............................................................................................ 17

Figure 6 Percentage of Schools Reporting the Number of School Counselors by Institutional Control ............................................................................................................................................................ 18

Figure 7 Percentage of Schools Reporting Assessment of CCR Programs in Past Three Years ......................................................................................................................................................................... 37

Figure 8 Percentage of Schools Reporting Assessment of CCR Programs in Past Three Years, Organized by Institutional Control ................................................................................................................................... 37

Figure 9 Percentage of Schools Reporting Assessment of CCR Programs in Past Three Years, Organized by Student Enrollment .................................................................................................................................... 38

Introduction

In the current economy, 80% of jobs nationally require some form of postsecondary education (Achieve, 2012). Further, 63% of the professions that are expected to grow fastest by 2020 demand at least a bachelor’s degree for entry-level work (Lockard & Wolf, 2012). It is estimated that the United States will fall short in creating the 22 million new college degrees needed by 2018 to meet the demand in current job-market trends (Carnevale, Smith, & Strohl, 2010). Though the rate of students graduating from high school is at an all-time high nationally (81%), college and career readiness (CCR) rates are not rising to meet workforce demands (U.S. Department of Education, 2015). This discrepancy shows evidence of a greater focus on high school graduation rates than college and career preparation. While employers become more demanding in the skills they require from workers, many schools struggle to ensure that their students are college and career ready.

This national crisis of high school students who are underprepared for college, the workplace, and adulthood has motivated school leaders, educators, researchers, and policymakers to define the necessary competencies and skills for making a successful transition from high school. Traditional indicators of college readiness are course-taking patterns, high school GPA, college entrance exams, and standardized test scores, all of which are outcomes-based (Strayhorn, 2014). Nontraditional, skills-based indicators like key cognitive skills and profes-sional behavior are also important competencies (Strayhorn, 2014). Some research indicates that traditional indicators used to measure readiness explicate a mere 25% of the educational outcome variance, suggesting that nonacademic competencies such as persistence and navigational capital account for the rest (Strayhorn, 2014).

Specifically, college readiness refers to the extent to which students enroll and succeed in a postsecondary institution without remediation (Conley, 2012). Nationally, high school teachers estimate that 63% of their graduating seniors are prepared for college-level coursework without remediation and that 51% of all high school students will graduate from college (MetLife, 2011). Yet only 40% of students actually attain an associ-ate’s degree or higher (Lumina Foundation, 2015). Clearly, the number of students who complete high school prepared for college is not rising with this demand, pointing to a national crisis. This crisis is especially dire for first-generation, low-income, and minority students who face more challenges with CCR due to limited access to financial resources and social capital (Lippman, Atienza, Rivers, & Keith, 2008). These populations are less likely to attend high schools with highly qualified teachers, rigorous curricula, high educational expectations, AP courses, or postsecondary planning (Lippman et al., 2008).

Many students and families at high schools serving low-income, minority populations are either not informed or advised against the importance of rigorous core courses for college readiness and success (Lippman et al., 2008). Due to these additional barriers faced in high school, first-generation, low-income students have significantly lower college graduation rates than their higher-income peers. The college graduation rate drops to 11% for first-generation, low-income students (Horn & Skomsvold, 2011) and to 10% for community college students, two populations that commonly correlate (Deruy, 2016). Within college and career readiness, issues of access and equity arise, as college graduation rates are drastically higher for students in four-year colleges (59%) than students in two-year institutions (NCES, 2015).

9

10 I Exploring College and Career Readiness in South Carolina Secondary Schools, 2016

In terms of workforce competencies, although 87% of recent college graduates report feeling well prepared for college and the workforce, only 50% of hiring managers agree. As a result, more than half of recent college graduates struggle with underemployment (Dishman, 2016). The unemployment rate for people in South Carolina with only a high school diploma is 15%, compared to 3% for those with a bachelor’s degree (Achieve, 2012). Also, just over half (56%) of the students who enter public colleges in South Carolina earn their degrees (Achieve, 2012). That translates to a workforce readiness gap, as today’s career climate demands a high level of postsecondary education and training for quality jobs in the worldwide economy. This crisis points to a need for more focused research on college and career readiness curriculum, assessment, initiatives, best practices, instruction methods, professional development, on-track indicators, and outcomes.

College readiness and career readiness concepts are not one and the same, yet research points to a commonality in the necessary foundational skills and knowledge to succeed in both. This relationship has resulted in researchers, policymakers, professional organizations, and other key stakeholders in several states referring to college and career readiness as a singular concept (Conley, 2012). Ideally, the skills needed for college, the workplace, and adulthood would be universal; however, college and career programs and teaching practices vary widely across states, districts, and schools (Lippman, 2008). The lack of overlap among these competency areas points to a pressing need for nationwide and statewide definitions of CCR (Lippman et al., 2008). One of the most pressing problems with CCR is ensuring students complete their credentials so that they can find life-sustaining wages in a competitive workforce. Since the recession, two million jobs in mid- and higher-wage industries have been lost, while 1.85 million jobs in lower-wage industries have been gained (NELP, 2014). Currently, only 20% of jobs do not require a college degree. Due to the rising cost of higher education and, therefore, increasing amounts of student loan debt, many students drop out without completing their certificates or degrees. These factors contribute to the pattern of underprepared high school students dropping out, having difficulty finding a livable wage, and having no way to repay their loans (Achieve, 2012). The implications of this pattern are important reasons for attention to CCR.

The cost of underpreparedness and low rates of CCR goes beyond the student. Nationally, 42% of U.S. students in two-year colleges and 20% of U.S. students in four-year colleges require remediation (Achieve, 2012), and college educators and school leaders must devote a significant amount of class time remediating students instead of teaching new material. The cost to remediate college students nationally is estimated at $3 billion (Amelga, 2012).

College and Career Readiness in South CarolinaThe college and career readiness skills gap has become a matter of national and local concern. In South

Carolina, 79% of current jobs require postsecondary education, while a mere 36% of college-aged individuals have an associate’s degree or higher (Achieve, 2012). Furthermore, 41% of South Carolina students attending community colleges require remediation courses in English and math (South Carolina Education Oversight Committee, 2014). These data indicate that South Carolina is not isolated from the national need to improve educational outcomes in terms of college and workforce preparation.

In response to this need, South Carolina has implemented many higher education policies and programs aimed at supporting CCR, including College Preparatory Course Prerequisite Requirements, dual and concurrent enrollment, financial aid and scholarships, programs at institutions of higher education, TRIO programs, and developmental and remedial education programs. Additionally, the South Carolina Commission on Higher Education awarded a grant in Fall 2014 to found a state Center of Excellence for College and Career Readiness (CECCR). The CECCR is an important part of South Carolina’s commitment to preparing students for college education and successful careers.

Moreover, South Carolina has met 40% of the State Actions identified by the Data Quality Campaign and 90% of the Essential Elements, providing a strong foundation of actionable student-level data collection and use (Achieve, 2012b). That South Carolina partially adopted the Common Core State Standards (CCSS) in July of 2012 shows evidence of alignment with statewide curriculum and practice (Achieve, 2012a). Though

Introduction I 11

South Carolina does not track CCR indicators or have a statewide definition of CCR, educators and school leaders in the state are putting forth great effort to push past these barriers. Educators and school counselors are sometimes overtasked in teaching their content, guiding students, and ensuring curricular alignment. Moreover, research shows that school counselors mostly provide information on postsecondary education for students who are already college ready, and South Carolina is no exception (Jordan & Plank, 1998). These tasks are further complicated by the state’s partial adoption of CCSS, which has lowered the rigor of math and English coursework and leaves students less prepared than students in states with full CCSS adoption (Achieve, 2015).

A statewide definition of CCR would be beneficial for curricular alignment to state standards and content areas, but the Profile of the South Carolina Graduate is a framework by which educators and school leaders can help students prepare for today’s competitive colleges and workforce (South Carolina Education Oversight Committee, 2015). The profile, developed by the SC Association of School Administrators Superintendents’ Roundtable, states that an SC high school graduate should have “world class skill” in creativity and innovation, critical thinking and problem solving, collaboration and teamwork, communication, information, media and technology, and knowing how to learn; and “life and career characteristics,” including integrity, self-direction, global perspective, perseverance, work ethic, and interpersonal skills (South Carolina Chamber of Commerce, n.d.). The Profile of a South Carolina Graduate helps schools reach the SC 2020 Vision, which states: “By the year 2020, all students in South Carolina will graduate with the knowledge and skills necessary to compete successfully in the global economy, participate in a democratic society, and contribute positively as members of families and communities” (South Carolina Education Oversight Committee, 2013).

Exploring College and Career Readiness in South Carolina Secondary SchoolsAlthough college and career readiness is common jargon in academia, CCR objectives, programs, and assess-

ments vary widely from school to school. This report investigates how schools are preparing their students for college and the workforce in South Carolina. Multiple studies focus on workforce readiness or college prepa-ration alone, yet our study uniquely focuses on both college and career readiness objectives and programs. This report is a team effort by researchers at the National Resource Center for The First-Year Experience and Students in Transition and the leaders at The Center of Excellence for College and Career Readiness at Francis Marion University to gather information at student and institutional levels to better understand college and career readiness in South Carolina.

Our study was motivated by the desire to learn about the many CCR programs, curricula, and teaching practices in South Carolina. What are schools doing to prepare their students? How is CCR part of the curric-ulum? What third party assistance and assessment takes place in middle and high schools in South Carolina? In our research analyses, we uncover a comprehensive picture of CCR across the state. This report aims to help widen the road to success for high school students and provide a comprehensive look at CCR objectives, programs, and assessment in South Carolina.

Organization of This ReportExploring College and Career Readiness in South Carolina Secondary Schools is divided into four sections: (a)

introduction and overview of the CCR survey, (b) survey findings, (c) an integrated discussion of results from research efforts and implications, and (d) conclusion. In addition, the appendices include the research methods; a list of participating institutions in South Carolina; the survey instrument; and the frequency distributions of responses to the CCR survey, disaggregated by institutional characteristics (e.g., control and enrollment size). The content and tables in this report provide helpful tools for institutions, school leaders, educators, and counselors committed to college and career readiness.

Findings from the South Carolina College and Career Readiness Survey – 2015-2016

The South Carolina College and Career Readiness Survey was designed to gather information about the practice of CCR efforts in SC middle and high schools. This section of the report provides a review of the analysis of results of the survey. Specifically, this section discusses the selected findings of the survey in the following areas:

• Description of the sample

• School staffing

• CCR objectives

• CCR programs

• Assessment and evaluation

Description of the SampleTable 1 shows the sample of all responding schools compared with the population of all schools in South

Carolina that offer instruction between sixth and 12th grades. The frequencies in this table show that the sample of responding schools ref lected the composition of schools in the state, though a slightly greater proportion of public schools responded. Table 2 presents an overview of the types of schools represented in the sample. Approximately one in six of the public schools in the sample (16.1%) were special types, including charter, magnet, and online-only schools. Conversely, more than 80% of the public schools in the responding sample were conventional. None of the private schools in the sample were proprietary (or for-profit) or online only. More than half of the private schools that participated were religiously affiliated or parochial.

Table 3 provides an overview of the instructional level of the schools in the survey sample. Schools with instruction at Grade 9 or higher responded more frequently. Similarly, schools with instruction primarily at the high school level were more heavily represented in the sample than schools with instruction primarily at the middle school level or those that teach grades at both levels.

Finally, Figure 1 displays the breakdown by student enrollments in the survey sample by institutional control. The majority of private institutions have student enrollments of 300 or less, but in this smallest group of student enrollment, public schools outnumbered private schools nearly two to one. Because nearly 9 in 10 respondents were from public schools, it stands to reason that there was an inverse relationship between public and private schools’ representation in the remaining groups of student enrollments. The largest schools were predominantly public; less than 4% of schools with enrollments of more than 1,000 were private.

12

Findings from the South Carolina College and Career Readiness Survey – 2015-2016 I 13

Institutional control

State population of schools(N = 643)

Sample of schools responding to the SC CCR Survey

(n = 141)

Frequency Percent Frequency Percent

Public 548 85.2 124 87.9

Private 95 14.8 17 12.1

Table 1Comparison of Responding Institutions by Control of Schools

Characteristic Frequency Percent

Public Schools (n = 124)

Charter 13 10.5

Magnet 4 3.2

Online-only 3 2.4

Private Schools (n = 17)

Independent, not-for-profit 15 88.2

Online-only 0 0.0

Proprietary 0 0.0

Religiously affiliated 9 52.9

Grade level present at school Frequency Percent

6th 67 47.5

7th 75 53.2

8th 76 53.9

9th 84 59.6

10th 86 61.0

11th 88 62.4

12th 84 59.6

Primarily middle school (6th - 8th grades) 49 34.8

Primarily high school (9th - 12th grades) 62 44.0

Both middle and high school 30 21.3

Table 2School Characteristics, Including Special Types of Schools

Table 3Level of Instruction Present at Schools in the Sample


Figure 1. Number of enrolled students by institutional control (n = 141)

College and Career Readiness School StaffThis survey contained questions aimed at elucidating how schools are equipped to support CCR efforts

from a staffing standpoint. Specifically, this section highlights the responses to the survey regarding school staff with CCR responsibilities and those focused on the number of school counselors present at each partic-ipating institution.

South Carolina educators, counselors, and school leaders have the responsibility to ensure all of their stu-dents are college and career ready. School counselors are highly qualified as they must have a master’s degree in school counseling (or substantial equivalent) and meet state certification standards as dictated by the American School Counselor Association (ASCA; ASCA, 2015). These requirements make school counselors uniquely trained to help students transition to college and adulthood. Moreover, responsibility for CCR frequently falls to school counselors and other staff members who are uniquely qualified, but are many times overtaxed. These additional obligations include advising students in academic achievement, personal and social development, violence prevention, conf lict resolution, and character education (ASCA, 2015). In particular, school counselors are tasked with attending back-to-school nights, school board meetings, one-on-one parent meetings, faculty meetings, and professional development workshops as vital members of the education team (ASCA, 2015).

School Staff with College and Career Readiness Responsibilities To understand what CCR looks like for staff members and school counselors across South Carolina, we

asked participants to indicate whether any individual on staff had CCR as a primary responsibility. When asked about CCR school staffing, 65.9% of survey participants reported that their schools employed a staff member with CCR as a primary responsibility.

Figure 2 shows the responses disaggregated by institutional control (public/private). When asked to report whether any staff member had CCR as a primary responsibility, 100% of private schools reported that there was, compared to 61.3% of public schools.


Figure 2. Percentage of schools reporting teacher or staff member with college and career readiness as a primary responsibility, by institutional control (n = 143).

Figure 3. Percentage of schools reporting teacher or staff member with college and career readiness as a primary responsibility, by institutional control (n = 143).

Note. Percentages for responses of “I don’t know” have been suppressed.

Figure 3 shows the relationship between school size and the presence of a staff member with CCR as a primary responsibility. A dedicated staff member was reported by 65.4% of schools with 300 or fewer students, 73.0% of schools with 301–500 students, 60.0% of schools with 501–1,000 students, and 67.9% of schools with more than 1,000 students. These percentages do not represent any pattern, suggesting that institutional control (public/private) was a larger factor than school size.


A breakdown of responses by institutional size reveals differences in whether CCR staff members have additional responsibilities (see Figure 5). Schools with 300 or fewer students were the most likely to have CCR staff members with an additional responsibility (88%), whereas only 59% of schools with 301–500 students employed CCR staff members with additional responsibilities. However, student-to-counselor and teach-er-to-student ratios should be considered when interpreting these data. Schools with fewer than 300 students often reported assigning more than one responsibility to each staff member, while still staying close to the recommended student-to-counselor ratio of 250:1 (ASCA, 2015). Moreover, schools with fewer than 300 students are more likely to be private schools, and 100% of private schools reported having a dedicated CCR staff member. Although public schools have more counselors, only 61.3% of public schools reported having a dedicated CCR member.

Figure 4. Percentage of schools reporting teacher or staff member with an additional responsibility, by institutional control (n = 143).


Overall, 69.9% of schools reported having a CCR staff member with another responsibility at the school, including 68% of private schools and 76% of public schools (see Figure 4). This discrepancy suggests that CCR staff members at private schools less frequently have responsibilities in addition to CCR training and advisement for their students. However, the difference is only 8% —public school staff members are only slightly more likely to have other responsibilities that could reduce the time they had to spend advising students in CCR.


Figure 5. Percentage of schools reporting teacher or staff member with an additional responsibility, by school enrollment (n = 143).


School Counselors Employed by SchoolIdentifying the number of school counselors at each school helps to show what CCR advisement looks like

and how school resources vary from school to school. When asked about counseling staff, 30.7% of respondents reported having one or two school counselors. Additionally, 22.1% reported three counselors, 7.8% reported four counselors, and less than 1% reported having more than seven counselors. Private schools were roughly twice as likely (64.7%) than public schools (32%) to have only one school counselor (see Figure 6), although 32.5% of private schools and 17.6% of public schools reported having two counselors. An interesting finding is that no private schools reported five or more counselors, whereas public schools reported five (4.1%), six (1.6%), seven (2.4%), eight (0.8%), or nine or more counselors (0.8%). This finding is fascinating because 100% of private schools have a dedicated CCR staff member, whereas only 61.3% of public schools do. In other words, although public schools tend to have more counselors, fewer of them reported having staff members with CCR as a primary responsibility. The fact that private schools tend to have smaller enrollment sizes could be a factor in this discrepancy.


Figure 6. Percentage of schools reporting the number of school counselors by institutional control (n = 143).

Overall, the majority of sampled schools (61.4%) reported one or two counselors at their school, with 30.7% reporting one counselor and 30.7% reporting two counselors (see Table 4). When looking at the extremely large and extremely small schools, the patterns aren’t surprising — the large ones (1000+) rarely have only one counselor (7.1%) whereas the small ones most frequently have only one (76%). The mid-sized schools show a more complex pattern, although none have more than four counselors.

Overall, South Carolina middle and high schools frequently employ enough counselors to meet the ASCA student-to-counselor ratio recommendations. The ASCA (2015) recommends a student-to-counselor ratio of 250:1, although the national average is nearly twice that, at 491:1 (ASCA, 2015). Of the sampled schools, 62.9% achieved this ratio, including all of the smallest schools and 64.3% of the largest schools. Slightly more than half of the mid-sized schools met this recommended ratio. This finding suggests the requirements of the Education and Economic Development Act of 2006 have had an inf luence on school efforts in South Carolina to increase the number of school counselors in public schools across the state.


Institutional Size

300 or less 301-500 501-1,000 1,000 or more

Number of Counselors Freq. % Freq. % Freq. % Freq. %

1 19 76.0 18 48.6 4 8.0 2 7.1

2 4 16.0 18 48.6 20 40.0 1 3.6

3 2 8.0 0 0.0 22 44.0 7 25.0

4 0 0.0 1 2.7 4 8.0 6 21.4

5 0 0.0 0 0.0 0 0.0 5 17.9

6 0 0.0 0 0.0 0 0.0 2 7.1

7 0 0.0 0 0.0 0 0.0 3 10.7

8 0 0.0 0 0.0 0 0.0 1 3.6

9 or more 0 0.0 0 0.0 0 0.0 1 3.6

Table 4Percentage of Schools Reporting Number of School Counselors by Institutional Size (n = 143)

College and Career Readiness Program ObjectivesParticipating institutions were asked to select their top three CCR program objectives. The most frequently

reported CCR program objective was providing career exploration, with 38.5% of respondents reporting that as a top priority. Developing college-level academic behavior was the second most frequently reported CCR objective, identified by 31.1% of respondents. Conversely, no respondents prioritized the CCR objective of providing support for the job application process.

Responses were disaggregated by institutional control to show the differences in objectives between public and private schools (see Table 5). Public schools tended to prioritize career exploration, developing workforce-readiness skills, and high school graduation rates, whereas private schools tended to prioritize providing support for the college application process, developing college-level academic behaviors, and pro-viding college-choice information. For example, whereas 42.4% of public schools identified providing career exploration as a top three priority, only 11.8% of private schools prioritized this program objective. Similarly, 30.5% of public schools ranked developing workforce-readiness skills and 27.1% ranked high school graduation rates as among the top three CCR program objectives, but no private schools ranked these outcomes in the top three. In contrast, 20% of private schools identified providing support for the college application process as a top priority, whereas only 3.1% of public schools considered this outcome among the top three. These inverse patterns suggest that public schools focus more on job preparation, and private schools focus more on college preparation. This finding does not indicate that public high schools do not prepare their students for college; rather, college preparation is not a top priority. Moreover, career exploration may cover skill sets aligned with college readiness such as professional behavior, motivation, and critical thinking.


Percentages larger for public institutions

Providing career exploration 50 42.4 2 11.8 30.6

Developing workforce-readiness skills 36 30.5 0 0.0 30.5

Improving graduation rates 32 27.1 0 0.0 27.1

Developing communication skills 28 23.7 0 0.0 23.7

Connecting students to community resources 29 24.6 2 11.8 12.8

Providing workforce-skills test preparation 15 12.7 0 0.0 12.7

Connecting students to college and career readiness service providers 14 11.9 0 0.0 11.9

Improving the academic profile of the school 8 6.8 0 0.0 6.8

Improving college attendance rates 7 5.9 0 0.0 5.9

Providing opportunities for internships, apprenticeships, or co-ops 7 5.9 0 0.0 5.9

Providing job-specific training 6 5.1 0 0.0 5.1

Improving employment rates 2 1.7 0 0.0 1.7

Providing job-matching services 2 1.7 0 0.0 1.7

Providing support for the job application process 0 0.0 0 0.0 0.0

Percentages larger for private institutions

Providing support for the college application process 11 9.3 10 58.8 -49.5

Providing college-choice information 18 15.3 9 52.9 -37.7

Developing college-level academic behaviors 32 27.1 10 58.8 -31.7

Providing college enrollment information 5 4.2 5 29.4 -25.2

Providing college admissions test preparation 14 11.9 5 29.4 -17.5

Developing critical-thinkings skills 30 25.4 6 35.3 -9.9

Other 4 3.4 1 5.9 -2.5

When the institutional priorities are disaggregated by institutional size, a similar pattern emerges. The smallest schools often identified developing critical thinking skills (37.5%) as a top priority, but few of the largest schools prioritized this outcome (7.4%). In contrast, 33.3% of the largest schools prioritized developing workforce-readiness skills, but only 12.5% of the smallest schools made this objective a top priority. Because school size tends to be associated with institutional control (i.e., schools with 300 or fewer students tended to be private, whereas the larger schools tended to be public), the findings again suggest that small, private schools focus on college preparation while public schools focus on workforce preparation.

Institutional Type

Public Private Difference

CCR Program Objective Freq. % Freq. % %

Table 5Top Three Colleges and Career Readiness Program Objectives by Institutional Control (n = 143)


Table 6Colleges and Career Readiness Program Objectives by Institutional Control (n = 143)

Institutional Size

300 or less 301-500 501-1,000 1,000 or more

CCR Program Objective Freq. % Freq. % Freq. % Freq. %

Connecting students to community resources 5 20.8 6 16.7 15 31.3 5 18.5

Connecting students to college and career readiness service providers 1 4.2 5 13.9 6 12.5 2 7.4

Developing college-level academic behaviors 10 41.7 13 36.1 12 25.0 7 25.9

Developing communication skills 4 16.7 9 25.0 13 27.1 2 7.4

Developing critical-thinking skills 9 37.5 13 36.1 12 25.0 2 7.4

Developing workforce-readiness skills 3 12.5 10 27.8 14 29.2 9 33.3

Improving the academic profile of the school 1 4.2 1 2.8 2 4.2 4 14.8

Improving schools attendance rates 1 4.2 2 5.6 4 8.3 0 0.0

Improving employment rates 0 0.0 1 2.8 1 2.1 0 0.0

Improving graduation rates 6 25.0 6 16.7 9 18.8 11 40.7

Providing career exploration 8 33.3 12 33.3 22 45.8 10 37.0

Providing college admissions test preparation 4 16.7 5 13.9 6 12.5 4 14.8

Providing college-choice information 5 20.8 8 22.2 8 16.7 6 22.2

Providing college enrollment information 2 8.3 2 5.6 4 8.3 2 7.4

Providing job-matching services 0 0.0 0 0.0 1 2.1 1 3.7

Providing job-specific training 1 4.2 2 5.6 2 4.2 1 3.7

Providing opportunities for internships, apprenticeships, or co-ops 0 0.0 3 8.3 2 4.2 2 7.4

Providing support for the college application process 5 20.8 5 13.9 3 6.3 8 29.6

Providing support for the job application process 0 0.0 0 0.0 0 0.0 0 0.0

Providing workforce-skills test preparation 4 16.7 3 8.3 5 10.4 3 11.1

College and Career Readiness InitiativesTo gain an understanding of the variety and extent of the college and career readiness efforts present in

South Carolina schools, respondents were asked to provide an overview of the CCR programs offered at their schools. Participants first indicated which of 46 CCR programs, courses, partnerships, and other initiatives were present at their school. Every responding school reported offering at least one CCR initiative. For any CCR initiative offered at the school, respondents were invited to specify the percentage of students reached and the age of the program. The CCR initiatives were organized into seven categories on the questionnaire but were collapsed into three categories for analysis: (a) initiatives with a primary focus on career readiness, (b) initiatives primarily focusing on college readiness, and (c) initiatives focused on partnerships and third-party resources.

Career Readiness InitiativesOverall, the career readiness initiatives identified most often were (a) career fairs (72.6%), (b) visits from

business or industry representatives (70.4%), (c) job shadowing programs (68.1%), (d) career exploration resources (65.9%), and (e) visits to businesses and/or industry (51.1%). In addition, 18.5% of respondents reported offering “other career readiness initiatives,” and 8.2% offered “other job application assistance programs.” The most prevalent other career readiness initiatives that were named include SC Occupational Information


System (SCOIS), Naviance, federal programs such as GEAR UP and TRIO, and college visits. Among the other job application assistance programs named were job application assistance in career courses and, in one case, an English class.

When disaggregated by institutional control, the response patterns show that public institutions most frequently indicated offering career fairs (78.8%), visits from business or industry representatives (78.0), and job shadowing programs (72.9%). The most common private initiatives included job shadowing, resume preparation workshops, and career exploration resources, all present at slightly more than a third of responding schools. The greatest discrepancies between the frequency with which career readiness initiatives were offered at public and private schools were with visits from business or industry representatives, career fairs, career exploration courses, and job shadowing programs (see Table 7). In addition, public schools identified ACT WorkKeys preparation classes or workshops more often than private schools, a finding that is not surprising given the requirement that all 11th-grade students are required to take it. Overall, a greater proportion of South Carolina public schools reported offering all career-related initiatives in the survey with the exception of “other curricular initiatives.” Other curricular initiatives described by respondents from private schools included Jobs for America’s Graduates, STEM-oriented courses, and student clubs such as Model UN, FBLA, and PBL; all three public schools that reported other curricular initiatives named GEAR UP.

Table 8 shows the five career readiness initiatives most frequently reported by schools of each enrollment level. Overall, career fairs and job shadowing programs were most frequently reported, followed by visits from business representatives, career exploration resources, and student clubs and organizations focused on careers. Only schools with enrollments of 300 students or less reported offering resume preparation workshops, and only schools with enrollments greater than 1,000 reported offering career exploration courses among their top five initiatives.

Table 9 shows that initiatives for student clubs, organizations, or professional societies focused on careers had the greatest longevity: More than half of the respondents reported that their schools have supported these organizations for more than 10 years. Initiatives typically in place for 6–10 years included career exploration course(s), resources, and workshops; career fairs; co-op programs; college and career readiness courses; job application literature and online tools; and job shadowing programs. Alternatively, the initiatives developed most recently included apprenticeship programs, job application assistance workshops for parents and family, and ACT WorkKeys preparation classes, which had been offered at more than half of responding institutions for a year or less.

Finally, respondents specified the proportion of students who were reached by the career readiness initiatives on campus (see Table 10). More than half of the schools that reported offering career exploration resources and career fairs reported that they reached more than 80% of their students. Similarly, more than half of those who had career exploration workshops said the workshops reached at least 70% of the students. In contrast, job application workshops for families and internship and apprenticeship programs were initiatives that reached fewer students, with more than half of the schools reporting they reached fewer than 20% of the students.


Table 7Career Readiness Initiatives by Institutional Control (n = 135)

Institutional Control


Career Readiness Initiative Freq. % Freq. % %

Percentage larger for public institutions

Visits from business or industry representatives 92 78.0 3 17.6 60.3

Career Fairs 93 78.8 5 29.4 49.4

Career exploration course(s)a 68 58.1 2 11.8 46.4

Job shadowing programs 86 72.9 6 35.3 37.6

ACT WorkKeys preparation classes or workshops 56 47.5 2 11.8 35.7

Student clubs, organizations, or professional societies focused on careersa 69 59.0 4 23.5 35.4

Career exploration resources 83 70.3 6 35.3 35.0

Career exploration workshops 54 45.8 2 11.8 34.0

Visits to businesses and/or industry 65 55.1 4 23.5 31.6

Job application assistance, workshops for students 30 25.4 0 0.0 25.4

Job application assistance, literature 34 28.8 1 5.9 22.9

Job application assistance, online tools 29 24.6 1 5.9 18.7

College and career readiness course(s)a 48 41.0 4 23.5 17.5

Co-op programs 19 16.1 0 0.0 16.1

Other career readiness program(s) 24 20.3 1 5.9 14.5

Apprenticeship programs 23 19.5 1 5.9 13.6

Résumé preparation workshops 56 47.5 6 35.3 12.2

Job application assistance, workshops for parents or family 9 7.6 0 0.0 7.6

Internship programs 35 29.7 4 23.5 6.1

Other job application assistance program(s) 10 8.5 1 5.9 2.6

Percentage larger for private institutions

Other curricular initiative(s) 3 2.5 5 29.4 -26.9

an = 134


Note

. The

five

mos

t fre

quen

t res

pons

es fo

r eac

h gr

oup

of s

tude

nt e

nrol

lmen

t are

repo

rted;

all

othe

r fre

quen

cies

and

initi

ativ

es h

ave

been

sup

pres

sed.

a n =

134

Num

ber o

f Stu

dent

s

Care

er R

eadi

ness

Initi

ativ

e30

0 or

less

301-

500

501-

1,00

0M

ore

than

1,0

00

Care

er e

xplo

ratio

n co

urse

(s)a

70.4

%

Care

er e

xplo

ratio

n re

sour

ces

50.0

%77

.8%

62.5

%70

.4%

Care

er fa

irs50

.0%

80.6

%79

.2%

70.4

%

Job

shad

owin

g pr

ogra

ms

58.3

%69

.4%

60.4

%88

.9%

Résu

mé

prep

arat

ion

wor

ksho

ps54

.2%

Stud

ent c

lubs

, org

aniza

tions

, or p

rofe

ssio

nal s

ocie

ties f

ocus

ed o

n ca

reer

sa60

.0%

54.2

%74

.1%

Visit

s fro

m b

usin

ess o

r ind

ustry

repr

esen

tativ

es50

.0%

72.2

%70

.8%

85.2

%

Tabl

e 8

Mos

t Fre

quen

tly R

epor

ted

Care

er R

eadi

ness

Initi

ative

s by S

tude

nt E

nrol

lmen

t (n

= 13

5)

a Whe

re th

e m

edia

n fe

ll be

twee

n tw

o gr

oups

of p

rogr

am a

ge, t

he o

lder

was

repo

rted.

Tabl

e 9

Care

er R

eadi

ness

Initi

ative

s by A

ge o

f Ini

tiativ

e (n

varie

s by i

nitia

tive)

Age

of I

nitia

tive

Care

er re

adin

ess

initi

ativ

e1

year

or l

ess

2 to

3 y

ears

4 to

5 y

ears

6 to

10

year

sM

ore

than

10

year

sM

edia

n ag

ea

Stud

ent o

rgan

izatio

ns, f

ocus

ed o

n ca

reer

s6.

9%8.

6%12

.1%

12.1

%60

.3%

Mor

e th

an 1

0 ye

ars

Care

er e

xplo

ratio

n co

urse

(s)8.

9%16

.1%

16.1

%17

.9%

41.1

%6

to 1

0 ye

ars

Care

er e

xplo

ratio

n re

sour

ces

5.5%

13.7

%20

.5%

21.9

%38

.4%

6 to

10

year

s

Care

er e

xplo

ratio

n w

orks

hops

8.5%

17.0

%14

.9%

25.5

%34

.0%

6 to

10

year

s

Care

er fa

irs7.

5%12

.5%

27.5

%20

.0%

32.5

%6

to 1

0 ye

ars

Co-o

p pr

ogra

ms

7.1%

35.7

%7.

1%21

.4%

28.6

%6

to 1

0 ye

ars

Colle

ge a

nd ca

reer

read

ines

s cou

rse(

s)8.

9%20

.0%

17.8

%17

.8%

35.6

%6

to 1

0 ye

ars

Job

appl

icatio

n as

sista

nce,

lite

ratu

re6.

7%6.

7%16

.7%

26.7

%43

.3%

6 to

10

year

s

Job

appl

icatio

n as

sista

nce,

onl

ine

tool

s0.

0%13

.0%

26.1

%30

.4%

30.4

%6

to 1

0 ye

ars

Job

shad

owin

g pr

ogra

ms

7.8%

7.8%

28.6

%22

.1%

33.8

%6

to 1

0 ye

ars

Inte

rnsh

ip p

rogr

ams

20.0

%23

.3%

10.0

%16

.7%

30.0

%4

to 5

yea

rs

Job

appl

icatio

n as

sista

nce,

wor

ksho

ps fo

r stu

dent

s17

.4%

26.1

%21

.7%

13.0

%21

.7%

4 to

5 y

ears

Résu

mé

prep

arat

ion

wor

ksho

ps15

.2%

19.6

%23

.9%

19.6

%21

.7%

4 to

5 y

ears

Visit

s fro

m b

usin

ess o

r ind

ustry

repr

esen

tativ

es5.

0%22

.5%

23.8

%20

.0%

28.8

%4

to 5

yea

rs

Visit

s to

busin

esse

s and

/or i

ndus

try3.

6%20

.0%

32.7

%21

.8%

21.8

%4

to 5

yea

rs

Appr

entic

eshi

p pr

ogra

ms

37.5

%25

.0%

12.5

%6.

3%18

.8%

2 to

3 y

ears

Job

appl

icatio

n as

sista

nce,

wor

ksho

ps fo

r par

ents

or f

amily

14.3

%42

.9%

0.0%

14.3

%28

.6%

2 to

3 y

ears

ACT

Wor

kKey

s pre

para

tion

class

es o

r wor

ksho

ps53

.2%

31.9

%6.

4%8.

5%0.

0%1

year

or l

ess



a Whe

re th

e m

edia

n fe

ll be

twee

n tw

o gr

oups

of s

tude

nt p

ropo

rtion

, the

larg

er w

as re

porte

d.

Tabl

e 10

Care

er R

eadi

ness

Initi

ative

s by P

ropo

rtion

of S

tude

nts R

each

ed (n

varie

s by i

nitia

tive)

Prop

ortio

n of

stu

dent

s re

ache

d by

initi

ativ

e

Care

er re

adin

ess

initi

ativ

e10

% o

r les

s11

-20%

21-3

0%31

-40%

41-5

0%51

-60%

61-7

0%71

-80%

81-9

0%91

-100

%M

edia

na

Care

er e

xplo

ratio

n re

sour

ces

5.5%

1.4%

1.4%

8.2%

5.5%

5.5%

8.2%

6.8%

8.2%

49.3

%81

-90%

Care

er fa

irs2.

5%2.

5%2.

5%6.

3%8.

8%7.

5%3.

8%7.

5%12

.5%

46.3

%81

-90%

Care

er e

xplo

ratio

n w

orks

hops

2.1%

6.4%

8.5%

4.3%

6.4%

6.4%

10.6

%10

.6%

10.6

%34

.0%

71-8

0%

CCR

cour

se(s)

11.1

%15

.6%

6.7%

11.1

%4.

4%8.

9%2.

2%0.

0%13

.3%

26.7

%51

-60%

Visit

s fro

m b

usin

ess o

r ind

ustry

repr

esen

tativ

es3.

8%6.

3%16

.3%

8.8%

11.3

%7.

5%6.

3%3.

8%12

.5%

23.8

%51

-60%

Job

appl

icatio

n as

sista

nce,

onl

ine

tool

s4.

3%13

.0%

17.4

%4.

3%13

.0%

8.7%

4.3%

8.7%

8.7%

17.4

%41

-50%

Care

er e

xplo

ratio

n co

urse

(s)8.

9%10

.7%

12.5

%8.

9%12

.5%

7.1%

5.4%

5.4%

8.9%

19.6

%41

-50%

Job

shad

owin

g pr

ogra

ms

9.1%

10.4

%13

.0%

10.4

%10

.4%

11.7

%1.

3%6.

5%10

.4%

16.9

%41

-50%

Job

appl

icatio

n w

orks

hops

for s

tude

nts

4.3%

13.0

%17

.4%

4.3%

13.0

%8.

7%4.

3%8.

7%8.

7%17

.4%

41-5

0%

Résu

mé

wor

ksho

ps8.

7%6.

5%23

.9%

6.5%

13.0

%4.

3%4.

3%8.

7%4.

3%19

.6%

41-5

0%

Stud

ent o

rgan

izatio

ns, f

ocus

ed o

n ca

reer

s13

.8%

13.8

%13

.8%

12.1

%12

.1%

8.6%

3.4%

3.4%

6.9%

12.1

%31

-40%

Job

appl

icatio

n lit

erat

ure

10.0

%10

.0%

30.0

%3.

3%10

.0%

13.3

%3.

3%6.

7%6.

7%6.

7%31

-40%

Visit

s to

busin

esse

s9.

1%10

.9%

23.6

%18

.2%

9.1%

1.8%

5.5%

5.5%

3.6%

12.7

%31

-40%

ACT

Wor

kKey

s cla

sses

17.0

%10

.6%

19.1

%10

.6%

8.5%

4.3%

2.1%

2.1%

6.4%

19.1

%31

-40%

Co-o

p pr

ogra

ms

21.4

%28

.6%

14.3

%21

.4%

0.0%

7.1%

0.0%

0.0%

0.0%

7.1%

21-3

0%

Job

appl

icatio

n w

orks

hops

for f

amily

0.0%

57.1

%14

.3%

0.0%

0.0%

0.0%

0.0%

14.3

%14

.3%

0.0%

11-2

0%

Inte

rnsh

ips p

rogr

ams

30.0

%30

.0%

13.3

%3.

3%0.

0%10

.0%

0.0%

0.0%

6.7%

6.7%

11-2

0%

Appr

entic

eshi

p pr

ogra

ms

56.3

%31

.3%

0.0%

6.3%

0.0%

0.0%

0.0%

0.0%

0.0%

6.3%

< 10

%

College Readiness InitiativesWhen schools were asked to identify the initiatives they offered, the most frequently named offerings were

visits to colleges and/or universities (71.1%), visits from college representatives (68.1%), assistance applying for scholarships (63.7%), college fairs (57.0%), and SAT or ACT test preparation classes provided by school or district staff (56.3%). Additionally, more than half of all survey respondents reported their schools offered dual enrollment and assistance with college admission and financial aid applications. When asked about other college readiness programs not named in the survey, 15.6% indicated offering other programs such as SCOIS, Naviance, and federally funded programs such as GEAR UP and TRIO in addition to courses and individual counseling aimed at assisting with college applications and financial aid. Another 8.9% of respondents offered other college application programs not listed, such as college application days, online assistance, and small group or individual assistance.

Table 11 presents college readiness initiatives, organized by institutional control. Private schools reported offering college readiness programs at comparatively greater frequencies than their public counterparts. The only college readiness initiative that was offered by a greater proportion of public schools was International Baccalaureate courses. When compared to public schools, private schools more frequently reported assisting with applications for scholarships, filling out the Common Application for colleges and universities, and pro-viding application workshops for students and their families.

College readiness programs that were offered frequently by schools of all sizes included scholarship application assistance, visits from college representatives, and visits to colleges and universities (see Table 12). Noteworthy among the results was the finding that dual enrollment programs were most frequently offered by schools with enrollment greater than 1,000. More than half (55.9%) of institutions with enrollment of 500 students or less offered dual enrollment, compared to 41.7 percent of schools with 501– 1,000 students and 81.5 percent of schools with more than 1,000 students.

Among the college readiness initiatives, those with the longest lifespan at schools in the survey sample include AP and IB courses, which have been present at more than half of responding schools for more than 10 years (see Table 13). College readiness initiatives have been present at schools for a fair amount of time in all cases, with all listed programs having a median age of at least four to five years. Moreover, 10 of the 16 college readiness programs in the list have a median age of at least six years; in many of those cases, a substantial pro-portion has been present at responding schools for more than 10 years.

The college readiness initiatives that reach the greatest median proportion of students include writing and academic skills resources, visits from college representatives, and college fairs (see Table 14). The median reach of each of these initiatives was 50% or more of the students in participating schools. The converse of this finding is that the median reach of the remaining 12 college readiness initiatives was less than half of the students in schools who participated in the survey. Although AP and IB courses were the college readiness initiatives that have been offered by a majority of schools for the longest time, they represent the initiatives with the lowest median proportion of students reached; most schools report these initiatives reach 20% or fewer students.



Inst

itutio

nal C

ontr

ol

Publ

icPr

ivat

eD

iffer

ence

Colle

ge R

eadi

ness

Initi

ativ

eFr

eque

ncy

Perc

ent

Freq

uenc

yPe

rcen

tPe

rcen

t

Perc

enta

ge h

ighe

r for

pub

lic in

stitu

tions

IB co

urse

sa6

5.1

00.

05.

1

Perc

enta

ge h

ighe

r for

priv

ate

inst

itutio

ns

Assis

tanc

e ap

plyin

g fo

r sch

olar

ship

s69

58.5

1710

0.0

-41.

5

Assis

tanc

e fil

ling

out t

he C

omm

on A

pplic

atio

n51

43.2

1482

.4-3

9.1

Colle

ge a

pplic

atio

n as

sista

nce,

wor

ksho

ps fo

r stu

dent

s47

39.8

1376

.5-3

6.6

Colle

ge a

pplic

atio

n as

sista

nce,

wor

ksho

ps fo

r par

ents

or f

amily

3933

.111

64.7

-31.

7

Writ

ing

skill

s dev

elop

men

t res

ourc

es41

34.7

1164

.7-3

0.0

Visit

s fro

m co

llege

repr

esen

tativ

es76

64.4

1694

.1-2

9.7

Colle

ge a

pplic

atio

n as

sista

nce,

lite

ratu

re56

47.5

1376

.5-2

9.0

AP co

urse

sa53

45.3

1270

.6-2

5.3

Colle

ge a

pplic

atio

n as

sista

nce,

onl

ine

tool

s49

41.5

1164

.7-2

3.2

SAT

or A

CT te

st p

repa

ratio

n cla

sses

(pro

vided

by s

choo

l or d

istric

t sta

ff)63

53.4

1376

.5-2

3.1

Othe

r col

lege

app

licat

ion

assis

tanc

e pr

ogra

m(s)

86.

84

23.5

-16.

7

Colle

ge fa

irs65

55.1

1270

.6-1

5.5

Visit

s to

colle

ges a

nd/o

r uni

vers

ities

8269

.514

82.4

-12.

9

Acad

emic

skill

s dev

elop

men

t res

ourc

es55

46.6

1058

.8-1

2.2

Assis

tanc

e ap

plyin

g fo

r fin

ancia

l aid

6353

.410

58.8

-5.4

Dual

enr

ollm

enta

6555

.610

58.8

-3.3

Othe

r col

lege

read

ines

s pro

gram

(s)18

15.3

317

.6-2

.4

a n =

134

Tabl

e 11

Colle

ge R

eadi

ness

Initi

ative

s by I

nstit

utio

nal C

ontro

l (n

= 13

5)

Note

. The

five

mos

t fre

quen

t res

pons

es fo

r eac

h gr

oup

of s

tude

nt e

nrol

lmen

t are

repo

rted;

all

othe

r fre

quen

cies

and

initi

ativ

es h

ave

been

sup

pres

sed.

a n =

134

Num

ber o

f Stu

dent

s

Colle

ge R

eadi

ness

Initi

ativ

e30

0 or

less

301-

500

501-

1,00

0M

ore

than

1,

000

Acad

emic

skill

s dev

elop

men

t res

ourc

es63

.9%

AP co

urse

sa43

.8%

Assis

tanc

e ap

plyin

g fo

r fin

ancia

l aid

62.5

%63

.9%

Assis

tanc

e ap

plyin

g fo

r sch

olar

ship

s83

.3%

66.7

%45

.8%

74.1

%

Colle

ge a

pplic

atio

n as

sista

nce,

lite

ratu

re62

.5%

Colle

ge fa

irs66

.7%

45.8

%

Dual

enr

ollm

enta

81.5

%

SAT

or A

CT te

st p

repa

ratio

n cla

sses

(pro

vided

by s

choo

l or d

istric

t sta

ff)62

.5%

43.8

%77

.8%

Visit

s fro

m co

llege

repr

esen

tativ

es75

.0%

66.7

%60

.4%

77.8

%

Visit

s to

colle

ges a

nd o

r/uni

vers

ities

70.8

%83

.3%

54.2

%85

.2%

Tabl

e 12

Mos

t Fre

quen

tly R

epor

ted

Colle

ge R

eadi

ness

Initi

ative

s by S

tude

nt E

nrol

lmen

t (n

= 13

5)



Tabl

e 13

Colle

ge R

eadi

ness

Initi

ative

s by A

ge o

f Ini

tiativ

e (n

varie

s by i

nitia

tive)

Age

of I

nitia

tive

Colle

ge re

adin

ess

initi

ativ

e1

year

or l

ess

2 to

3 y

ears

4 to

5 y

ears

6 to

10

year

sM

ore

than

10

year

sM

edia

n ag

ea

AP co

urse

s8.

0%14

.0%

14.0

%12

.0%

52.0

%M

ore

than

10

year

s

IB co

urse

s0.

0%40

.0%

0.0%

0.0%

60.0

%M

ore

than

10

year

s

Acad

emic

skill

s dev

elop

men

t res

ourc

es3.

9%9.

8%27

.5%

15.7

%43

.1%

6 to

10

year

s

Assis

tanc

e ap

plyin

g fo

r fin

ancia

l aid

8.2%

8.2%

29.5

%16

.4%

37.7

%6

to 1

0 ye

ars

Assis

tanc

e ap

plyin

g fo

r sch

olar

ship

s6.

9%11

.1%

23.6

%16

.7%

41.7

%6

to 1

0 ye

ars

Colle

ge a

pplic

atio

n as

sista

nce,

lite

ratu

re3.

4%8.

5%23

.7%

16.9

%47

.5%

6 to

10

year

s

Colle

ge fa

irs11

.1%

7.9%

25.4

%20

.6%

34.9

%6

to 1

0 ye

ars

Dual

enr

ollm

ent

4.9%

11.5

%26

.2%

29.5

%27

.9%

6 to

10

year

s

SAT o

r ACT

test

prep

arat

ion c

lass

es (p

rovid

ed by

scho

ol or

dist

rict s

taff)

12.5

%17

.2%

18.8

%25

.0%

26.6

%6

to 1

0 ye

ars

Visit

s fro

m co

llege

repr

esen

tativ

es3.

9%14

.5%

22.4

%15

.8%

43.4

%6

to 1

0 ye

ars

Assis

tanc

e fil

ling

out t

he C

omm

on A

pplic

atio

n9.

3%27

.8%

27.8

%13

.0%

22.2

%4

to 5

yea

rs

Colle

ge a

pplic

atio

n as

sista

nce,

onl

ine

tool

s9.

8%19

.6%

29.4

%15

.7%

25.5

%4

to 5

yea

rs

Colle

ge a

pplic

atio

n as

sista

nce,

wor

ksho

ps fo

r par

ents

or f

amily

9.3%

14.0

%27

.9%

18.6

%30

.2%

4 to

5 y

ears

Colle

ge a

pplic

atio

n as

sista

nce,

wor

ksho

ps fo

r stu

dent

s6.

0%14

.0%

34.0

%16

.0%

30.0

%4

to 5

yea

rs

Visit

s to

colle

ges a

nd/o

r uni

vers

ities

12.3

%18

.5%

29.6

%16

.0%

23.5

%4

to 5

yea

rs

Writ

ing

skill

s dev

elop

men

t14

.0%

16.3

%23

.3%

14.0

%32

.6%

4 to

5 y

ears


a Whe

re th

e m

edia

n fe

ll be

twee

n tw

o gr

oups

of s

tude

nt p

ropo

rtion

, the

larg

er w

as re

porte

d.

Tabl

e 14

Colle

ge R

eadi

ness

Initi

ative

s by P

ropo

rtion

of S

tude

nts R

each

ed (n

varie

s by i

nitia

tive)

Prop

ortio

n of

stu

dent

s re

ache

d by

initi

ativ

e

Colle

ge re

adin

ess

initi

ativ

e10

% o

r les

s11

-20%

21-3

0%31

-40%

41-5

0%51

-60%

61-7

0%71

-80%

81-9

0%91

-100

%M

edia

na

Writ

ing

skill

s res

ourc

es9.

3%4.

7%9.

3%9.

3%7.

0%2.

3%4.

7%14

.0%

7.0%

32.6

%71

-80%

Acad

emic

skill

s res

ourc

es2.

0%11

.8%

7.8%

9.8%

9.8%

3.9%

11.8

%7.

8%7.

8%27

.5%

61-7

0%

Visit

s fro

m co

llege

repr

esen

tativ

es5.

3%7.

9%11

.8%

7.9%

6.6%

10.5

%5.

3%9.

2%5.

3%30

.3%

61-7

0%

Colle

ge fa

irs3.

2%1.

6%14

.3%

4.8%

14.3

%17

.5%

4.8%

4.8%

11.1

%23

.8%

51-6

0%

Colle

ge a

pplic

atio

n lit

erat

ure

8.5%

13.6

%18

.6%

6.8%

5.1%

6.8%

3.4%

8.5%

13.6

%15

.3%

41-5

0%

Colle

ge a

pplic

atio

n on

line

tool

s7.

8%9.

8%15

.7%

11.8

%7.

8%0.

0%2.

0%9.

8%11

.8%

23.5

%41

-50%

Colle

ge a

pplic

atio

n w

orks

hops

for s

tude

nts

8.0%

8.0%

18.0

%14

.0%

10.0

%8.

0%4.

0%4.

0%10

.0%

16.0

%41

-50%

Assis

tanc

e ap

plyin

g fo

r fin

ancia

l aid

9.8%

18.0

%18

.0%

16.4

%9.

8%0.

0%6.

6%3.

3%4.

9%13

.1%

31-4

0%

Assis

tanc

e ap

plyin

g fo

r sch

olar

ship

s8.

3%16

.7%

19.4

%12

.5%

5.6%

5.6%

5.6%

5.6%

5.6%

15.3

%31

-40%

SAT

or A

CT p

repa

ratio

n cla

sses

(pro

vided

by

scho

ol o

r di

stric

t sta

ff)9.

4%14

.1%

21.9

%14

.1%

9.4%

4.7%

3.1%

6.3%

6.3%

10.9

%31

-40%

Colle

ge a

pplic

atio

n w

orks

hops

for f

amily

9.3%

23.3

%14

.0%

18.6

%7.

0%4.

7%4.

7%2.

3%4.

7%11

.6%

31-4

0%

Visit

s to

colle

ges a

nd/o

r uni

vers

ities

9.9%

12.3

%19

.8%

16.0

%4.

9%8.

6%3.

7%3.

7%3.

7%17

.3%

31-4

0%

Dual

enr

ollm

ent

26.2

%23

.0%

18.0

%8.

2%3.

3%3.

3%1.

6%4.

9%6.

6%4.

9%21

-30%

Com

mon

App

licat

ion

assis

tanc

e20

.4%

18.5

%14

.8%

7.4%

5.6%

3.7%

1.9%

5.6%

5.6%

16.7

%21

-30%

AP co

urse

s30

.0%

26.0

%6.

0%16

.0%

2.0%

6.0%

6.0%

2.0%

0.0%

6.0%

11-2

0%

IB co

urse

s20

.0%

40.0

%20

.0%

0.0%

0.0%

20.0

%0.

0%0.

0%0.

0%0.

0%11

-20%


Partnerships and Third-Party ServicesFinally, schools in South Carolina were asked about how they engaged with external parties in the form of

partnerships with businesses, community agencies, and higher education as well as organizations that deliver services aimed at supporting college and career preparation, access, and application. Overall, schools in South Carolina frequently reported engaging in partnerships with business (66.4%), colleges or universities (61.2%), and the community (49.3%). Respondents who indicated engaging in partnerships with businesses described partnering with local companies and industry to inform students about and offer internships; coming into the classroom to describe the kind of work they do and what steps it will take for students to be able to begin a career in that field; working with schools and other businesses as part of a career fair; and bringing students into their place of business to witness the work they do firsthand.

Examples of partnerships with institutions that deliver postsecondary education included visits from campus representatives who deliver information about enrollment procedures, applying for financial aid, and available programs of study; on-campus programs ranging from tours to opportunities for students to spend an extended amount of time on campus; and shared curricular opportunities such as dual enrollment and coordination of class time to allow students to complete certificate programs either at the school or by released time to attend courses at the college campus. The vast majority of colleges listed in partnerships were the technical and community colleges in South Carolina. This finding highlights the leadership and importance of the two-year college sector in providing access to the training South Carolina graduates will need to enter the workforce.

Community partnerships were present in approximately half of responding institutions. A review of the descriptions of the community partnerships revealed that many community partnerships were, in fact, three-way partnerships between the school, the community, and local business. As an illustration, one school described how they encourage entrepreneurship by working with a local government-funded agency aimed to promote industry and business leaders in the community. The business partners present in the classroom, students engage in business design, and then the school puts on an activity where the students present their designs and the business representatives serve as judges in the form of the TV show “Shark Tank.” Other partnerships with the community included mentoring programs, visits from community government leaders, and exchanges with local organizations such as religious groups, community service organizations, and city and county career services.

Compared to partnerships, the use of third-party services was less frequent. No more than a third of responding schools in the state reported using any one of the listed third-party services. The most frequently reported services offered by external organizations included connecting students with online sources of information (35.1%), providing access to college information publications (31.3.%), and offering SAT or ACT test preparation classes provided by a business or nonprofit group (31.3%). All other third-party services were present in fewer than one in seven schools.

Partnerships and third-party services were disaggregated by public and private schools (see Table 15). Public schools reported partnerships with business and higher education and workshops delivered by an outside source to prepare students for ACT WorkKeys at greater rates than private schools. A higher percentage of private schools provided access to college information publications and offered SAT or ACT test preparation classes delivered by an outside provider. A noteworthy finding was that a substantial — and very similar — percent-age of both public and private schools (49.6% and 47.1% respectively) reported partnerships with community.

Table 16 presents the distribution of the most frequently identified partnerships and third-party services, organized by the number of students enrolled. On this measure, school size mattered very little as schools of all sizes tended to respond similarly. Survey respondents consistently identified partnerships with industry, colleges, and community, regardless of school enrollment. Interestingly, partnerships of all kinds were more frequently present in schools with more than 1,000 students enrolled. College application test preparation by a third party was more frequently offered by the smallest and the largest schools. Taken together, the results show that third party SAT and ACT test preparation courses were more frequently offered at small private schools and the largest public schools.


Table 17 shows how long the partnerships and third-party initiatives have been available at the schools. The program that has consistently been around the longest involves contracting paid job application consultants to meet with students. About two-thirds of the schools reported that this type of program had been available at the school for 10 years or more. Partnerships with business, higher education, and community have also been around at schools for some time, with more than half of the respondents reporting that these partnerships were available at their schools for six years or more. Similarly, more than half of institutions that provide access to college information publications have done so for six or more years. Space and time for paid job application consultants was rarely identified; most of the schools that reported this program also indicated it was a relatively new program at their schools.

Although at least half of responding schools engaged in partnerships with businesses, colleges, and com-munities, most schools reported that less than half of the students engaged in them (see Table 18). Connecting students with online sources of information such as College Scorecard was the third-party resource that reached the greatest median proportion of students — more than half of respondents reported it reached more than 60 percent of students and nearly a third indicated it reached more than 90 percent. Overall, partnerships and third-party resources reached a small proportion of students; nine of the 12 resources listed reached fewer than 40 percent of students at the majority of responding schools.

Institutional Control


Partnership and third-party services Freq. % Freq. % %

Percentage higher for public institutions

Partnership with business or industry 84 71.8 5 29.4 42.4

Partnership with college or university 76 65.0 6 35.3 29.7

ACT WorkKeys preparation classes or workshops (provided by a third-party) 17 14.5 0 0.0 14.5

Providing space and/or time for paid job application consultants to meet with students 6 5.1 0 0.0 5.1

Résumé preparation workshops by third-party providers 6 5.1 0 0.0 5.1

Contracting paid college choice or application consultants to meet with students 5 4.3 0 0.0 4.3

Other third-party service or resource(s) 3 2.6 0 0.0 2.6

Partnership with community 58 49.6 8 47.1 2.5

Providing space and/or time for paid college choice or application consultants to meet with students 15 12.8 2 11.8 1.1

Percentage higher for private institutions

Providing access to college information publications 33 28.2 9 52.9 -24.7

SAT or ACT test preparation classes (provided by a business or nonprofit group) 33 28.2 9 52.9 -24.7

Other partnership(s) 6 5.1 2 11.8 -6.6

Contracting paid job application consultants to meet with students 3 2.6 1 5.9 -3.3

Connecting students with online sources for information 41 35.0 6 35.3 -0.3

Table 15Partnerships and Third-Party Services by Institutional Control (n = 134)


Note

. The

five

mos

t fre

quen

t res

pons

es fo

r eac

h gr

oup

of s

tude

nt e

nrol

lmen

t are

repo

rted;

all

othe

r fre

quen

cies

and

initi

ativ

es

have

bee

n su

ppre

ssed

.

Num

ber o

f Stu

dent

s

Colle

ge R

eadi

ness

Initi

ativ

e30

0 or

less

301-

500

501-

1,00

0M

ore

than

1,

000

Conn

ectin

g st

uden

ts w

ith o

nlin

e so

urce

s of i

nfor

mat

ion

45.7

%29

.2%

44.4

%

Partn

ersh

ip w

ith b

usin

ess o

r ind

ustry

54.2

%68

.6%

64.6

%77

.8%

Partn

ersh

ip w

ith co

llege

or u

nive

rsity

41.7

%71

.4%

52.1

%81

.5%

Partn

ersh

ip w

ith co

mm

unity

41.7

%48

.6%

43.8

%66

.7%

Prov

idin

g ac

cess

to co

llege

info

rmat

ion

publ

icatio

ns33

.3%

37.1

%20

.8%

SAT

or A

CT te

st p

repa

ratio

n cla

sses

(pro

vided

by a

bus

ines

s or n

onpr

ofit

grou

p)45

.8%

48.1

%

Tabl

e 16

Mos

t Fre

quen

tly R

epor

ted

Partn

ersh

ips a

nd T

hird

-Par

ty S

ervic

es b

y Stu

dent

Enr

ollm

ent (

n =

134)

Tabl

e 17

Partn

ersh

ip a

nd T

hird

-Par

ty S

ervic

es b

y Age

of I

nitia

tive

(n va

ries b

y ini

tiativ

e)

Age

of I

nitia

tive

Part

ners

hips

and

thir

d-pa

rty

serv

ices

1 ye

ar o

r les

s2

to 3

yea

rs4

to 5

yea

rs6

to 1

0 ye

ars

Mor

e th

an 1

0 ye

ars

Med

ian

agea

Cont

ract

ing

paid

job

appl

icatio

n co

nsul

tant

s to

mee

t with

stud

ents

0.0%

33.3

%0.

0%0.

0%66

.7%

Mor

e th

an 1

0 ye

ars

Partn

ersh

ip w

ith b

usin

ess o

r ind

ustry

10.1

%17

.4%

21.7

%17

.4%

33.3

%6

to 1

0 ye

ars

Partn

ersh

ip w

ith co

llege

or u

nive

rsity

7.4%

17.6

%20

.6%

20.6

%33

.8%

6 to

10

year

s

Partn

ersh

ip w

ith co

mm

unity

3.

9%23

.5%

15.7

%25

.5%

31.4

%6

to 1

0 ye

ars

Prov

idin

g ac

cess

to co

llege

info

rmat

ion

publ

icatio

ns3.

1%18

.8%

21.9

%15

.6%

40.6

%6

to 1

0 ye

ars

Conn

ectin

g st

uden

ts w

ith o

nlin

e so

urce

s of i

nfor

mat

ion

13.2

%15

.8%

31.6

%18

.4%

21.1

%4

to 5

yea

rs

Résu

mé

prep

arat

ion

wor

ksho

ps b

y thi

rd-p

arty

pro

vider

s20

.0%

20.0

%20

.0%

20.0

%20

.0%

4 to

5 y

ears

SAT

or A

CT te

st p

repa

ratio

n cl

asse

s (p

rovi

ded

by a

bus

ines

s or

no

npro

fit g

roup

)14

.7%

20.6

%29

.4%

8.8%

26.5

%4

to 5

yea

rs

ACT

Wor

kKey

s pre

para

tion

class

es o

r wor

ksho

ps

50.0

%28

.6%

14.3

%7.

1%0.

0%2

to 3

yea

rs

Table

cont

inues

on pa

ge 35


Age

of I

nitia

tive

Part

ners

hips

and

thir

d-pa

rty

serv

ices

1 ye

ar o

r les

s2

to 3

yea

rs4

to 5

yea

rs6

to 1

0 ye

ars

Mor

e th

an 1

0 ye

ars

Med

ian

agea

Cont

ract

ing

paid

colle

ge ch

oice

or a

pplic

atio

n co

nsul

tant

s to

mee

t w

ith st

uden

ts33

.3%

33.3

%33

.3%

0.0%

0.0%

2 to

3 y

ears

Prov

idin

g sp

ace

and/

or ti

me

for p

aid

colle

ge c

hoice

or a

pplic

atio

n co

nsul

tant

s to

mee

t with

stud

ents

28.6

%28

.6%

7.1%

14.3

%21

.4%

2 to

3 y

ears

Prov

idin

g sp

ace

and/

or ti

me

for p

aid

job

appl

icatio

n co

nsul

tant

s to

mee

t with

stud

ents

60.0

%20

.0%

0.0%

0.0%

20.0

%1

year

or l

ess

Table

cont

inued

from

page

34

a Whe

re th

e m

edia

n fe

ll be

twee

n tw

o gr

oups

of p

rogr

am a

ge, t

he o

lder

was

repo

rted.

a Whe

re th

e m

edia

n fe

ll be

twee

n tw

o gr

oups

of s

tude

nt p

ropo

rtion

, the

larg

er w

as re

porte

d.

Tabl

e 18

Partn

ersh

ips a

nd T

hird

-Par

ty S

ervic

es b

y Pro

porti

on o

f Stu

dent

s Rea

ched

(n va

ries b

y ini

tiativ

e)

Prop

ortio

n of

stu

dent

s re

ache

d by

initi

ativ

e

Part

ners

hips

and

thir

d-pa

rty

serv

ices

10%

or l

ess

11-2

0%21

-30%

31-4

0%41

-50%

51-6

0%61

-70%

71-8

0%81

-90%

91-1

00%

Med

iana

Conn

ectin

g stu

dent

s with

onlin

e sou

rces

of in

form

atio

n 7.

9%13

.2%

13.2

%2.

6%7.

9%2.

6%13

.2%

7.9%

0.0%

31.6

%61

-70%

Cont

ract

ing

paid

job

appl

icat

ion

cons

ulta

nts

to m

eet

with

stud

ents

0.0%

0.0%

0.0%

0.0%

33.3

%33

.3%

0.0%

0.0%

0.0%

33.3

%51

-60%

Partn

ersh

ip w

ith b

usin

ess o

r ind

ustry

10.1

%15

.9%

8.7%

8.7%

14.5

%10

.1%

5.8%

2.9%

2.9%

20.3

%41

-50%

Partn

ersh

ip w

ith co

llege

or u

nive

rsity

11.8

%16

.2%

14.7

%16

.2%

5.9%

2.9%

4.4%

7.4%

7.4%

13.2

%31

-40%

Partn

ersh

ip w

ith co

mm

unity

11

.8%

11.8

%15

.7%

13.7

%5.

9%5.

9%3.

9%5.

9%3.

9%21

.6%

31-4

0%

Prov

idin

g ac

cess

to co

llege

info

rmat

ion

publ

icatio

ns9.

4%21

.9%

12.5

%9.

4%6.

3%9.

4%6.

3%3.

1%6.

3%15

.6%

31-4

0%

Prov

idin

g sp

ace

and/

or ti

me

for p

aid

colle

ge c

hoice

or

appl

icatio

n co

nsul

tant

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-20%


Assessment and EvaluationRespondents were asked to report whether they had assessed or evaluated any aspect of their CCR

programs within the past three years of the time they participated in the survey. One third of respondents (33.0%) reported that they had conducted an assessment of some aspect of their CCR initiatives (see Figure 7), whereas 38.7% indicated they had not evaluated any aspect of their CCR programs in the recent past. A substantial percentage of survey participants (28.3%) responded that they did not know whether assessment of their initiatives had taken place. Disaggregating by institutional control (see Figure 8) shows that the public schools’ proportions mirror those of the overall responding sample. However, slightly more private schools than public schools reported assessing their college and career readiness programs. This difference is mag-nified in Figure 8 because no respondents from private schools reported not knowing whether assessment of any aspect of their CCR programs had or had not occurred. It is possible that this discrepancy of knowledge about assessment activity is due to the size of private schools, which are smaller on average and therefore more likely to have a sense of what is going on across the various departments and administrative activities. However, Figure 9 shows that the smallest schools report not knowing whether assessment had taken place on campus about as often as the larger schools. In fact, a greater percentage of the smallest schools reported engaging in assessment activity than did schools of any other size, with nearly half (47.1%) of responding schools with 300 students or fewer responding “Yes.” Conversely, schools with enrollments between 301 and 500 were the most likely to say they had not conducted an assessment within the past three years; approximately half (48.3%) of schools in this group responded “No.” However, only 20.7 percent of schools this size reported not knowing about assessment of CCR activities.

Finally, participants who indicated that their schools had conducted assessment of their CCR initiatives were asked to report findings of their assessment efforts. Respondents reported benchmarking indicators of college and career readiness such as high school graduation rates, job placement rates, and standardized test scores such as SAT, ACT, and ACT WorkKeys. Respondents also described findings that revealed the reach of CCR initiatives, including results that led schools to deliver CCR programs to students earlier in their edu-cational careers, beginning in 6th grade. Several respondents described how assessment results pointed to a need for increased partnerships with business and the community.

Participants also described an increased understanding of the career choice process. For example, respon-dents reported that their assessments indicated that students were interested in information about entry-level jobs not requiring a four-year degree, fields closely related to the work family members did, and the job market in their area. Some described assessment results that highlighted the role of the family in the career and college choice process and emphasized the importance of delivering good information to those critical individuals in students’ lives.

Furthermore, some respondents noted that their assessment results were used to provide information about students’ college readiness. They described both positive and negative changes in postsecondary enrollment and achievement rates, including measures such as passing rates in first-semester courses and the number of professional certifications. Several described results that highlighted undermatching between students and their postsecondary choices. One respondent suggested that students “play it safe with college applications.” Another participant suggested a structural and financial reason for undermatching: “Students feel trapped by in-state lottery scholarships and don’t pursue potentially better matches with out-of-state universities.”


Figure 7. Percentage of schools reporting assessment of CCR programs in past three years.

Figure 8. Percentage of schools reporting assessment of CCR programs in past three years, organized by institutional control.


Figure 9. Percentage of schools reporting assessment of CCR programs in past three years, organized by student enrollment.

Discussion

The South Carolina College and Career Readiness Survey was conducted to gather information about the efforts of middle and high schools in the state focused on CCR. The findings elucidated several key points related to the current practice in South Carolina. The discussion that follows addresses top CCR objectives, career readiness initiatives, college readiness initiatives, CCR staffing, partnerships, and assessment.

CCR ObjectivesThe most frequently named top objectives for middle and high schools in South Carolina were career

exploration, college-level academic behaviors, critical thinking, and workforce readiness. Taken in sum, these objectives fit very well with the state-wide goals outlined in the Profile of the South Carolina Graduate (South Carolina Education Oversight Committee, 2015). However, public schools in the responding sample more frequently identified career-oriented objectives than did private schools. Accordingly, private schools more often listed college-focused objectives than did public schools.

These results should not be interpreted as suggesting that public schools are negligent when it comes to college preparation. Public schools in South Carolina are larger than private schools and are likely to serve students from a greater diversity of backgrounds. Thus, school faculty, staff, and administration working to achieve CCR goals might be focusing their efforts where they will have the broadest effect. That is to say, high school students will eventually enter the workforce, regardless of the path they take once they graduate. Engaging students in a conversation about careers and the necessary steps required to establish a successful one will meet the needs of nearly all students and will naturally open avenues for conversations about a variety of postsecondary opportunities, such as degree and certificate programs, military service, and careers. As a result, the discussion of college and university training is then framed under a career-oriented objective. Such a strategy may be beneficial when working with students whose families have limited exposure to postsecondary training and who might not see the economic value of delayed entry into the workforce while simultaneously accruing debt. Placing career options at the forefront helps students and inf luential others in their lives better understand the cost–benefit analysis of further education and training.

Career Readiness InitiativesBecause highlighting career-oriented objectives is an efficient way to reach large numbers of students

in terms of career and college readiness, it stands to reason that the career-related initiatives that reached the greatest proportion of students were focused on career exploration, including resources, workshops, fairs, and visits from business and industry representatives. Career readiness initiatives that required specific hands-on supervised practice experiences such as co-ops, internships, and apprenticeships reached the smallest propor-tion on campuses. These initiatives are likely targeted at students who are interested in specific fields, who naturally belong to smaller subsets and may have already decided on career paths.

39


Respondents from public schools reported offering all career readiness initiatives with greater frequency than those from private schools, signaling that public schools were more likely to offer a greater number and variety of career-related initiatives. This finding also gives evidence that the efforts of public schools are aligned with their stated objectives and points to an intentional approach to the initiatives they offer. Conversely, no career-related initiative was particularly prevalent at private institutions, which also mirrored the lower prevalence of career development objectives. To better address the skills that hiring managers want, such as critical thinking, communication, and professional intelligence, career preparation initiatives should aim to provide these essential competencies. Employers in the state of South Carolina have pointed to these skills as particularly important to their new employees (Petcu, Frakes, Hoffman, & Young, 2016). Using these skills as a guidepost for developing outcomes of career-preparation initiatives are useful in fulfilling both college and career readiness aims, as the aforementioned workforce proficiencies translate to student success skills in college (Conley, 2012).

College Readiness InitiativesCareer exploration may serve as a useful pathway to postsecondary education, yet certain processes, pro-

cedures, and knowledge are specific to college application, admission, and enrollment. Private schools were more focused on college readiness initiatives than public schools. Respondents from private schools indicated they offered all college readiness initiatives more frequently than did public schools. Notwithstanding, several college readiness programs were prevalent at a majority of public schools in South Carolina. For example, more than half of the participating public schools reported offering seven of the 18 college readiness initiatives identified in this survey. An additional seven were present at more than a third of responding public schools.

Comparatively, private schools have the edge in the number of college readiness initiatives that are offered. However, it is fair to say that college readiness programs are offered by schools of all types, regardless of size or control. Visits to colleges, visits from college representatives, and scholarship application assistance tended to be the kinds of initiatives most frequently delivered by the responding schools. However, only visits from college representatives reached more than half of the students at a majority of schools in the sample. When schools reported offering programs supporting writing and academic skills, those efforts tended to reach large proportions of students.

Schools have the challenge of developing meaningful college readiness programs that deliver information at the appropriate time for middle and high school students. For instance, it makes little sense to offer college application assistance to students in middle school. Because public schools in the sample were more likely to offer instruction either at the middle or high school level, but not both, differences in results for the two categories of schools should be interpreted with this in mind.

CCR StaffingAlthough it is important to know what kinds of activities schools are engaged in with respect to college

and career readiness, it’s also important to keep in mind that the delivery and quality of these initiatives are largely dependent on those who will carry them out. Every private school that responded had staff with CCR as a primary responsibility, and approximately two-thirds of public schools reported the same. However, at the schools with staff members who have CCR as a primary responsibility, those staff members most often have other responsibilities as well, regardless of school control or school size (with the exception of the schools with fewer than 300 students).

In addition, larger public schools reported having larger numbers of school counselors. Yet, even when there are more counselors commensurate with the size of the student body and in line with the ASCA recom-mended student-to-counselor ratio, more individuals responsible for executing and achieving objectives tends to result in more complex coordination.

All these things taken together suggest that responsibility for CCR in public schools appears to be more

Discussion I 41

diffuse. This finding has implications for how CCR activities are coordinated and for the quality of the imple-mentation of the programs. We need more information about how the initiatives are carried out in the various types of schools to evaluate the quality of that implementation. Additionally, we need more information to understand fully how CCR staffing patterns inf luence the structural features of CCR programs, such as number of offerings of each initiative, the number of students per instance, and the resources available to those who are coordinating each initiative.

AssessmentAccountability is a core part of the ASCA (2012) National Model. Without formal assessment and eval-

uation of the CCR programs, schools will have an incomplete understanding of how well these programs are meeting their intended objectives. ASCA recommends that schools “use data to show the impact of the school counseling program on student achievement, attendance and behavior and analyze school counseling program assessments to guide future action and improve future results for all students” (p. 4). Despite the recommenda-tion, results from the survey indicated that only one third of responding schools reported that they had recently assessed any aspect of their CCR programs. Additionally, large numbers of respondents, particularly those in public schools, were not aware if any aspect of their CCR initiatives had been assessed or evaluated recently.

One reason that assessment may have been reported infrequently or at least hidden is that Those charged with carrying out the implementation of CCR initiatives in South Carolina schools are likely to be busy with additional responsibilities, which leaves assessment as an optional or additional activity of lower importance. Administrators should support assessment – using evidence to guide action and to improve the results for all students – by rewarding faculty and staff and providing resources to support evaluation of CCR programs. Support may take the form of dedicated and protected time, human resources, and professional development. Teaching and counseling staff who are tasked with carrying out CCR initiatives should seek out ways to gather, analyze, interpret, and use evidence to improve their efforts. Assessment should be viewed as an investment in the effectiveness of CCR efforts rather than simply a divestment of current resources.

ConclusionThe study reported here was an exploratory effort and the first of its kind to chronicle the current practice

of college and career readiness initiatives in South Carolina. The survey shows clearly that the middle and high schools in the state are engaged in a multiplicity of initiatives, several of which have a wide reach among students in South Carolina. However, the study also elucidated many questions that point to directions for future research. How do schools make decisions about which CCR initiatives to implement? How do schools implement CCR initiatives? How do schools coordinate CCR programs to meet internally developed and externally determined objectives when responsibility for CCR is more diffuse throughout the school? We would also like to know more about school counselors, as they are integral to successful CCR programs and advise-ment. We found that most middle and high schools in South Carolina meet or exceed the ASCA recommended student-to-counselor ratio of 250:1. However, we don’t yet know how counselors are trained in CCR, what the turnover rates are, and how school administration makes decisions about hiring and training counselors.

What is certain is that the need for sustained attention to the development of an educated workforce will persist in the long run. Thus, an important undercurrent in the conversation about educating college- and career-ready graduates is the sustainability of the efforts that schools reported in this survey. It remains incumbent on stakeholders on all levels—state, district, school, community, business, postsecondary, and student—to create conditions where success can f lourish. A continued and intentional program of research, evaluation, and practice is essential for this vision to be realized.

Appendix A: Method

PopulationThe population for the 2016 South Carolina Survey of College and Career Readiness was comprised of

principals and guidance counselors at public and private schools that offered instruction in Grades 6 through 12 in South Carolina. The contact information of the public institutions was gathered from a list of principals provided by the South Carolina Education Oversight Committee. For the private institutions, a list of schools in South Carolina was pulled from the Private School Universe Survey conducted by the National Center of Education Statistics. Contact information for heads of schools was then gathered from school websites.

Survey AdministrationThe survey was constructed by the National Resource Center for The First-Year Experience and Students

in Transition with collaboration from the Center of Excellence for College and Career Readiness. The dis-tribution, administration, and general data management of the survey instrument were done with Baseline, a web-based survey technology program operated by CampusLabs that is designed for assessing student involvement, learning outcomes, and strategic planning.

On September 24, 2015, the survey was launched; the invitation to participate was sent to 626 principals and heads of schools via e-mail. Following the launch, reminder e-mails were sent to non-respondents on October 1, 2015 and October 6, 2015. The initial administration yielded 74 responses, which constituted an 11.8% (74/626) response rate.

The survey was intended to close on October 15, 2015, but due to the low response rates, the National Resource Center and the Center of Excellence for College and Career Readiness decided to relaunch the survey on November 11. Additional efforts to encourage participation included calling and emailing all institutions that had not yet responded. A message encouraging participation was included in a Palmetto State School Counselor’s Association newsletter.

From November 2015 to January 2016, staff at the National Resource Center began making phone calls to encourage participation from administrators at schools that had not responded. Contact information for staff, including school counselors and new principals, were acquired through Google searches. For this reason, schools without updated contact information on their websites could not be contacted to participate in the survey. Additionally, attendees of the P20 CCR Summit held in March were asked to respond. These efforts resulted in an additional 67 responses.

The survey administration closed on March 31. A total of 141 institutions responded, indicating a 22.5% response rate.

42

Appendix A: Method I 43

AnalysesAll data collected in this survey were categorical, and therefore analyses were limited to counts and fre-

quencies. The frequencies were calculated and reported in the aggregate for all responses and disaggregated by institutional control (i.e., public or private) and number of students enrolled. A number of recoding techniques were used to create the comparison groups described throughout the research report and the tables reporting the distribution of responses. For example, the original measure of student enrollment had a response set of 12 options, ranging from less than 100 and increasing in intervals up to more than 4,000 students. Student enrollment was collapsed into four categories representing similar proportions of responding schools.

Statistical SignificanceGiven the categorical nature of the data collected by this survey, chi-square analyses would be the most

appropriate analyses used to test for statistical significance in the distribution of responses between groups. However, for chi-square analyses to be dependable, a large overall sample size and large cell sizes are required. Though the 141 cases in our sample comprises a reasonable overall sample size, the variability across response sets produced some extremely low cell sizes (below 10). Testing for significance with such low cell sizes could produce inaccurate findings, and so inferential tests were not conducted. The findings reported throughout this research report thus do not allow inferences about the groups; they are presented only as descriptive statistics.

Appendix B: Survey Instrument

A Study of the State of College and Career Readiness Programs in South Carolina Secondary School Level

This survey seeks to document and describe characteristics of programs, initiatives, and services in edu-cational settings aimed at promoting college and career readiness. College and career readiness programs are the educational offerings that provide students with the key cognitive strategies, content knowledge, academic behaviors, and contextual skills and knowledge required to enter and succeed in the workforce or postsecondary education after graduation. Examples of these programs include: college or job application assistance; community, business, and/or school partnerships; job and college fairs; informational visits from industry or institutions of higher education representatives; and courses or workshops to prepare students for success after graduation.

[Definition of College and Career Readiness programs to appear at the top of each page of the online questionnaire]

Institutional Information

1. Name of school:

2. Name of person responding to the survey:

3. Title of person responding to the survey:

4. E-mail address of person responding to the survey:

5. Is your school public or private?

❒ Public

❒ Private

6. What grades are taught at your school? (Check all that apply)

❒ 6

❒ 7

❒ 8

44

Appendix B: Survey Instrument I 45

❒ 9

❒ 10

❒ 11

❒ 12

7. What is the total number of students enrolled in your school?

❒ 100 or less

❒ 101-200

❒ 201-300

❒ 301-400

❒ 401-500

❒ 501-1,000

❒ 1,001-1,500

❒ 1,501-2,000

❒ 2,001-3,000

❒ 3,001-4,000

❒ 4,001-5,000

❒ More than 5,000

8. Please indicate which (if any) of the following types apply to your school: (Select all that apply.) [Public schools only]

❒ Charter

❒ Magnet

❒ Online-only

❒ Other, please specify:

9. Please indicate which (if any) of the following types apply to your school: (Select all that apply.) [Private schools only]

❒ Independent

❒ Online

❒ Proprietary

❒ Religiously affiliated or parochial


10. What percentage of students at your school are eligible for free or reduced lunch? [Private schools only]

❒ None of our students are eligible for free or reduced lunch

❒ 10% or less

❒ 11-20%

❒ 21-30%

❒ 31-40%


❒ 41-50%

❒ 51-60%

❒ 61-70%

❒ 71-80%

❒ 81-90%

❒ 91-100%

Administration of College and Career Readiness

11. Is there a teacher or staff member whose primary responsibility is college and career readiness at your school?

❒ Yes

❒ No [Skip to Question 16]

❒ I don’t know [Skip to Question 16]

12. What is the title of the teacher or staff member whose primary responsibility is college and career readiness programs?

13. Does this person have another responsibility at your school?

❒ Yes

❒ No [Skip to Question 16]

❒ I don’t know [Skip to Question 16]

14. How many school counselors does your school employ?

❒ 1

❒ 2

❒ 3

❒ 4

❒ 5

❒ 6

❒ 7

❒ 8

❒ 9

❒ 10

❒ 11

❒ 12

❒ 13

❒ 14

❒ 15

❒ 16

❒ 17


❒ 18

❒ 19

❒ 20 or more

15. How many of these counselors have specific responsibilities for college and career readiness initiatives or programs?

❒ 1

❒ 2

❒ 3

❒ 4

❒ 5

❒ 6

❒ 7

❒ 8

❒ 9

❒ 10

❒ 11

❒ 12

❒ 13

❒ 14

❒ 15

❒ 16

❒ 17

❒ 18

❒ 19

❒ 20 or more

Students in College and Career Readiness

16. What specific student populations are required to participate in college and career readiness programs (e.g., students enrolled in certain course clusters, students identified as high risk, students in gifted and talented education programs)?

College and Career Readiness Initiatives

17. What are the top three (3) objectives of college and career readiness programs at your school?

❒ Compliance with state mandates

❒ Connecting students to community resources for college and career readiness

❒ Connecting students to college and career readiness service providers

❒ Developing college-level academic behaviors


❒ Developing communication skills

❒ Developing critical-thinking skills

❒ Developing workforce-readiness skills

❒ Improving academic profile of school

❒ Improving college attendance rates

❒ Improving employment rates

❒ Improving graduation rates

❒ Providing career exploration

❒ Providing college admissions test preparation (e.g., ACT, SAT)

❒ Providing college-choice information

❒ Providing college enrollment information

❒ Providing job-matching services

❒ Providing job-specific training

❒ Providing opportunities for internships, apprenticeships, or co-ops

❒ Providing support for the college application process

❒ Providing support for the job application process

❒ Providing workforce-skills test preparation (e.g., ACT WorkKeys)


18 - 116. Please indicate which of the following college and career readiness programs are present at your school (Presence), the length of time each has been in place at your school (Duration), and the percentage of students who engage in each program (Reach):

Respondents will be asked to respond to the following about each of the programs present at their schools:

Presence: Which of the following [group of CCR programs] is present at your school? (Yes, No, I don’t know.)

Duration: How long has the program been in place? (1 year or less, 2 to 3 years, 4 to 5 years, 6 to 10 years, more than 10 years)

Reach: How many students engage with this program? (drop-down menu with options in 10% increments)


Program Presence Duration ReachCareer Readiness

ACT WorkKeys preparation classes or workshops (provided by school or district staff)

Apprenticeship programs

Career exploration resources

Career fairs

Co-op programs

Internship programs

Job shadowing programs

Visits from business or industry representatives

Visits to businesses and/or industry

Job application assistance

Career exploration workshops

Job application assistance, literature

Job application assistance, online tools

Job application assistance, workshops for students

Job application assistance, workshops for parents or family

Résumé preparation workshops

College readiness

Academic skills development resources

College fairs

SAT or ACT test preparation classes (provided by school or district staff)

Visits from college representatives (e.g., admissions counselors, academic advisors, student recruiters)

Visits to colleges and/or universities

Writing skills development resources

College application assistance

Assistance applying for financial aid

Assistance applying for scholarships

Assistance filling out Common Application

College application assistance, literature

College application assistance, online tools

College application assistance, workshops for students

College application assistance, workshops for parents or family

Curricular initiatives

Advanced placement (AP) courses

Career exploration course

College and career readiness course

Dual enrollment (please specify college(s) where credit is earned)

International baccalaureate (IB) courses

Student clubs, organizations, or professional societies focused on careers (e.g., FBLA, FFA)

Table continues on page 48


Program Presence Duration ReachThird-party services and resources

ACT WorkKeys preparation classes or workshops (provided by third-party, such as business or nonprofit group)

Connecting students with online sources of information (e.g., College Score-card, Big Future, College Results Online)

Contracting with paid college choice or application consultants to meet with students

Contracting with paid job application consultants to meet with students

Providing access to college information publications (e.g., Barron’s, Princeton Review, US News & World Report)

Providing space and/or time for paid college choice or application consultants to meet with students

Providing space and/or time for paid job application consultants to meet with students

Résumé preparation workshops by third-party providers

SAT or ACT test preparation classes (provided by third-party, such as business or nonprofit group)

Partnerships

Partnership with business or industry [If “Yes” Display Q117]

Partnership with college or university [If “Yes” Display Q118 and Q119]

Partnership with community (e.g., collaborations with city or county govern-ment, teaming up with a local civic organization). [If “Yes” Display Q120]

117. Please describe the college and career readiness partnership(s) between your school and business.

118. Please indicate which colleges and/or universities have college and career readiness partnerships with your school.

119. Please describe the college and career readiness partnership(s) between your school and colleges and/or universities.

120. Please describe the college and career readiness partnership(s) between your school and the com-munity (e.g., collaboration with city or county government to provide local college and career related information, teaming up with a local civic organization to provide college and career readiness activities).

121-127: Please select as many as five (5) of the initiatives reaching the greatest proportion of students at each grade level:

6th Grade: 1. 2. 3. 4. 5. [Drop-down menus with full list of initiatives from Q18-116]



9th Grade: 1. 2. 3. 4. 5.

Table continued from page 47


[Drop-down menus with full list of initiatives from Q18-116]




Assessment or Evaluation of College and Career Readiness Programs

128. Has your school assessed or evaluated any aspect of your college and career readiness programs within the past three (3) years?

❒ Yes [Go to Question 129]

❒ No [Skip to end]

❒ I don’t know [Skip to end]

129. Please describe up to three (3) of the most significant findings from any assessment or evaluation of college and career readiness programs conducted within the past three (3) years:

1.

2.

3.

130. Please describe up to three (3) of the most significant changes or improvements that have come about as a result of assessment or evaluation of college and career readiness programs within the past three (3) years:

1.

2.

3.


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310

.73

2.1

81

0.8

00.

00

0.0

00.

00

0.0

13.

61

0.7

9 or

mor

e1

0.8

00.

00

0.0

00.

00

0.0

13.

61

0.7

Tota

l12

310

0.0

1710

0.0

2510

0.0

3710

0.050

100.

028

100.

014

010

0.0

Appe

ndix

C: C

ompr

ehen

sive

Fre

quen

cy D

istri

butio

n Ta

bles

from

the

Caro

lina

Colle

ge a

nd C

aree

r Rea

dine

ss P

rogr

ams

Surv

ey –

201

5-20

16

Table

cont

inues

on pa

ge 53

Appendix C: Comprehensive Frequency Distribution Tables from the Carolina College and Career Readiness Programs Survey – 2015-2016 I 53

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q15.

How

man

y of

thes

e co

unse

lors

hav

e sp

ecifi

c re

spon

sibi

litie

s fo

r col

lege

and

car

eer r

eadi

ness

initi

ativ

es o

r pro

gram

s?

155

44.7

1588

.220

80.0

2567

.617

34.0

828

.670

50.0

237

30.1

211

.84

16.0

1232

.421

42.0

27.

139

27.9

318

14.6

00.

01

4.0

00.

012

24.0

517

.918

12.9

45

4.1

00.

00

0.0

00.

00

0.0

517

.95

3.6

52

1.6

00.

00

0.0

00.

00

0.0

27.

12

1.4

61

0.8

00.

00

0.0

00.

00

0.0

13.

61

0.7

73

2.4

00.

00

0.0

00.

00

0.0

310

.73

2.1

81

0.8

00.

00

0.0

00.

00

0.0

13.

61

0.7

9 or

mor

e1

0.8

00.

00

0.0

00.

00

0.0

13.

61

0.7

Tota

l12

310

0.0

1710

0.0

2510

0.0

3710

0.050

100.

028

100.

014

010

0.0

Table

cont

inues

on pa

ge 54

Table

cont

inued

from

page

52


Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q17:

Wha

t are

the

top

thre

e (3

) obj

ectiv

es o

f col

lege

and

car

eer r

eadi

ness

pro

gram

s at

you

r sch

ool?

Conn

ectin

g st

uden

ts to

com

mun

ity re

sour

ces

2924

.62

11.7

65

20.8

616

.715

31.3

518

.531

23.0

Conn

ectin

g st

uden

ts to

col

lege

and

car

eer r

eadi

ness

ser

vice

pro

vide

rs14

11.9

00.

01

4.2

513

.96

12.5

27.

414

10.4

Deve

lopi

ng c

olle

ge-le

vel a

cade

mic

beh

avio

rs32

27.1

1058

.810

41.7

1336

.112

25.0

725

.942

31.1

Deve

lopi

ng c

omm

unic

atio

n sk

ills

2823

.70

0.0

416

.79

25.0

1327

.12

7.4

2820

.7

Deve

lopi

ng c

ritic

al-th

inki

ng s

kills

3025

.46

35.3

937

.513

36.1

1225

.02

7.4

3626

.7

Deve

lopi

ng w

orkf

orce

-rea

dine

ss s

kills

3630

.50

0.0

312

.510

27.8

1429

.29

33.3

3626

.7

Impr

ovin

g th

e ac

adem

ic p

rofil

e of

the

scho

ol8

6.8

00.

01

4.2

12.

82

4.2

414

.88

5.9

Impr

ovin

g co

llege

att

enda

nce

rate

s7

5.9

00.

01

4.2

25.

64

8.3

00.

07

5.2

Impr

ovin

g em

ploy

men

t rat

es2

1.7

00.

00

0.0

12.

81

2.1

00.

02

1.5

Impr

ovin

g gr

adua

tion

rate

s32

27.1

00.

06

25.0

616

.79

18.8

1140

.732

23.7

Prov

idin

g ca

reer

exp

lora

tion

5042

.42

11.8

833

.312

33.3

2245

.810

37.0

5238

.5

Prov

idin

g co

llege

adm

issi

ons

test

pre

para

tion

(e.g

., AC

T, S

AT)

1411

.95

29.4

416

.75

13.9

612

.54

14.8

1914

.1

Prov

idin

g co

llege

-cho

ice

info

rmat

ion

1815

.39

52.9

520

.88

22.2

816

.76

22.2

2720

.0

Prov

idin

g co

llege

enr

ollm

ent i

nfor

mat

ion

54.

25

29.4

28.

32

5.6

48.

32

7.4

107.

4

Prov

idin

g jo

b-m

atch

ing

serv

ices

21.

70

0.0

00.

00

0.0

12.

11

3.7

21.

5

Prov

idin

g jo

b-sp

ecifi

c tr

aini

ng6

5.1

00.

01

4.2

25.

62

4.2

13.

76

4.4

Prov

idin

g op

port

uniti

es fo

r int

erns

hips

, app

rent

ices

hips

, or c

o-op

s7

5.9

00.

00

0.0

38.

32

4.2

27.

47

5.2

Prov

idin

g su

ppor

t for

the

colle

ge a

pplic

atio

n pr

oces

s11

9.3

1058

.85

20.8

513

.93

6.3

829

.621

15.6

Prov

idin

g su

ppor

t for

the

job

appl

icat

ion

proc

ess

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Prov

idin

g w

orkf

orce

-ski

lls te

st p

repa

ratio

n (e

.g.,

ACT

Wor

kKey

s)15

12.7

00.

04

16.7

38.

35

10.4

311

.115

11.1

Othe

r (pl

ease

spe

cify

)4

3.4

15.

91

4.2

25.

60

0.0

27.

45

3.7

Tota

l11

810

0.0

1710

0.0

2410

0.0

3610

0.048

100.

027

100.

013

510

0.0

Table

cont

inues

on pa

ge 55

Table

cont

inued

from

page

52

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q18:

Whi

ch o

f the

follo

win

g ca

reer

read

ines

s pr

ogra

ms

are

pres

ent a

t you

r sch

ool?

(Che

ck a

ll th

at a

pply

)

ACT

Wor

kKey

s pr

epar

atio

n cl

asse

s or

wor

ksho

ps56

47.5

211

.88

33.3

1850

.017

35.4

1555

.658

43.0

Appr

entic

eshi

p pr

ogra

ms

2319

.51

5.9

312

.58

22.2

510

.48

29.6

2417

.8

Care

er e

xplo

ratio

n re

sour

ces

8370

.36

35.3

1250

.028

77.8

3062

.519

70.4

8965

.9

Care

er fa

irs93

78.8

529

.412

50.0

2980

.638

79.2

1970

.498

72.6

Co-o

p pr

ogra

ms

1916

.10

0.0

14.

29

25.0

510

.44

14.8

1914

.1

Inte

rnsh

ip p

rogr

ams

3529

.74

23.5

729

.212

33.3

918

.811

40.7

3928

.9

Job

shad

owin

g pr

ogra

ms

8672

.96

35.3

1458

.325

69.4

2960

.424

88.9

9268

.1

Visi

ts fr

om b

usin

ess

or in

dust

ry re

pres

enta

tives

9278

.03

17.6

1250

.026

72.2

3470

.823

85.2

9570

.4

Visi

ts to

bus

ines

ses

and/

or in

dust

ry65

55.1

423

.511

45.8

2158

.320

41.7

1763

.069

51.1

Othe

r car

eer r

eadi

ness

pro

gram

(s) (

plea

se s

peci

fy)

2420

.31

5.9

14.

25

13.9

1225

.07

25.9

2518

.5

Non

e of

the

abov

e3

2.5

529

.44

16.7

25.

62

4.2

00.

08

5.9

Tota

l11

810

0.0

1710

0.0

2410

0.0

3610

0.048

100.

027

100.

013

510

0.0

Q19:

Whi

ch o

f the

follo

win

g jo

b ap

plic

atio

n as

sist

ance

pro

gram

s ar

e pr

esen

t at y

our s

choo

l? (C

heck

all

that

app

ly)

Care

er e

xplo

ratio

n w

orks

hops

5445

.82

11.8

729

.217

47.2

1633

.316

59.3

5641

.5

Job

appl

icat

ion

assi

stan

ce, l

itera

ture

3428

.81

5.9

625

.09

25.0

918

.811

40.7

3525

.9

Job

appl

icat

ion

assi

stan

ce, o

nlin

e to

ols

2924

.61

5.9

28.

311

30.6

816

.79

33.3

3022

.2

Job

appl

icat

ion

assi

stan

ce, w

orks

hops

for s

tude

nts

3025

.40

0.0

625

.07

19.4

1122

.96

22.2

3022

.2

Job

appl

icat

ion

assi

stan

ce, w

orks

hops

for p

aren

ts o

r fam

ily9

7.6

00.

01

4.2

411

.12

4.2

27.

49

6.7

Résu

mé

prep

arat

ion

wor

ksho

ps56

47.5

635

.313

54.2

2055

.612

25.0

1348

.158

43.0

Othe

r job

app

licat

ion

assi

stan

ce p

rogr

am(s

) (pl

ease

spe

cify

)10

8.5

15.

91

4.2

38.

34

8.3

311

.111

8.1

Non

e of

the

abov

e25

21.2

952

.97

29.2

822

.216

33.3

311

.134

25.2

Tota

l11

810

0.0

1710

0.0

2410

0.0

3610

0.048

100.

027

100.

013

510

0.0

Table

cont

inues

on pa

ge 56

Table

cont

inued

from

page

54



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q20

: Whi

ch o

f the

follo

win

g co

llege

read

ines

s pr

ogra

ms

are

pres

ent a

t you

r sch

ool?

(Che

ck a

ll th

at a

pply

)

Acad

emic

ski

lls d

evel

opm

ent r

esou

rces

5546

.610

58.8

1041

.723

63.9

2041

.712

44.4

6548

.1

Colle

ge fa

irs65

55.1

1270

.613

54.2

2466

.722

45.8

1866

.777

57.0

SAT

or A

CT te

st p

repa

ratio

n cl

asse

s (p

rovi

ded

by s

choo

l or d

istri

ct s

taff)

6353

.413

76.5

1562

.519

52.8

2143

.821

77.8

7656

.3

Visi

ts fr

om c

olle

ge re

pres

enta

tives

(e.g

., ad

mis

sion

s co

unse

lors

, aca

dem

ic

advi

sors

, stu

dent

recr

uite

rs)

7664

.416

94.1

1875

.024

66.7

2960

.421

77.8

9268

.1

Visi

ts to

col

lege

s an

d/or

uni

vers

ities

8269

.514

82.4

1770

.830

83.3

2654

.223

85.2

9671

.1

Writ

ing

skill

s de

velo

pmen

t res

ourc

es41

34.7

1164

.713

54.2

1850

.012

25.0

933

.352

38.5

Othe

r col

lege

read

ines

s pr

ogra

m(s

) (pl

ease

spe

cify

)18

15.3

317

.66

25.0

411

.18

16.7

311

.121

15.6

Tota

l11

810

0.0

1710

0.0

2410

0.0

3610

0.048

100.

027

100.

013

510

0.0

Q21

: Whi

ch o

f the

follo

win

g co

llege

app

licat

ion

assi

stan

ce p

rogr

ams

are

pres

ent a

t you

r sch

ool?

(Che

ck a

ll th

at a

pply

)

Assi

stan

ce a

pply

ing

for fi

nanc

ial a

id63

53.4

1058

.815

62.5

2363

.918

37.5

1763

.073

54.1

Assi

stan

ce a

pply

ing

for s

chol

arsh

ips

6958

.517

100.

020

83.3

2466

.722

45.8

2074

.186

63.7

Assi

stan

ce fi

lling

out

the

Com

mon

App

licat

ion

5143

.214

82.4

1458

.318

50.0

1837

.515

55.6

6548

.1

Colle

ge a

pplic

atio

n as

sist

ance

, lite

ratu

re56

47.5

1376

.515

62.5

2055

.617

35.4

1763

.069

51.1

Colle

ge a

pplic

atio

n as

sist

ance

, onl

ine

tool

s49

41.5

1164

.710

41.7

1952

.815

31.3

1659

.360

44.4

Colle

ge a

pplic

atio

n as

sist

ance

, wor

ksho

ps fo

r stu

dent

s47

39.8

1376

.514

58.3

1747

.214

29.2

1555

.660

44.4

Colle

ge a

pplic

atio

n as

sist

ance

, wor

ksho

ps fo

r par

ents

or f

amily

3933

.111

64.7

1250

.013

36.1

1327

.112

44.4

5037

.0

Othe

r col

lege

app

licat

ion

assi

stan

ce p

rogr

am(s

) (pl

ease

spe

cify

)8

6.8

423

.50

0.0

513

.92

4.2

518

.512

8.9

Non

e of

the

abov

e38

32.2

00.

03

12.5

925

.021

43.8

518

.538

28.1

Tota

l11

810

0.0

1710

0.0

2410

0.0

3610

0.048

100.

027

100.

013

510

0.0

Table

cont

inues

on pa

ge 57

Table

cont

inued

from

page

55

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q22

: Whi

ch o

f the

follo

win

g cu

rric

ular

initi

ativ

es p

rogr

ams

are

pres

ent a

t you

r sch

ool?

(Che

ck a

ll th

at a

pply

)

Adva

nced

pla

cem

ent (

AP) c

ours

es53

45.3

1270

.612

50.0

1542

.921

43.8

1763

.065

48.5

Care

er e

xplo

ratio

n co

urse

(s)

6858

.12

11.8

729

.218

51.4

2654

.219

70.4

7052

.2

Colle

ge a

nd c

aree

r rea

dine

ss c

ours

e(s)

4841

.04

23.5

625

.017

48.6

1633

.313

48.1

5238

.8

Dual

enr

ollm

ent (

plea

se s

peci

fy c

olle

ge(s

) whe

re c

redi

t is

earn

ed)

6555

.610

58.8

1354

.220

57.1

2041

.722

81.5

7556

.0

Inte

rnat

iona

l bac

cala

urea

te (I

B) c

ours

es6

5.1

00.

00

0.0

00.

00

0.0

622

.26

4.5

Stud

ent c

lubs

, org

aniza

tions

, or p

rofe

ssio

nal s

ocie

ties

focu

sed

on c

aree

rs (e

.g.,

FBLA

, FFA

)69

59.0

423

.510

41.7

2160

.022

45.8

2074

.173

54.5

Othe

r cur

ricul

ar in

itiat

ive(

s) (p

leas

e sp

ecify

)18

15.4

317

.64

16.7

720

.08

16.7

27.

421

15.7

Non

e of

the

abov

e8

6.8

00.

01

4.2

12.

95

10.4

13.

78

6.0

Tota

l11

710

0.0

1710

0.0

2410

0.0

3510

0.048

100.

027

100.

013

410

0.0

Q23

: Ple

ase

indi

cate

whi

ch o

f the

follo

win

g pa

rtne

rshi

ps a

re p

rese

nt a

t you

r sch

ool

Partn

ersh

ip w

ith b

usin

ess

or in

dust

ry84

71.8

529

.413

54.2

2468

.631

64.6

2177

.889

66.4

Partn

ersh

ip w

ith c

olle

ge o

r uni

vers

ity76

65.0

635

.310

41.7

2571

.425

52.1

2281

.582

61.2

Partn

ersh

ip w

ith c

omm

unity

(e.g

., co

llabo

ratio

ns w

ith c

ity o

r cou

nty

gove

rnm

ent,

team

ing

up w

ith a

loca

l civ

ic o

rgan

izatio

n).

5849

.68

47.1

1041

.717

48.6

2143

.818

66.7

6649

.3

Othe

r par

tner

ship

(s) (

plea

se s

peci

fy)

65.

12

11.8

28.

31

2.9

36.

32

7.4

86.

0

Non

e of

the

abov

e10

8.5

635

.34

16.7

514

.36

12.5

13.

716

11.9

Tota

l11

710

0.0

1710

0.0

2410

0.0

3510

0.048

100.

027

100.

013

410

0.0

Table

cont

inues

on pa

ge 58

Table

cont

inued

from

page

56



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q24

: Whi

ch o

f the

follo

win

g Th

ird-p

arty

ser

vice

s an

d re

sour

ces

are

pres

ent a

t you

r sch

ool?

ACT

Wor

kKey

s pr

epar

atio

n cl

asse

s or

wor

ksho

ps (p

rovi

ded

by a

third

-par

ty, s

uch

as b

usin

ess

or n

onpr

ofit g

roup

)17

14.5

00.

03

12.5

617

.13

6.3

518

.517

12.7

Conn

ectin

g st

uden

ts w

ith o

nlin

e so

urce

s of

info

rmat

ion

(e.g

., Co

llege

Sco

reca

rd,

Big

Futu

re, C

olle

ge R

esul

ts O

nlin

e)41

35.0

635

.35

20.8

1645

.714

29.2

1244

.447

35.1

Cont

ract

ing

paid

col

lege

cho

ice

or a

pplic

atio

n co

nsul

tant

s to

mee

t with

stu

dent

s5

4.3

00.

01

4.2

38.

61

2.1

00.

05

3.7

Cont

ract

ing

paid

job

appl

icat

ion

cons

ulta

nts

to m

eet w

ith s

tude

nts

32.

61

5.9

28.

31

2.9

00.

01

3.7

43.

0

Prov

idin

g ac

cess

to c

olle

ge in

form

atio

n pu

blic

atio

ns (e

.g.,

Barro

n's,

Prin

ceto

n Re

view

, US

New

s &

Wor

ld R

epor

t)33

28.2

952

.98

33.3

1337

.110

20.8

1140

.742

31.3

Prov

idin

g sp

ace

and/

or ti

me

for p

aid

colle

ge c

hoic

e or

app

licat

ion

cons

ulta

nts

to

mee

t with

stu

dent

s15

12.8

211

.84

16.7

617

.14

8.3

311

.117

12.7

Prov

idin

g sp

ace

and/

or ti

me

for p

aid

job

appl

icat

ion

cons

ulta

nts

to m

eet w

ith

stud

ents

65.

10

0.0

14.

23

8.6

12.

11

3.7

64.

5

Résu

mé

prep

arat

ion

wor

ksho

ps b

y th

ird-p

arty

pro

vide

rs6

5.1

00.

01

4.2

25.

70

0.0

311

.16

4.5

SAT

or A

CT te

st p

repa

ratio

n cl

asse

s (p

rovi

ded

by a

bus

ines

s or

non

profi

t gro

up)

3328

.29

52.9

1145

.89

25.7

918

.813

48.1

4231

.3

Othe

r thi

rd-p

arty

ser

vice

or r

esou

rce(

s) (p

leas

e sp

ecify

)3

2.6

00.

00

0.0

00.

01

2.1

27.

43

2.2

Non

e of

the

abov

e46

39.3

423

.59

37.5

1234

.323

47.9

622

.250

37.3

Tota

l11

710

0.0

1710

0.0

2410

0.0

3510

0.048

100.

027

100.

013

410

0.0

Q25

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[ACT

Wor

kKey

s pr

epar

atio

n cl

asse

s or

wor

ksho

ps (p

rovi

ded

by s

choo

l or d

istr

ict s

taff

)]

1 ye

ar o

r les

s24

53.3

150

.06

75.0

640

.07

53.8

654

.525

53.2

2 to

3 y

ears

1431

.11

50.0

225

.05

33.3

430

.84

36.4

1531

.9

4 to

5 y

ears

36.

70

0.0

00.

01

6.7

17.

71

9.1

36.

4

6 to

10

year

s4

8.9

00.

00

0.0

320

.01

7.7

00.

04

8.5

Tota

l45

100.

02

100.

08

100.

015

100.0

1310

0.0

1110

0.0

4710

0.0

Table

cont

inues

on pa

ge 59

Table

cont

inued

from

page

57

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q26

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[App

rent

ices

hip

prog

ram

s]

1 ye

ar o

r les

s6

40.0

00.

01

33.3

360

.01

33.3

120

.06

37.5

2 to

3 y

ears

426

.70

0.0

133

.31

20.0

133

.31

20.0

425

.0

4 to

5 y

ears

213

.30

0.0

00.

00

0.0

133

.31

20.0

212

.5

6 to

10

year

s1

6.7

00.

00

0.0

00.

00

0.0

120

.01

6.3

Mor

e th

an 1

0 ye

ars

213

.31

100.

01

33.3

120

.00

0.0

120

.03

18.8

Tota

l15

100.

01

100.

03

100.

05

100.0

310

0.0

510

0.0

1610

0.0

Q27

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Car

eer e

xplo

ratio

n re

sour

ces]

1 ye

ar o

r les

s3

4.4

120

.01

10.0

29.

11

3.8

00.

04

5.5

2 to

3 y

ears

1014

.70

0.0

220

.02

9.1

311

.53

20.0

1013

.7

4 to

5 y

ears

1319

.12

40.0

220

.06

27.3

519

.22

13.3

1520

.5

6 to

10

year

s15

22.1

120

.01

10.0

836

.46

23.1

16.

716

21.9

Mor

e th

an 1

0 ye

ars

2739

.71

20.0

440

.04

18.2

1142

.39

60.0

2838

.4

Tota

l68

100.

05

100.

010

100.

022

100.0

2610

0.0

1510

0.0

7310

0.0

Q28

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Car

eer f

airs

]

1 ye

ar o

r les

s5

6.6

125

.01

10.0

28.

70

0.0

318

.86

7.5

2 to

3 y

ears

1013

.20

0.0

00.

01

4.3

619

.43

18.8

1012

.5

4 to

5 y

ears

1925

.03

75.0

440

.010

43.5

722

.61

6.3

2227

.5

6 to

10

year

s16

21.1

00.

00

0.0

417

.48

25.8

425

.016

20.0

Mor

e th

an 1

0 ye

ars

2634

.20

0.0

550

.06

26.1

1032

.35

31.3

2632

.5

Tota

l76

100.

04

100.

010

100.

023

100.0

3110

0.0

1610

0.0

8010

0.0

Table

cont

inues

on pa

ge 60

Table

cont

inued

from

page

58



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q29

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Co-

op p

rogr

ams]

1 ye

ar o

r les

s1

7.1

00.

00

0.0

114

.30

0.0

00.

01

7.1

2 to

3 y

ears

535

.70

0.0

110

0.0

114

.31

33.3

266

.75

35.7

4 to

5 y

ears

17.

10

0.0

00.

01

14.3

00.

00

0.0

17.

1

6 to

10

year

s3

21.4

00.

00

0.0

228

.61

33.3

00.

03

21.4

Mor

e th

an 1

0 ye

ars

428

.60

0.0

00.

02

28.6

133

.31

33.3

428

.6

Tota

l14

100.

00

0.0

110

0.0

710

0.03

100.

03

100.

014

100.

0

Q30

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Inte

rnsh

ip p

rogr

ams]

1 ye

ar o

r les

s5

18.5

133

.33

42.9

220

.00

0.0

111

.16

20.0

2 to

3 y

ears

725

.90

0.0

228

.63

30.0

125

.01

11.1

723

.3

4 to

5 y

ears

311

.10

0.0

00.

02

20.0

00.

01

11.1

310

.0

6 to

10

year

s5

18.5

00.

00

0.0

110

.02

50.0

222

.25

16.7

Mor

e th

an 1

0 ye

ars

725

.92

66.7

228

.62

20.0

125

.04

44.4

930

.0

Tota

l27

100.

03

100.

07

100.

010

100.0

410

0.0

910

0.0

3010

0.0

Q31

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Job

sha

dow

ing

prog

ram

s]

1 ye

ar o

r les

s5

7.0

116

.71

8.3

29.

51

4.0

210

.56

7.8

2 to

3 y

ears

68.

50

0.0

00.

03

14.3

28.

01

5.3

67.

8

4 to

5 y

ears

1926

.83

50.0

433

.38

38.1

728

.03

15.8

2228

.6

6 to

10

year

s16

22.5

116

.73

25.0

314

.37

28.0

421

.117

22.1

Mor

e th

an 1

0 ye

ars

2535

.21

16.7

433

.35

23.8

832

.09

47.4

2633

.8

Tota

l71

100.

06

100.

012

100.

021

100.0

2510

0.0

1910

0.0

7710

0.0

Table

cont

inues

on pa

ge 61

Table

cont

inued

from

page

59

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q32

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Vis

its fr

om b

usin

ess

or in

dust

ry re

pres

enta

tives

]

1 ye

ar o

r les

s4

5.2

00.

00

0.0

315

.00

0.0

15.

94

5.0

2 to

3 y

ears

1722

.11

33.3

216

.73

15.0

929

.04

23.5

1822

.5

4 to

5 y

ears

1924

.70

0.0

433

.34

20.0

929

.02

11.8

1923

.8

6 to

10

year

s15

19.5

133

.32

16.7

630

.06

19.4

211

.816

20.0

Mor

e th

an 1

0 ye

ars

2228

.61

33.3

433

.34

20.0

722

.68

47.1

2328

.8

Tota

l77

100.

03

100.

012

100.

020

100.0

3110

0.0

1710

0.0

8010

0.0

Q33

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Vis

its to

bus

ines

ses

and/

or in

dust

ry]

1 ye

ar o

r les

s2

3.9

00.

02

13.3

00.

00

0.0

23.

62

3.6

2 to

3 y

ears

1121

.60

0.0

16.

75

27.8

436

.411

20.0

1120

.0

4 to

5 y

ears

1631

.42

50.0

533

.36

33.3

218

.218

32.7

1832

.7

6 to

10

year

s11

21.6

125

.05

33.3

316

.71

9.1

1221

.812

21.8

Mor

e th

an 1

0 ye

ars

1121

.61

25.0

213

.34

22.2

436

.412

21.8

1221

.8

Tota

l51

100.

04

100.

015

100.

018

100.0

1110

0.0

5510

0.0

5510

0.0

Q34

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Car

eer e

xplo

ratio

n w

orks

hops

]

1 ye

ar o

r les

s3

6.7

150

.00

0.0

17.

11

7.1

215

.44

8.5

2 to

3 y

ears

817

.80

0.0

116

.73

21.4

17.

13

23.1

817

.0

4 to

5 y

ears

715

.60

0.0

00.

04

28.6

321

.40

0.0

714

.9

6 to

10

year

s12

26.7

00.

03

50.0

428

.63

21.4

215

.412

25.5

Mor

e th

an 1

0 ye

ars

1533

.31

50.0

233

.32

14.3

642

.96

46.2

1634

.0

Tota

l45

100.

02

100.

06

100.

014

100.0

1410

0.0

1310

0.0

4710

0.0

Table

cont

inues

on pa

ge 62

Table

cont

inued

from

page

60



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q35

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Job

app

licat

ion

assi

stan

ce, l

itera

ture

]

1 ye

ar o

r les

s2

6.9

00.

00

0.0

00.

00

0.0

225

.02

6.7

2 to

3 y

ears

26.

90

0.0

116

.71

14.3

00.

00

0.0

26.

7

4 to

5 y

ears

517

.20

0.0

233

.32

28.6

111

.10

0.0

516

.7

6 to

10

year

s8

27.6

00.

01

16.7

342

.93

33.3

112

.58

26.7

Mor

e th

an 1

0 ye

ars

1241

.41

100.

02

33.3

114

.35

55.6

562

.513

43.3

Tota

l29

100.

01

100.

06

100.

07

100.0

910

0.0

810

0.0

3010

0.0

Q36

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Job

app

licat

ion

assi

stan

ce, o

nlin

e to

ols]

1 ye

ar o

r les

s0

0.0

00.

00

0.0

00.

00

0.0

00.

00

0.0

2 to

3 y

ears

313

.60

0.0

210

0.0

112

.50

13.6

013

.63

13.6

4 to

5 y

ears

522

.71

100.

00

0.0

337

.52

22.7

122

.76

22.7

6 to

10

year

s7

31.8

00.

00

0.0

450

.02

31.8

131

.87

31.8

Mor

e th

an 1

0 ye

ars

731

.80

0.0

00.

00

0.0

231

.85

31.8

731

.8

Tota

l22

100.

01

100.

02

100.

08

100.0

610

0.0

710

0.0

2310

0.0

Q37

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Job

app

licat

ion

assi

stan

ce, w

orks

hops

for s

tude

nts]

1 ye

ar o

r les

s4

17.4

00.

01

16.7

120

.02

28.6

00.

04

17.4

2 to

3 y

ears

626

.10

0.0

350

.01

20.0

00.

02

40.0

626

.1

4 to

5 y

ears

521

.70

0.0

233

.31

20.0

114

.31

20.0

521

.7

6 to

10

year

s3

13.0

00.

00

0.0

120

.02

28.6

00.

03

13.0

Mor

e th

an 1

0 ye

ars

521

.70

0.0

00.

01

20.0

228

.62

40.0

521

.7

Tota

l23

100.

00

0.0

610

0.0

510

0.07

100.

05

100.

023

100.

0

Table

cont

inues

on pa

ge 63

Table

cont

inued

from

page

61

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q38

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Job

app

licat

ion

assi

stan

ce, w

orks

hops

for p

aren

ts o

r fam

ily]

1 ye

ar o

r les

s1

14.3

00.

00

0.0

150

.00

0.0

00.

01

14.3

2 to

3 y

ears

342

.90

0.0

110

0.0

00.

02

100.

00

0.0

342

.9

4 to

5 y

ears

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

6 to

10

year

s1

14.3

00.

00

0.0

150

.00

0.0

00.

01

14.3

Mor

e th

an 1

0 ye

ars

228

.60

0.0

00.

00

0.0

00.

02

100.

02

28.6

Tota

l7

100.

00

0.0

110

0.0

210

0.02

100.

02

100.

07

100.

0

Q39

. How

long

has

this

pro

gram

bee

n in

pla

ce?

[Rés

umé

prep

arat

ion

wor

ksho

ps]

1 ye

ar o

r les

s7

17.1

00.

02

16.7

211

.82

28.6

110

.07

15.2

2 to

3 y

ears

717

.12

40.0

325

.03

17.6

114

.32

20.0

919

.6

4 to

5 y

ears

922

.02

40.0

433

.35

29.4

00.

02

20.0

1123

.9

6 to

10

year

s9

22.0

00.

01

8.3

423

.53

42.9

110

.09

19.6

Mor

e th

an 1

0 ye

ars

922

.01

20.0

216

.73

17.6

114

.34

40.0

1021

.7

Tota

l41

100.

05

100.

012

100.

017

100.0

710

0.0

1010

0.0

4610

0.0

Q40.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Aca

dem

ic s

kills

dev

elop

men

t res

ourc

es]

1 ye

ar o

r les

s1

2.4

111

.11

12.5

15.

90

0.0

00.

02

3.9

2 to

3 y

ears

511

.90

0.0

112

.51

5.9

317

.60

0.0

59.

8

4 to

5 y

ears

1126

.23

33.3

337

.57

41.2

317

.61

11.1

1427

.5

6 to

10

year

s8

19.0

00.

01

12.5

211

.83

17.6

222

.28

15.7

Mor

e th

an 1

0 ye

ars

1740

.55

55.6

225

.06

35.3

847

.16

66.7

2243

.1

Tota

l42

100.

09

100.

08

100.

017

100.0

1710

0.0

910

0.0

5110

0.0

Table

cont

inues

on pa

ge 6

4

Table

cont

inued

from

page

62



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q41.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Col

lege

fairs

]

1 ye

ar o

r les

s6

11.3

110

.01

8.3

315

.83

17.6

00.

07

11.1

2 to

3 y

ears

47.

51

10.0

00.

02

10.5

15.

92

13.3

57.

9

4 to

5 y

ears

1222

.64

40.0

541

.76

31.6

211

.83

20.0

1625

.4

6 to

10

year

s11

20.8

220

.04

33.3

315

.84

23.5

213

.313

20.6

Mor

e th

an 1

0 ye

ars

2037

.72

20.0

216

.75

26.3

741

.28

53.3

2234

.9

Tota

l53

100.

010

100.

012

100.

019

100.0

1710

0.0

1510

0.0

6310

0.0

Q42.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[SAT

or A

CT te

st p

repa

ratio

n cl

asse

s (p

rovi

ded

by s

choo

l or d

istr

ict s

taff

)]

1 ye

ar o

r les

s7

13.5

18.

32

15.4

317

.62

11.1

16.

38

12.5

2 to

3 y

ears

815

.43

25.0

17.

75

29.4

316

.72

12.5

1117

.2

4 to

5 y

ears

815

.44

33.3

538

.53

17.6

211

.12

12.5

1218

.8

6 to

10

year

s15

28.8

18.

31

7.7

423

.55

27.8

637

.516

25.0

Mor

e th

an 1

0 ye

ars

1426

.93

25.0

430

.82

11.8

633

.35

31.3

1726

.6

Tota

l52

100.

012

100.

013

100.

017

100.0

1810

0.0

1610

0.0

6410

0.0

Q43.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Vis

its fr

om c

olle

ge re

pres

enta

tives

(e.g

., ad

mis

sion

s co

unse

lors

, aca

dem

ic a

dvis

ors,

stu

dent

recr

uite

rs)]

1 ye

ar o

r les

s2

3.2

17.

11

6.3

15.

01

4.3

00.

03

3.9

2 to

3 y

ears

812

.93

21.4

212

.50

0.0

626

.13

17.6

1114

.5

4 to

5 y

ears

1524

.22

14.3

425

.08

40.0

521

.70

0.0

1722

.4

6 to

10

year

s8

12.9

428

.63

18.8

525

.02

8.7

211

.812

15.8

Mor

e th

an 1

0 ye

ars

2946

.84

28.6

637

.56

30.0

939

.112

70.6

3343

.4

Tota

l62

100.

014

100.

016

100.

020

100.0

2310

0.0

1710

0.0

7610

0.0

Table

cont

inues

on pa

ge 65

Table

cont

inued

from

page

63

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q44.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Vis

its to

col

lege

s an

d/or

uni

vers

ities

]

1 ye

ar o

r les

s8

11.8

215

.42

14.3

415

.43

13.6

15.

310

12.3

2 to

3 y

ears

1319

.12

15.4

214

.32

7.7

627

.35

26.3

1518

.5

4 to

5 y

ears

2130

.93

23.1

428

.610

38.5

627

.34

21.1

2429

.6

6 to

10

year

s11

16.2

215

.44

28.6

415

.42

9.1

315

.813

16.0

Mor

e th

an 1

0 ye

ars

1522

.14

30.8

214

.36

23.1

522

.76

31.6

1923

.5

Tota

l68

100.

013

100.

014

100.

026

100.0

2210

0.0

1910

0.0

8110

0.0

Q45.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Writ

ing

skill

s de

velo

pmen

t res

ourc

es]

1 ye

ar o

r les

s4

12.5

218

.24

33.3

215

.40

0.0

00.

06

14.0

2 to

3 y

ears

412

.53

27.3

325

.01

7.7

218

.21

14.3

716

.3

4 to

5 y

ears

825

.02

18.2

18.

35

38.5

19.

13

42.9

1023

.3

6 to

10

year

s6

18.8

00.

01

8.3

215

.42

18.2

114

.36

14.0

Mor

e th

an 1

0 ye

ars

1031

.34

36.4

325

.03

23.1

654

.52

28.6

1432

.6

Tota

l32

100.

011

100.

012

100.

013

100.0

1110

0.0

710

0.0

4310

0.0

Q46.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Ass

ista

nce

appl

ying

for f

inan

cial

aid

]

1 ye

ar o

r les

s4

7.5

112

.51

7.1

315

.00

0.0

17.

75

8.2

2 to

3 y

ears

47.

51

12.5

321

.41

5.0

00.

01

7.7

58.

2

4 to

5 y

ears

1732

.11

12.5

214

.36

30.0

750

.03

23.1

1829

.5

6 to

10

year

s9

17.0

112

.53

21.4

315

.03

21.4

17.

710

16.4

Mor

e th

an 1

0 ye

ars

1935

.84

50.0

535

.77

35.0

428

.67

53.8

2337

.7

Tota

l53

100.

08

100.

014

100.

020

100.0

1410

0.0

1310

0.0

6110

0.0

Table

cont

inues

on pa

ge 66

Table

cont

inued

from

page

64



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q47.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Ass

ista

nce

appl

ying

for s

chol

arsh

ips]

1 ye

ar o

r les

s4

7.0

16.

71

5.3

29.

51

6.3

16.

35

6.9

2 to

3 y

ears

58.

83

20.0

210

.54

19.0

00.

02

12.5

811

.1

4 to

5 y

ears

1424

.63

20.0

526

.34

19.0

531

.33

18.8

1723

.6

6 to

10

year

s8

14.0

426

.76

31.6

419

.02

12.5

00.

012

16.7

Mor

e th

an 1

0 ye

ars

2645

.64

26.7

526

.37

33.3

850

.010

62.5

3041

.7

Tota

l57

100.

015

100.

019

100.

021

100.0

1610

0.0

1610

0.0

7210

0.0

Q48.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Ass

ista

nce

fillin

g ou

t the

Com

mon

App

licat

ion]

1 ye

ar o

r les

s4

9.5

18.

31

7.7

318

.80

0.0

18.

35

9.3

2 to

3 y

ears

1228

.63

25.0

646

.23

18.8

323

.13

25.0

1527

.8

4 to

5 y

ears

1126

.24

33.3

430

.85

31.3

430

.82

16.7

1527

.8

6 to

10

year

s6

14.3

18.

30

0.0

212

.54

30.8

18.

37

13.0

Mor

e th

an 1

0 ye

ars

921

.43

25.0

215

.43

18.8

215

.45

41.7

1222

.2

Tota

l42

100.

012

100.

013

100.

016

100.0

1310

0.0

1210

0.0

5410

0.0

Q49.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Col

lege

app

licat

ion

assi

stan

ce, l

itera

ture

]

1 ye

ar o

r les

s1

2.1

19.

11

7.1

15.

30

0.0

00.

02

3.4

2 to

3 y

ears

48.

31

9.1

214

.31

5.3

00.

02

14.3

58.

5

4 to

5 y

ears

1122

.93

27.3

428

.65

26.3

325

.02

14.3

1423

.7

6 to

10

year

s9

18.8

19.

13

21.4

315

.83

25.0

17.

110

16.9

Mor

e th

an 1

0 ye

ars

2347

.95

45.5

428

.69

47.4

650

.09

64.3

2847

.5

Tota

l48

100.

011

100.

014

100.

019

100.0

1210

0.0

1410

0.0

5910

0.0

Table

cont

inues

on pa

ge 67

Table

cont

inued

from

page

65

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q50.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Col

lege

app

licat

ion

assi

stan

ce, o

nlin

e to

ols]

1 ye

ar o

r les

s4

9.8

110

.02

22.2

15.

92

16.7

00.

05

9.8

2 to

3 y

ears

819

.52

20.0

555

.62

11.8

18.

32

15.4

1019

.6

4 to

5 y

ears

1229

.33

30.0

111

.16

35.3

541

.73

23.1

1529

.4

6 to

10

year

s7

17.1

110

.00

0.0

529

.41

8.3

215

.48

15.7

Mor

e th

an 1

0 ye

ars

1024

.43

30.0

111

.13

17.6

325

.06

46.2

1325

.5

Tota

l41

100.

010

100.

09

100.

017

100.0

1210

0.0

1310

0.0

5110

0.0

Q51.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Col

lege

app

licat

ion

assi

stan

ce, w

orks

hops

for s

tude

nts]

1 ye

ar o

r les

s3

7.7

00.

00

0.0

213

.30

0.0

17.

73

6.0

2 to

3 y

ears

410

.33

27.3

433

.31

6.7

110

.01

7.7

714

.0

4 to

5 y

ears

1435

.93

27.3

433

.36

40.0

440

.03

23.1

1734

.0

6 to

10

year

s6

15.4

218

.23

25.0

16.

72

20.0

215

.48

16.0

Mor

e th

an 1

0 ye

ars

1230

.83

27.3

18.

35

33.3

330

.06

46.2

1530

.0

Tota

l39

100.

011

100.

012

100.

015

100.0

1010

0.0

1310

0.0

5010

0.0

Q52.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Col

lege

app

licat

ion

assi

stan

ce, w

orks

hops

for p

aren

ts o

r fam

ily]

1 ye

ar o

r les

s3

8.8

111

.11

9.1

18.

31

10.0

110

.04

9.3

2 to

3 y

ears

617

.60

0.0

218

.21

8.3

220

.01

10.0

614

.0

4 to

5 y

ears

926

.53

33.3

218

.24

33.3

330

.03

30.0

1227

.9

6 to

10

year

s6

17.6

222

.24

36.4

216

.71

10.0

110

.08

18.6

Mor

e th

an 1

0 ye

ars

1029

.43

33.3

218

.24

33.3

330

.04

40.0

1330

.2

Tota

l34

100.

09

100.

011

100.

012

100.0

1010

0.0

1010

0.0

4310

0.0

Table

cont

inues

on pa

ge 68

Table

cont

inued

from

page

66



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q53.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Adv

ance

d pl

acem

ent (

AP) c

ours

es]

1 ye

ar o

r les

s2

5.0

220

.03

27.3

19.

10

0.0

00.

04

8.0

2 to

3 y

ears

615

.01

10.0

218

.23

27.3

213

.30

0.0

714

.0

4 to

5 y

ears

512

.52

20.0

327

.31

9.1

213

.31

7.7

714

.0

6 to

10

year

s4

10.0

220

.00

0.0

327

.32

13.3

17.

76

12.0

Mor

e th

an 1

0 ye

ars

2357

.53

30.0

327

.33

27.3

960

.011

84.6

2652

.0

Tota

l40

100.

010

100.

011

100.

011

100.0

1510

0.0

1310

0.0

5010

0.0

Q54.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Car

eer e

xplo

ratio

n co

urse

(s)]

1 ye

ar o

r les

s4

7.3

110

0.0

240

.02

14.3

14.

30

0.0

58.

9

2 to

3 y

ears

916

.40

0.0

00.

03

21.4

417

.42

14.3

916

.1

4 to

5 y

ears

916

.40

0.0

00.

04

28.6

313

.02

14.3

916

.1

6 to

10

year

s10

18.2

00.

01

20.0

214

.36

26.1

17.

110

17.9

Mor

e th

an 1

0 ye

ars

2341

.80

0.0

240

.03

21.4

939

.19

64.3

2341

.1

Tota

l55

100.

01

100.

05

100.

014

100.0

2310

0.0

1410

0.0

5610

0.0

Q55.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Col

lege

and

car

eer r

eadi

ness

cou

rse(

s)]

1 ye

ar o

r les

s3

7.3

125

.01

20.0

17.

12

13.3

00.

04

8.9

2 to

3 y

ears

819

.51

25.0

120

.03

21.4

213

.33

27.3

920

.0

4 to

5 y

ears

819

.50

0.0

00.

04

28.6

320

.01

9.1

817

.8

6 to

10

year

s7

17.1

125

.01

20.0

214

.33

20.0

218

.28

17.8

Mor

e th

an 1

0 ye

ars

1536

.61

25.0

240

.04

28.6

533

.35

45.5

1635

.6

Tota

l41

100.

04

100.

05

100.

014

100.0

1510

0.0

1110

0.0

4510

0.0

Table

cont

inues

on pa

ge 69

Table

cont

inued

from

page

67

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q56.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Dua

l enr

ollm

ent]

1 ye

ar o

r les

s3

5.7

00.

01

8.3

00.

02

15.4

00.

03

4.9

2 to

3 y

ears

611

.31

12.5

18.

32

11.1

215

.42

11.1

711

.5

4 to

5 y

ears

1528

.31

12.5

433

.34

22.2

323

.15

27.8

1626

.2

6 to

10

year

s14

26.4

450

.04

33.3

844

.43

23.1

316

.718

29.5

Mor

e th

an 1

0 ye

ars

1528

.32

25.0

216

.74

22.2

323

.18

44.4

1727

.9

Tota

l53

100.

08

100.

012

100.

018

100.0

1310

0.0

1810

0.0

6110

0.0

Q57.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Inte

rnat

iona

l bac

cala

urea

te (I

B) c

ours

es]

1 ye

ar o

r les

s0

0.0

00.

00

0.0

00.

00

0.0

00.

00

0.0

2 to

3 y

ears

240

.00

0.0

00.

00

0.0

00.

00

0.0

240

.0

4 to

5 y

ears

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

6 to

10

year

s0

0.0

00.

00

0.0

00.

00

0.0

00.

00

0.0

Mor

e th

an 1

0 ye

ars

360

.00

0.0

00.

00

0.0

00.

03

100.

03

60.0

Tota

l5

100.

00

0.0

00.

00

0.0

00.

03

100.

05

100.

0

Q58.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Stu

dent

clu

bs, o

rgan

izatio

ns, o

r pro

fess

iona

l soc

ietie

s fo

cuse

d on

car

eers

(e.g

., FB

LA, F

FA)]

1 ye

ar o

r les

s3

5.5

133

.32

25.0

212

.50

0.0

00.

04

6.9

2 to

3 y

ears

59.

10

0.0

00.

02

12.5

211

.11

6.3

58.

6

4 to

5 y

ears

712

.70

0.0

112

.52

12.5

15.

63

18.8

712

.1

6 to

10

year

s7

12.7

00.

01

12.5

318

.81

5.6

212

.57

12.1

Mor

e th

an 1

0 ye

ars

3360

.02

66.7

450

.07

43.8

1477

.810

62.5

3560

.3

Tota

l55

100.

03

100.

08

100.

016

100.0

1810

0.0

1610

0.0

5810

0.0

Table

cont

inues

on pa

ge 70

Table

cont

inued

from

page

68



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q59.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[ACT

Wor

kKey

s pr

epar

atio

n cl

asse

s or

wor

ksho

ps (p

rovi

ded

by a

third

-par

ty, s

uch

as b

usin

ess

or n

onpr

ofit

grou

p)]

1 ye

ar o

r les

s7

50.0

00.

03

100.

00

0.0

150

.03

75.0

750

.0

2 to

3 y

ears

428

.60

0.0

00.

03

60.0

00.

01

25.0

428

.6

4 to

5 y

ears

214

.30

0.0

00.

01

20.0

150

.00

0.0

214

.3

6 to

10

year

s1

7.1

00.

00

0.0

120

.00

0.0

00.

01

7.1

Mor

e th

an 1

0 ye

ars

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Tota

l14

100.

00

0.0

310

0.0

510

0.02

100.

04

100.

014

100.

0

Q60.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Con

nect

ing

stud

ents

with

onl

ine

sour

ces

of in

form

atio

n (e

.g.,

Colle

ge S

core

card

, Big

Fut

ure,

Col

lege

Res

ults

Onl

ine)

]

1 ye

ar o

r les

s4

12.5

116

.71

33.3

17.

12

15.4

112

.55

13.2

2 to

3 y

ears

515

.61

16.7

133

.34

28.6

00.

01

12.5

615

.8

4 to

5 y

ears

1031

.32

33.3

00.

04

28.6

646

.22

25.0

1231

.6

6 to

10

year

s6

18.8

116

.70

0.0

321

.43

23.1

112

.57

18.4

Mor

e th

an 1

0 ye

ars

721

.91

16.7

133

.32

14.3

215

.43

37.5

821

.1

Tota

l32

100.

06

100.

03

100.

014

100.0

1310

0.0

810

0.0

3810

0.0

Q61.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Con

trac

ting

paid

col

lege

cho

ice

or a

pplic

atio

n co

nsul

tant

s to

mee

t with

stu

dent

s]

1 ye

ar o

r les

s1

33.3

00.

00

0.0

00.

00

0.0

00.

01

33.3

2 to

3 y

ears

133

.30

0.0

110

0.0

00.

00

0.0

00.

01

33.3

4 to

5 y

ears

133

.30

0.0

00.

01

100.0

00.

00

0.0

133

.3

6 to

10

year

s0

0.0

00.

00

0.0

00.

00

0.0

00.

00

0.0

Mor

e th

an 1

0 ye

ars

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Tota

l3

100.

00

0.0

110

0.0

110

0.00

0.0

00.

03

100.

0

Table

cont

inues

on pa

ge 71

Table

cont

inued

from

page

69

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q62.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Con

trac

ting

paid

job

appl

icat

ion

cons

ulta

nts

to m

eet w

ith s

tude

nts]

1 ye

ar o

r les

s0

0.0

00.

00

0.0

00.

00

0.0

00.

00

0.0

2 to

3 y

ears

150

.00

0.0

150

.00

0.0

00.

00

0.0

133

.3

4 to

5 y

ears

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

6 to

10

year

s0

0.0

00.

00

0.0

00.

00

0.0

00.

00

0.0

Mor

e th

an 1

0 ye

ars

150

.01

100.

01

50.0

00.

00

0.0

110

0.0

266

.7

Tota

l2

100.

01

100.

02

100.

00

0.0

00.

01

100.

03

100.

0

Q63.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Pro

vidi

ng a

cces

s to

col

lege

info

rmat

ion

publ

icat

ions

(e.g

., Ba

rron

’s, P

rince

ton

Revi

ew, U

S N

ews

& W

orld

Rep

ort)]

1 ye

ar o

r les

s0

0.0

112

.51

14.3

00.

00

0.0

00.

01

3.1

2 to

3 y

ears

625

.00

0.0

00.

03

27.3

114

.32

28.6

618

.8

4 to

5 y

ears

416

.73

37.5

228

.62

18.2

228

.61

14.3

721

.9

6 to

10

year

s3

12.5

225

.01

14.3

327

.31

14.3

00.

05

15.6

Mor

e th

an 1

0 ye

ars

1145

.82

25.0

342

.93

27.3

342

.94

57.1

1340

.6

Tota

l24

100.

08

100.

07

100.

011

100.0

710

0.0

710

0.0

3210

0.0

Q64.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Pro

vidi

ng s

pace

and

/or t

ime

for p

aid

colle

ge c

hoic

e or

app

licat

ion

cons

ulta

nts

to m

eet w

ith s

tude

nts]

1 ye

ar o

r les

s4

33.3

00.

00

0.0

240

.01

33.3

133

.34

28.6

2 to

3 y

ears

216

.72

100.

03

100.

00

0.0

133

.30

0.0

428

.6

4 to

5 y

ears

18.

30

0.0

00.

01

20.0

00.

00

0.0

17.

1

6 to

10

year

s2

16.7

00.

00

0.0

120

.01

33.3

00.

02

14.3

Mor

e th

an 1

0 ye

ars

325

.00

0.0

00.

01

20.0

00.

02

66.7

321

.4

Tota

l12

100.

02

100.

03

100.

05

100.0

310

0.0

310

0.0

1410

0.0

Table

cont

inues

on pa

ge 72

Table

cont

inued

from

page

70



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q65.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Pro

vidi

ng s

pace

and

/or t

ime

for p

aid

job

appl

icat

ion

cons

ulta

nts

to m

eet w

ith s

tude

nts]

1 ye

ar o

r les

s3

60.0

00.

00

0.0

210

0.01

100.

00

0.0

360

.0

2 to

3 y

ears

120

.00

0.0

110

0.0

00.

00

0.0

00.

01

20.0

4 to

5 y

ears

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

6 to

10

year

s0

0.0

00.

00

0.0

00.

00

0.0

00.

00

0.0

Mor

e th

an 1

0 ye

ars

120

.00

0.0

00.

00

0.0

00.

01

100.

01

20.0

Tota

l5

100.

00

0.0

110

0.0

210

0.01

100.

01

100.

05

100.

0

Q66.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Rés

umé

prep

arat

ion

wor

ksho

ps b

y th

ird-p

arty

pro

vide

rs]

1 ye

ar o

r les

s1

20.0

00.

00

0.0

110

0.00

0.0

00.

01

20.0

2 to

3 y

ears

120

.00

0.0

00.

00

0.0

00.

01

33.3

120

.0

4 to

5 y

ears

120

.00

0.0

00.

00

0.0

00.

01

33.3

120

.0

6 to

10

year

s1

20.0

00.

01

100.

00

0.0

00.

00

0.0

120

.0

Mor

e th

an 1

0 ye

ars

120

.00

0.0

00.

00

0.0

00.

01

33.3

120

.0

Tota

l5

100.

00

0.0

110

0.0

110

0.00

0.0

310

0.0

510

0.0

Q67.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[SAT

or A

CT te

st p

repa

ratio

n cl

asse

s (p

rovi

ded

by a

bus

ines

s or

non

prof

it gr

oup)

]

1 ye

ar o

r les

s4

14.8

114

.32

25.0

225

.01

14.3

00.

05

14.7

2 to

3 y

ears

622

.21

14.3

112

.52

25.0

00.

04

36.4

720

.6

4 to

5 y

ears

622

.24

57.1

337

.53

37.5

342

.91

9.1

1029

.4

6 to

10

year

s3

11.1

00.

01

12.5

00.

01

14.3

19.

13

8.8

Mor

e th

an 1

0 ye

ars

829

.61

14.3

112

.51

12.5

228

.65

45.5

926

.5

Tota

l27

100.

07

100.

08

100.

08

100.0

710

0.0

1110

0.0

3410

0.0

Table

cont

inues

on pa

ge 73

Table

cont

inued

from

page

71

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q68.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Par

tner

ship

with

bus

ines

s or

indu

stry

]

1 ye

ar o

r les

s7

10.8

00.

02

20.0

315

.81

4.0

16.

77

10.1

2 to

3 y

ears

1015

.42

50.0

110

.02

10.5

728

.02

13.3

1217

.4

4 to

5 y

ears

1421

.51

25.0

330

.04

21.1

520

.03

20.0

1521

.7

6 to

10

year

s12

18.5

00.

02

20.0

421

.14

16.0

213

.312

17.4

Mor

e th

an 1

0 ye

ars

2233

.81

25.0

220

.06

31.6

832

.07

46.7

2333

.3

Tota

l65

100.

04

100.

010

100.

019

100.0

2510

0.0

1510

0.0

6910

0.0

Q69.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Par

tner

ship

with

col

lege

or u

nive

rsity

]

1 ye

ar o

r les

s4

6.3

120

.02

25.0

00.

02

9.5

15.

65

7.4

2 to

3 y

ears

1117

.51

20.0

00.

03

14.3

628

.63

16.7

1217

.6

4 to

5 y

ears

1320

.61

20.0

225

.08

38.1

29.

52

11.1

1420

.6

6 to

10

year

s13

20.6

120

.03

37.5

419

.04

19.0

316

.714

20.6

Mor

e th

an 1

0 ye

ars

2234

.91

20.0

112

.56

28.6

733

.39

50.0

2333

.8

Tota

l63

100.

05

100.

0 8

100.

021

100.0

2110

0.0

1810

0.0

6810

0.0

Q70.

How

long

has

this

pro

gram

bee

n in

pla

ce?

[Par

tner

ship

with

com

mun

ity (e

.g.,

colla

bora

tions

with

city

or c

ount

y go

vern

men

t, te

amin

g up

with

a lo

cal c

ivic

org

aniza

tion)

]

1 ye

ar o

r les

s2

4.5

00.

01

12.5

00.

01

5.6

00.

02

3.9

2 to

3 y

ears

920

.53

42.9

225

.02

16.7

316

.75

38.5

1223

.5

4 to

5 y

ears

613

.62

28.6

225

.02

16.7

316

.71

7.7

815

.7

6 to

10

year

s13

29.5

00.

01

12.5

325

.06

33.3

323

.113

25.5

Mor

e th

an 1

0 ye

ars

1431

.82

28.6

225

.05

41.7

527

.84

30.8

1631

.4

Tota

l44

100.

07

100.

08

100.

012

100.0

1810

0.0

1310

0.0

5110

0.0

Table

cont

inues

on pa

ge 74

Table

cont

inued

from

page

72



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q71.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[ACT

Wor

kKey

s pr

epar

atio

n cl

asse

s or

wor

ksho

ps (p

rovi

ded

by s

choo

l or d

istr

ict s

taff

)

10%

or l

ess

715

.61

50.0

112

.51

6.7

538

.51

9.1

817

.0

11 -

20%

48.

91

50.0

112

.53

20.0

00.

01

9.1

510

.6

21 -

30%

920

.00

0.0

450

.01

6.7

17.

73

27.3

919

.1

31 -

40%

511

.10

0.0

00.

01

6.7

215

.42

18.2

510

.6

41 -

50%

48.

90

0.0

112

.51

6.7

17.

71

9.1

48.

5

51 -

60%

24.

40

0.0

00.

02

13.3

00.

00

0.0

24.

3

61 -

70%

12.

20

0.0

00.

00

0.0

17.

70

0.0

12.

1

71 -

80%

12.

20

0.0

00.

01

6.7

00.

00

0.0

12.

1

81 -

90%

36.

70

0.0

00.

02

13.3

00.

01

9.1

36.

4

91 -

100%

920

.00

0.0

112

.53

20.0

323

.12

18.2

919

.1

Tota

l45

100.

02

100.

08

100.

015

100.0

1310

0.0

1110

0.0

4710

0.0

Q72.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[App

rent

ices

hip

prog

ram

s]

10%

or l

ess

960

.00

0.0

133

.33

60.0

133

.34

80.0

956

.3

11 -

20%

533

.30

0.0

133

.32

40.0

266

.70

0.0

531

.3

21 -

30%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

31 -

40%

16.

70

0.0

00.

00

0.0

00.

01

20.0

16.

3

41 -

50%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Table

cont

inues

on pa

ge 75

Table

cont

inued

from

page

74

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q72.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[App

rent

ices

hip

prog

ram

s] (c

ont.)

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

00.

01

100.

01

33.3

00.

00

0.0

00.

01

6.3

Tota

l15

100.

01

100.

03

100.

05

100.0

310

0.0

510

0.0

1610

0.0

Q73.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Car

eer e

xplo

ratio

n re

sour

ces]

10%

or l

ess

22.

92

40.0

220

.01

4.5

13.

80

0.0

45.

5

11 -

20%

11.

50

0.0

00.

00

0.0

13.

80

0.0

11.

4

21 -

30%

11.

50

0.0

00.

00

0.0

00.

01

6.7

11.

4

31 -

40%

68.

80

0.0

110

.01

4.5

27.

72

13.3

68.

2

41 -

50%

45.

90

0.0

110

.02

9.1

13.

80

0.0

45.

5

51 -

60%

45.

90

0.0

00.

01

4.5

27.

71

6.7

45.

5

61 -

70%

57.

41

20.0

110

.02

9.1

13.

82

13.3

68.

2

71 -

80%

57.

40

0.0

110

.00

0.0

311

.51

6.7

56.

8

81 -

90%

68.

80

0.0

110

.04

18.2

13.

80

0.0

68.

2

91 -

100%

3450

.02

40.0

330

.011

50.0

1453

.88

53.3

3649

.3

Tota

l68

100.

05

100.

010

100.

022

100.0

2610

0.0

1510

0.0

7310

0.0

Q74.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Car

eer f

airs

]

10%

or l

ess

11.

31

25.0

110

.00

0.0

13.

20

0.0

22.

5

11 -

20%

22.

60

0.0

00.

00

0.0

00.

02

12.5

22.

5

21 -

30%

22.

60

0.0

00.

00

0.0

13.

21

6.3

22.

5

Table

cont

inues

on pa

ge 76

Table

cont

inued

from

page

74



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q74.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Car

eer f

airs

] (co

nt.)

31 -

40%

56.

60

0.0

110

.02

8.7

13.

21

6.3

56.

3

41 -

50%

79.

20

0.0

110

.02

8.7

26.

52

12.5

78.

8

51 -

60%

67.

90

0.0

00.

02

8.7

13.

23

18.8

67.

5

61 -

70%

33.

90

0.0

00.

01

4.3

13.

21

6.3

33.

8

71 -

80%

56.

61

25.0

00.

03

13.0

26.

51

6.3

67.

5

81 -

90%

810

.52

50.0

330

.02

8.7

412

.91

6.3

1012

.5

91 -

100%

3748

.70

0.0

440

.011

47.8

1858

.14

25.0

3746

.3

Tota

l76

100.

04

100.

010

100.

023

100.0

3110

0.0

1610

0.0

8010

0.0

Q75.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Co-

op p

rogr

ams]

10%

or l

ess

321

.40

0.0

110

0.0

114

.31

33.3

00.

03

21.4

11 -

20%

428

.60

0.0

00.

02

28.6

133

.31

33.3

428

.6

21 -

30%

214

.30

0.0

00.

00

0.0

00.

02

66.7

214

.3

31 -

40%

321

.40

0.0

00.

02

28.6

133

.30

0.0

321

.4

41 -

50%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

51 -

60%

17.

10

0.0

00.

01

14.3

00.

00

0.0

17.

1

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

17.

10

0.0

00.

01

14.3

00.

00

0.0

17.

1

Tota

l14

100.

00

0.0

110

0.0

710

0.03

100.

03

100.

014

100.

0

Table

cont

inues

on pa

ge 77

Table

cont

inued

from

page

75

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q76.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Inte

rnsh

ip p

rogr

ams]

10%

or l

ess

342

.92

20.0

342

.92

20.0

250

.02

22.2

930

.0

11 -

20%

114

.35

50.0

114

.35

50.0

125

.02

22.2

930

.0

21 -

30%

114

.30

0.0

114

.30

0.0

00.

03

33.3

413

.3

31 -

40%

114

.30

0.0

114

.30

0.0

00.

00

0.0

13.

3

41 -

50%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

51 -

60%

00.

01

10.0

00.

01

10.0

00.

02

22.2

310

.0

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

81 -

90%

00.

02

20.0

00.

02

20.0

00.

00

0.0

26.

7

91 -

100%

114

.30

0.0

114

.30

0.0

125

.00

0.0

26.

7

Tota

l7

100.

010

100.

07

100.

010

100.0

410

0.0

910

0.0

3010

0.0

Q77.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Job

sha

dow

ing

prog

ram

s]

10%

or l

ess

68.

51

16.7

18.

31

4.8

28.

03

15.8

79.

1

11 -

20%

79.

91

16.7

18.

33

14.3

28.

02

10.5

810

.4

21 -

30%

1014

.10

0.0

18.

33

14.3

312

.03

15.8

1013

.0

31 -

40%

811

.30

0.0

216

.72

9.5

14.

03

15.8

810

.4

41 -

50%

811

.30

0.0

18.

32

9.5

416

.01

5.3

810

.4

51 -

60%

912

.70

0.0

18.

31

4.8

416

.03

15.8

911

.7

61 -

70%

11.

40

0.0

18.

30

0.0

00.

00

0.0

11.

3

71 -

80%

45.

61

16.7

18.

32

9.5

14.

01

5.3

56.

5

Table

cont

inues

on pa

ge 78

Table

cont

inued

from

page

76



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q77.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Job

sha

dow

ing

prog

ram

s] (c

ont.)

81 -

90%

811

.30

0.0

00.

03

14.3

416

.01

5.3

810

.4

91 -

100%

1014

.13

50.0

325

.04

19.0

416

.02

10.5

1316

.9

Tota

l71

100.

06

100.

012

100.

021

100.0

2510

0.0

1910

0.0

7710

0.0

Q78.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Vis

its fr

om b

usin

ess

or in

dust

ry re

pres

enta

tives

]

10%

or l

ess

33.

90

0.0

00.

00

0.0

39.

70

0.0

33.

8

11 -

20%

56.

50

0.0

00.

02

10.0

00.

03

17.6

56.

3

21 -

30%

1316

.90

0.0

325

.02

10.0

516

.13

17.6

1316

.3

31 -

40%

67.

81

33.3

18.

32

10.0

39.

71

5.9

78.

8

41 -

50%

911

.70

0.0

18.

31

5.0

516

.12

11.8

911

.3

51 -

60%

67.

80

0.0

18.

31

5.0

39.

71

5.9

67.

5

61 -

70%

56.

50

0.0

00.

01

5.0

13.

23

17.6

56.

3

71 -

80%

22.

61

33.3

216

.70

0.0

13.

20

0.0

33.

8

81 -

90%

1013

.00

0.0

18.

34

20.0

412

.91

5.9

1012

.5

91 -

100%

1823

.41

33.3

325

.07

35.0

619

.43

17.6

1923

.8

Tota

l77

100.

03

100.

012

100.

020

100.0

3110

0.0

1710

0.0

8010

0.0

Q79.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Vis

its to

bus

ines

ses

and/

or in

dust

ry]

10%

or l

ess

47.

81

25.0

19.

10

0.0

316

.71

9.1

59.

1

11 -

20%

611

.80

0.0

00.

02

13.3

211

.12

18.2

610

.9

21 -

30%

1223

.51

25.0

327

.33

20.0

422

.23

27.3

1323

.6

Table

cont

inues

on pa

ge 79

Table

cont

inued

from

page

77

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q79.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Vis

its to

bus

ines

ses

and/

or in

dust

ry] (

cont

.)

31 -

40%

917

.61

25.0

218

.21

6.7

422

.23

27.3

1018

.2

41 -

50%

59.

80

0.0

218

.21

6.7

211

.10

0.0

59.

1

51 -

60%

12.

00

0.0

00.

00

0.0

15.

60

0.0

11.

8

61 -

70%

35.

90

0.0

19.

11

6.7

00.

01

9.1

35.

5

71 -

80%

35.

90

0.0

00.

02

13.3

00.

01

9.1

35.

5

81 -

90%

23.

90

0.0

00.

01

6.7

15.

60

0.0

23.

6

91 -

100%

611

.81

25.0

218

.24

26.7

15.

60

0.0

712

.7

Tota

l51

100.

04

100.

011

100.

015

100.0

1810

0.0

1110

0.0

5510

0.0

Q80.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Car

eer e

xplo

ratio

n w

orks

hops

]

10%

or l

ess

12.

20

0.0

00.

01

7.1

00.

00

0.0

12.

1

11 -

20%

36.

70

0.0

00.

02

14.3

00.

01

7.7

36.

4

21 -

30%

48.

90

0.0

116

.70

0.0

00.

03

23.1

48.

5

31 -

40%

24.

40

0.0

00.

00

0.0

214

.30

0.0

24.

3

41 -

50%

36.

70

0.0

00.

02

14.3

00.

01

7.7

36.

4

51 -

60%

36.

70

0.0

00.

02

14.3

17.

10

0.0

36.

4

61 -

70%

511

.10

0.0

116

.71

7.1

17.

12

15.4

510

.6

71 -

80%

511

.10

0.0

00.

01

7.1

321

.41

7.7

510

.6

81 -

90%

511

.10

0.0

350

.01

7.1

17.

10

0.0

510

.6

91 -

100%

1431

.12

100.

01

16.7

428

.66

42.9

538

.516

34.0

Tota

l45

100.

02

100.

06

100.

014

100.0

1410

0.0

1310

0.0

4710

0.0

Table

cont

inues

on pa

ge 80

Table

cont

inued

from

page

78



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q81.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Job

app

licat

ion

assi

stan

ce, l

itera

ture

]

10%

or l

ess

310

.30

0.0

00.

00

0.0

00.

03

37.5

310

.0

11 -

20%

310

.30

0.0

00.

02

28.6

111

.10

0.0

310

.0

21 -

30%

931

.00

0.0

233

.31

14.3

333

.33

37.5

930

.0

31 -

40%

13.

40

0.0

116

.70

0.0

00.

00

0.0

13.

3

41 -

50%

310

.30

0.0

116

.70

0.0

222

.20

0.0

310

.0

51 -

60%

413

.80

0.0

116

.72

28.6

111

.10

0.0

413

.3

61 -

70%

13.

40

0.0

00.

00

0.0

00.

01

12.5

13.

3

71 -

80%

26.

90

0.0

00.

01

14.3

111

.10

0.0

26.

7

81 -

90%

26.

90

0.0

00.

00

0.0

111

.11

12.5

26.

7

91 -

100%

13.

41

100.

01

16.7

114

.30

0.0

00.

02

6.7

Tota

l29

100.

01

100.

06

100.

07

100.0

910

0.0

810

0.0

3010

0.0

Q82.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Job

app

licat

ion

assi

stan

ce, o

nlin

e to

ols]

10%

or l

ess

14.

50

0.0

00.

00

0.0

00.

01

14.3

14.

3

11 -

20%

313

.60

0.0

150

.01

12.5

116

.70

0.0

313

.0

21 -

30%

418

.20

0.0

00.

01

12.5

00.

03

42.9

417

.4

31 -

40%

14.

50

0.0

00.

01

12.5

00.

00

0.0

14.

3

41 -

50%

313

.60

0.0

150

.01

12.5

116

.70

0.0

313

.0

51 -

60%

29.

10

0.0

00.

00

0.0

116

.71

14.3

28.

7

61 -

70%

14.

50

0.0

00.

00

0.0

00.

01

14.3

14.

3

71 -

80%

29.

10

0.0

00.

01

12.5

116

.70

0.0

28.

7

Table

cont

inues

on pa

ge 81

Table

cont

inued

from

page

79

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q82.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Job

app

licat

ion

assi

stan

ce, o

nlin

e to

ols]

(con

t.)

81 -

90%

29.

10

0.0

00.

01

12.5

116

.70

0.0

28.

7

91 -

100%

313

.61

100.

00

0.0

225

.01

16.7

114

.34

17.4

Tota

l22

100.

01

100.

02

100.

08

100.0

610

0.0

710

0.0

2310

0.0

Q83.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Job

app

licat

ion

assi

stan

ce, w

orks

hops

for s

tude

nts]

10%

or l

ess

313

.00

0.0

00.

00

0.0

228

.61

20.0

313

.0

11 -

20%

313

.00

0.0

116

.72

40.0

00.

00

0.0

313

.0

21 -

30%

834

.80

0.0

350

.01

20.0

114

.33

60.0

834

.8

31 -

40%

313

.00

0.0

233

.30

0.0

114

.30

0.0

313

.0

41 -

50%

14.

30

0.0

00.

00

0.0

114

.30

0.0

14.

3

51 -

60%

14.

30

0.0

00.

00

0.0

00.

01

20.0

14.

3

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

313

.00

0.0

00.

02

40.0

114

.30

0.0

313

.0

81 -

90%

14.

30

0.0

00.

00

0.0

114

.30

0.0

14.

3

91 -

100%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Tota

l23

100.

00

0.0

610

0.0

510

0.07

100.

05

100.

023

100.

0

Q84.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Job

app

licat

ion

assi

stan

ce, w

orks

hops

for p

aren

ts o

r fam

ily]

10%

or l

ess

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

11 -

20%

457

.10

0.0

110

0.0

00.

02

100.

01

50.0

457

.1

21 -

30%

114

.30

0.0

00.

00

0.0

00.

01

50.0

114

.3

Table

cont

inues

on pa

ge 82

Table

cont

inued

from

page

80



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q84.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Job

app

licat

ion

assi

stan

ce, w

orks

hops

for p

aren

ts o

r fam

ily] (

cont

.)

31 -

40%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

41 -

50%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

114

.30

0.0

00.

01

50.0

00.

00

0.0

114

.3

81 -

90%

114

.30

0.0

00.

01

50.0

00.

00

0.0

114

.3

91 -

100%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Tota

l7

100.

00

0.0

110

0.0

210

0.02

100.

02

100.

07

100.

0

Q85.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Rés

umé

prep

arat

ion

wor

ksho

ps]

10%

or l

ess

37.

31

20.0

18.

31

5.9

00.

02

20.0

48.

7

11 -

20%

37.

30

0.0

18.

31

5.9

114

.30

0.0

36.

5

21 -

30%

1024

.41

20.0

433

.32

11.8

228

.63

30.0

1123

.9

31 -

40%

37.

30

0.0

216

.71

5.9

00.

00

0.0

36.

5

41 -

50%

614

.60

0.0

00.

03

17.6

228

.61

10.0

613

.0

51 -

60%

24.

90

0.0

00.

01

5.9

00.

01

10.0

24.

3

61 -

70%

24.

90

0.0

00.

01

5.9

00.

01

10.0

24.

3

71 -

80%

49.

80

0.0

216

.71

5.9

114

.30

0.0

48.

7

81 -

90%

24.

90

0.0

00.

02

11.8

00.

00

0.0

24.

3

91 -

100%

614

.63

60.0

216

.74

23.5

114

.32

20.0

919

.6

Tota

l41

100.

05

100.

012

100.

017

100.0

710

0.0

1010

0.0

4610

0.0

Table

cont

inues

on pa

ge 83

Table

cont

inued

from

page

81

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q86.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Aca

dem

ic s

kills

dev

elop

men

t res

ourc

es]

10%

or l

ess

00.

01

11.1

12.

00

0.0

00.

00

0.0

12.

0

11 -

20%

614

.30

0.0

611

.83

17.6

211

.81

11.1

611

.8

21 -

30%

49.

50

0.0

47.

80

0.0

15.

92

22.2

47.

8

31 -

40%

511

.90

0.0

59.

83

17.6

211

.80

0.0

59.

8

41 -

50%

511

.90

0.0

59.

81

5.9

211

.81

11.1

59.

8

51 -

60%

24.

80

0.0

23.

90

0.0

15.

91

11.1

23.

9

61 -

70%

49.

52

22.2

611

.82

11.8

15.

92

22.2

611

.8

71 -

80%

37.

11

11.1

47.

82

11.8

15.

91

11.1

47.

8

81 -

90%

37.

11

11.1

47.

81

5.9

211

.80

0.0

47.

8

91 -

100%

1023

.84

44.4

1427

.55

29.4

529

.41

11.1

1427

.5

Tota

l42

100.

09

100.

051

100.

017

100.0

1710

0.0

910

0.0

5110

0.0

Q87.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Col

lege

fairs

]

10%

or l

ess

11.

91

10.0

18.

30

0.0

15.

90

0.0

23.

2

11 -

20%

11.

90

0.0

00.

01

5.3

00.

00

0.0

11.

6

21 -

30%

815

.11

10.0

216

.73

15.8

15.

93

20.0

914

.3

31 -

40%

35.

70

0.0

216

.71

5.3

00.

00

0.0

34.

8

41 -

50%

713

.22

20.0

18.

32

10.5

317

.63

20.0

914

.3

51 -

60%

917

.02

20.0

216

.71

5.3

529

.43

20.0

1117

.5

61 -

70%

35.

70

0.0

00.

00

0.0

00.

03

20.0

34.

8

71 -

80%

11.

92

20.0

00.

03

15.8

00.

00

0.0

34.

8

Table

cont

inues

on pa

ge 84

Table

cont

inued

from

page

82



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q87.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Col

lege

fairs

] (co

nt.)

81 -

90%

611

.31

10.0

216

.73

15.8

15.

91

6.7

711

.1

91 -

100%

1426

.41

10.0

216

.75

26.3

635

.32

13.3

1523

.8

Tota

l53

100.

010

100.

012

100.

019

100.0

1710

0.0

1510

0.0

6310

0.0

Q88.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[SAT

or A

CT te

st p

repa

ratio

n cl

asse

s (p

rovi

ded

by s

choo

l or d

istri

ct s

taff)

]

10%

or l

ess

59.

61

8.3

215

.41

5.9

211

.11

6.3

69.

4

11 -

20%

611

.53

25.0

17.

73

17.6

211

.13

18.8

914

.1

21 -

30%

1121

.23

25.0

323

.13

17.6

211

.16

37.5

1421

.9

31 -

40%

815

.41

8.3

323

.10

0.0

527

.81

6.3

914

.1

41 -

50%

611

.50

0.0

00.

01

5.9

211

.13

18.8

69.

4

51 -

60%

35.

80

0.0

00.

01

5.9

15.

61

6.3

34.

7

61 -

70%

11.

91

8.3

17.

71

5.9

00.

00

0.0

23.

1

71 -

80%

47.

70

0.0

00.

01

5.9

316

.70

0.0

46.

3

81 -

90%

35.

81

8.3

17.

72

11.8

15.

60

0.0

46.

3

91 -

100%

59.

62

16.7

215

.44

23.5

00.

01

6.3

710

.9

Tota

l52

100.

012

100.

013

100.

017

100.0

1810

0.0

1610

0.0

6410

0.0

Q89.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Vis

its fr

om c

olle

ge re

pres

enta

tives

(e.g

., ad

mis

sion

s co

unse

lors

, aca

dem

ic a

dvis

ors,

stu

dent

recr

uite

rs)]

10%

or l

ess

34.

81

7.1

16.

30

0.0

313

.00

0.0

45.

3

11 -

20%

69.

70

0.0

16.

32

10.0

28.

71

5.9

67.

9

21 -

30%

711

.32

14.3

318

.82

10.0

14.

33

17.6

911

.8

Table

cont

inues

on pa

ge 85

Table

cont

inued

from

page

83

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q89.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Vis

its fr

om c

olle

ge re

pres

enta

tives

(e.g

., ad

mis

sion

s co

unse

lors

, aca

dem

ic a

dvis

ors,

stu

dent

recr

uite

rs)]

(cont

.)

31 -

40%

69.

70

0.0

16.

31

5.0

28.

72

11.8

67.

9

41 -

50%

46.

51

7.1

00.

01

5.0

417

.40

0.0

56.

6

51 -

60%

69.

72

14.3

212

.51

5.0

14.

34

23.5

810

.5

61 -

70%

34.

81

7.1

00.

02

10.0

14.

31

5.9

45.

3

71 -

80%

69.

71

7.1

318

.83

15.0

14.

30

0.0

79.

2

81 -

90%

34.

81

7.1

318

.81

5.0

00.

00

0.0

45.

3

91 -

100%

1829

.05

35.7

212

.57

35.0

834

.86

35.3

2330

.3

Tota

l62

100.

014

100.

016

100.

020

100.0

2310

0.0

1710

0.0

7610

0.0

Q90.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Vis

its to

col

lege

s an

d/or

uni

vers

ities

]

10%

or l

ess

710

.31

7.7

17.

12

7.7

313

.62

10.5

89.

9

11 -

20%

811

.82

15.4

17.

12

7.7

29.

15

26.3

1012

.3

21 -

30%

1623

.50

0.0

535

.73

11.5

418

.24

21.1

1619

.8

31 -

40%

1217

.61

7.7

17.

13

11.5

731

.82

10.5

1316

.0

41 -

50%

22.

92

15.4

00.

04

15.4

00.

00

0.0

44.

9

51 -

60%

710

.30

0.0

17.

11

3.8

29.

13

15.8

78.

6

61 -

70%

22.

91

7.7

17.

11

3.8

00.

01

5.3

33.

7

71 -

80%

34.

40

0.0

00.

01

3.8

29.

10

0.0

33.

7

81 -

90%

22.

91

7.7

17.

12

7.7

00.

00

0.0

33.

7

91 -

100%

913

.25

38.5

321

.47

26.9

29.

12

10.5

1417

.3

Tota

l68

100.

013

100.

014

100.

026

100.0

2210

0.0

1910

0.0

8110

0.0

Table

cont

inues

on pa

ge 86

Table

cont

inued

from

page

84



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q91.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Writ

ing

skill

s de

velo

pmen

t res

ourc

es]

10%

or l

ess

26.

32

18.2

216

.70

0.0

19.

11

14.3

49.

3

11 -

20%

26.

30

0.0

00.

02

15.4

00.

00

0.0

24.

7

21 -

30%

39.

41

9.1

00.

01

7.7

00.

03

42.9

49.

3

31 -

40%

39.

41

9.1

216

.72

15.4

00.

00

0.0

49.

3

41 -

50%

39.

40

0.0

00.

00

0.0

218

.21

14.3

37.

0

51 -

60%

13.

10

0.0

00.

01

7.7

00.

00

0.0

12.

3

61 -

70%

26.

30

0.0

00.

01

7.7

19.

10

0.0

24.

7

71 -

80%

26.

34

36.4

433

.31

7.7

19.

10

0.0

614

.0

81 -

90%

39.

40

0.0

18.

32

15.4

00.

00

0.0

37.

0

91 -

100%

1134

.43

27.3

325

.03

23.1

654

.52

28.6

1432

.6

Tota

l32

100.

011

100.

012

100.

013

100.0

1110

0.0

710

0.0

4310

0.0

Q92.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Ass

ista

nce

appl

ying

for fi

nanc

ial a

id]

10%

or l

ess

59.

41

12.5

17.

10

0.0

321

.42

15.4

69.

8

11 -

20%

1120

.80

0.0

214

.36

30.0

17.

12

15.4

1118

.0

21 -

30%

1120

.80

0.0

321

.42

10.0

321

.43

23.1

1118

.0

31 -

40%

1018

.90

0.0

214

.33

15.0

321

.42

15.4

1016

.4

41 -

50%

47.

52

25.0

00.

01

5.0

321

.42

15.4

69.

8

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

47.

50

0.0

17.

11

5.0

17.

11

7.7

46.

6

71 -

80%

00.

02

25.0

214

.30

0.0

00.

00

0.0

23.

3

Table

cont

inues

on pa

ge 87

Table

cont

inued

from

page

85

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q92.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Ass

ista

nce

appl

ying

for fi

nanc

ial a

id] (

cont

.)

81 -

90%

35.

70

0.0

17.

12

10.0

00.

00

0.0

34.

9

91 -

100%

59.

43

37.5

214

.35

25.0

00.

01

7.7

813

.1

Tota

l53

100.

08

100.

014

100.

020

100.0

1410

0.0

1310

0.0

6110

0.0

Q93.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Ass

ista

nce

appl

ying

for s

chol

arsh

ips]

10%

or l

ess

35.

33

20.0

210

.50

0.0

16.

33

18.8

68.

3

11 -

20%

1119

.31

6.7

210

.57

33.3

212

.51

6.3

1216

.7

21 -

30%

1322

.81

6.7

421

.13

14.3

531

.32

12.5

1419

.4

31 -

40%

915

.80

0.0

210

.52

9.5

318

.82

12.5

912

.5

41 -

50%

35.

31

6.7

00.

01

4.8

212

.51

6.3

45.

6

51 -

60%

11.

83

20.0

210

.50

0.0

16.

31

6.3

45.

6

61 -

70%

47.

00

0.0

15.

31

4.8

00.

02

12.5

45.

6

71 -

80%

23.

52

13.3

210

.51

4.8

16.

30

0.0

45.

6

81 -

90%

35.

31

6.7

210

.51

4.8

16.

30

0.0

45.

6

91 -

100%

814

.03

20.0

210

.55

23.8

00.

04

25.0

1115

.3

Tota

l57

100.

015

100.

019

100.

021

100.0

1610

0.0

1610

0.0

7210

0.0

Q94.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Ass

ista

nce

fillin

g ou

t the

Com

mon

App

licat

ion]

10%

or l

ess

819

.03

25.0

2

15.4

212

.54

30.8

325

.011

20.4

11 -

20%

921

.41

8.3

215

.44

25.0

215

.42

16.7

1018

.5

21 -

30%

716

.71

8.3

17.

72

12.5

00.

05

41.7

814

.8

Table

cont

inues

on pa

ge 88

Table

cont

inued

from

page

86



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q94.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Ass

ista

nce

fillin

g ou

t the

Com

mon

App

licat

ion]

(con

t.)

31 -

40%

37.

11

8.3

323

.10

0.0

17.

70

0.0

47.

4

41 -

50%

37.

10

0.0

00.

01

6.3

215

.40

0.0

35.

6

51 -

60%

24.

80

0.0

00.

01

6.3

00.

01

8.3

23.

7

61 -

70%

12.

40

0.0

00.

00

0.0

17.

70

0.0

11.

9

71 -

80%

12.

42

16.7

215

.40

0.0

17.

70

0.0

35.

6

81 -

90%

37.

10

0.0

17.

72

12.5

00.

00

0.0

35.

6

91 -

100%

511

.94

33.3

215

.44

25.0

215

.41

8.3

916

.7

Tota

l42

100.

012

100.

013

100.

016

100.0

1310

0.0

1210

0.0

5410

0.0

Q95.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Col

lege

app

licat

ion

assi

stan

ce, l

itera

ture

]

10%

or l

ess

48.

31

9.1

17.

10

0.0

325

.01

7.1

58.

5

11 -

20%

816

.70

0.0

17.

14

21.1

216

.71

7.1

813

.6

21 -

30%

1122

.90

0.0

428

.61

5.3

325

.03

21.4

1118

.6

31 -

40%

36.

31

9.1

00.

02

10.5

18.

31

7.1

46.

8

41 -

50%

36.

30

0.0

17.

10

0.0

18.

31

7.1

35.

1

51 -

60%

36.

31

9.1

17.

10

0.0

00.

03

21.4

46.

8

61 -

70%

24.

20

0.0

00.

02

10.5

00.

00

0.0

23.

4

71 -

80%

36.

32

18.2

214

.33

15.8

00.

00

0.0

58.

5

81 -

90%

510

.43

27.3

321

.44

21.1

00.

01

7.1

813

.6

91 -

100%

612

.53

27.3

17.

13

15.8

216

.73

21.4

915

.3

Tota

l48

100.

011

100.

014

100.

019

100.0

1210

0.0

1410

0.0

5910

0.0

Table

cont

inues

on pa

ge 89

Table

cont

inued

from

page

87

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q96.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Col

lege

app

licat

ion

assi

stan

ce, o

nlin

e to

ols]

10%

or l

ess

24.

92

20.0

24.

90

4.9

14.

91

4.9

44.

9

11 -

20%

512

.20

0.0

112

.22

12.2

212

.20

12.2

512

.2

21 -

30%

819

.50

0.0

219

.51

19.5

119

.54

19.5

819

.5

31 -

40%

614

.60

0.0

014

.63

14.6

214

.61

14.6

614

.6

41 -

50%

49.

80

0.0

09.

80

9.8

29.

82

9.8

49.

8

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

12.

40

0.0

02.

40

2.4

02.

41

2.4

12.

4

71 -

80%

37.

32

20.0

17.

32

7.3

07.

32

7.3

57.

3

81 -

90%

49.

82

20.0

19.

85

9.8

09.

80

9.8

69.

8

91 -

100%

819

.54

40.0

219

.54

19.5

419

.52

19.5

1219

.5

Tota

l41

100.

010

100.

09

100.

017

100.0

1210

0.0

1310

0.0

5110

0.0

Q97.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Col

lege

app

licat

ion

assi

stan

ce, w

orks

hops

for s

tude

nts]

10%

or l

ess

25.

12

18.2

216

.71

6.7

00.

01

7.7

48.

0

11 -

20%

410

.30

0.0

18.

32

13.3

110

.00

0.0

48.

0

21 -

30%

923

.10

0.0

216

.71

6.7

330

.03

23.1

918

.0

31 -

40%

717

.90

0.0

18.

32

13.3

330

.01

7.7

714

.0

41 -

50%

512

.80

0.0

18.

31

6.7

110

.02

15.4

510

.0

51 -

60%

37.

71

9.1

18.

31

6.7

00.

02

15.4

48.

0

61 -

70%

25.

10

0.0

00.

00

0.0

00.

02

15.4

24.

0

71 -

80%

00.

02

18.2

18.

31

6.7

00.

00

0.0

24.

0

Table

cont

inues

on pa

ge 90

Table

cont

inued

from

page

88



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q97.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Col

lege

app

licat

ion

assi

stan

ce, w

orks

hops

for s

tude

nts]

(con

t.)

81 -

90%

37.

72

18.2

18.

33

20.0

110

.00

0.0

510

.0

91 -

100%

410

.34

36.4

216

.73

20.0

110

.02

15.4

816

.0

Tota

l39

100.

011

100.

012

100.

015

100.0

1010

0.0

1310

0.0

5010

0.0

Q98.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Col

lege

app

licat

ion

assi

stan

ce, w

orks

hops

for p

aren

ts o

r fam

ily]

10%

or l

ess

411

.80

0.0

00.

01

8.3

220

.01

10.0

49.

3

11 -

20%

1029

.40

0.0

19.

14

33.3

440

.01

10.0

1023

.3

21 -

30%

617

.60

0.0

218

.20

0.0

110

.03

30.0

614

.0

31 -

40%

823

.50

0.0

218

.23

25.0

220

.01

10.0

818

.6

41 -

50%

25.

91

11.1

00.

01

8.3

00.

02

20.0

37.

0

51 -

60%

00.

02

22.2

218

.20

0.0

00.

00

0.0

24.

7

61 -

70%

12.

91

11.1

19.

10

0.0

00.

01

10.0

24.

7

71 -

80%

00.

01

11.1

00.

01

8.3

00.

00

0.0

12.

3

81 -

90%

12.

91

11.1

19.

11

8.3

00.

00

0.0

24.

7

91 -

100%

25.

93

33.3

218

.21

8.3

110

.01

10.0

511

.6

Tota

l34

100.

09

100.

011

100.

012

100.0

1010

0.0

1010

0.0

4310

0.0

Q99.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Adv

ance

d pl

acem

ent (

AP) c

ours

es]

10%

or l

ess

1332

.52

20.0

436

.44

36.4

533

.32

15.4

1530

.0

11 -

20%

1230

.01

10.0

218

.23

27.3

640

.02

15.4

1326

.0

21 -

30%

37.

50

0.0

19.

10

0.0

00.

02

15.4

36.

0

Table

cont

inues

on pa

ge 91

Table

cont

inued

from

page

89

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q99.

Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Adv

ance

d pl

acem

ent (

AP) c

ours

es] (

cont

.)

31 -

40%

615

.02

20.0

218

.21

9.1

00.

05

38.5

816

.0

41 -

50%

12.

50

0.0

00.

00

0.0

16.

70

0.0

12.

0

51 -

60%

25.

01

10.0

19.

10

0.0

16.

71

7.7

36.

0

61 -

70%

12.

52

20.0

00.

01

9.1

213

.30

0.0

36.

0

71 -

80%

00.

01

10.0

00.

01

9.1

00.

00

0.0

12.

0

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

25.

01

10.0

19.

11

9.1

00.

01

7.7

36.

0

Tota

l40

100.

010

100.

011

100.

011

100.0

1510

0.0

1310

0.0

5010

0.0

Q100

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Car

eer e

xplo

ratio

n co

urse

(s)]

10%

or l

ess

47.

31

100.

02

40.0

214

.31

4.3

00.

05

8.9

11 -

20%

610

.90

0.0

00.

01

7.1

521

.70

0.0

610

.7

21 -

30%

712

.70

0.0

00.

02

14.3

28.

73

21.4

712

.5

31 -

40%

59.

10

0.0

00.

00

0.0

313

.02

14.3

58.

9

41 -

50%

712

.70

0.0

00.

02

14.3

313

.02

14.3

712

.5

51 -

60%

47.

30

0.0

00.

00

0.0

28.

72

14.3

47.

1

61 -

70%

35.

50

0.0

00.

00

0.0

14.

32

14.3

35.

4

71 -

80%

35.

50

0.0

00.

01

7.1

14.

31

7.1

35.

4

81 -

90%

59.

10

0.0

240

.02

14.3

14.

30

0.0

58.

9

91 -

100%

1120

.00

0.0

120

.04

28.6

417

.42

14.3

1119

.6

Tota

l55

100.

01

100.

05

100.

014

100.0

2310

0.0

1410

0.0

5610

0.0

Table

cont

inues

on pa

ge 92

Table

cont

inued

from

page

90



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q101

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Col

lege

and

car

eer r

eadi

ness

cou

rse(

s)]

10%

or l

ess

49.

81

25.0

120

.00

0.0

320

.01

9.1

511

.1

11 -

20%

717

.10

0.0

00.

02

14.3

533

.30

0.0

715

.6

21 -

30%

37.

30

0.0

120

.00

0.0

16.

71

9.1

36.

7

31 -

40%

512

.20

0.0

00.

01

7.1

213

.32

18.2

511

.1

41 -

50%

24.

90

0.0

120

.01

7.1

00.

00

0.0

24.

4

51 -

60%

49.

80

0.0

00.

00

0.0

00.

04

36.4

48.

9

61 -

70%

12.

40

0.0

00.

00

0.0

00.

01

9.1

12.

2

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

81 -

90%

49.

82

50.0

120

.04

28.6

16.

70

0.0

613

.3

91 -

100%

1126

.81

25.0

120

.06

42.9

320

.02

18.2

1226

.7

Tota

l41

100.

04

100.

05

100.

014

100.0

1510

0.0

1110

0.0

4510

0.0

Q102

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Dua

l enr

ollm

ent]

10%

or l

ess

1324

.53

37.5

541

.72

11.1

646

.23

16.7

1626

.2

11 -

20%

1222

.62

25.0

18.

34

22.2

538

.54

22.2

1423

.0

21 -

30%

1018

.91

12.5

216

.73

16.7

00.

06

33.3

1118

.0

31 -

40%

47.

51

12.5

216

.71

5.6

17.

71

5.6

58.

2

41 -

50%

23.

80

0.0

00.

01

5.6

00.

01

5.6

23.

3

51 -

60%

23.

80

0.0

00.

01

5.6

00.

01

5.6

23.

3

61 -

70%

11.

90

0.0

00.

01

5.6

00.

00

0.0

11.

6

71 -

80%

23.

81

12.5

18.

30

0.0

17.

71

5.6

34.

9

Table

cont

inues

on pa

ge 93

Table

cont

inued

from

page

91

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q102

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Dua

l enr

ollm

ent]

(cont

.)

81 -

90%

47.

50

0.0

18.

33

16.7

00.

00

0.0

46.

6

91 -

100%

35.

70

0.0

00.

02

11.1

00.

01

5.6

34.

9

Tota

l53

100.

08

100.

012

100.

018

100.0

1310

0.0

1810

0.0

6110

0.0

Q103

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Inte

rnat

iona

l bac

cala

urea

te (I

B) c

ours

es]

10%

or l

ess

120

.00

0.0

00.

00

0.0

00.

01

20.0

120

.0

11 -

20%

240

.00

0.0

00.

00

0.0

00.

02

40.0

240

.0

21 -

30%

120

.00

0.0

00.

00

0.0

00.

01

20.0

120

.0

31 -

40%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

41 -

50%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

51 -

60%

120

.00

0.0

00.

00

0.0

00.

01

20.0

120

.0

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Tota

l5

100.

00

0.0

00.

00

0.0

00.

05

100.

05

100.

0

Q104

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Stu

dent

clu

bs, o

rgan

izatio

ns, o

r pro

fess

iona

l soc

ietie

s fo

cuse

d on

car

eers

(e.g

., FB

LA, F

FA)

10%

or l

ess

712

.71

33.3

225

.02

12.5

316

.71

6.3

813

.8

11 -

20%

814

.50

0.0

112

.53

18.8

211

.12

12.5

813

.8

21 -

30%

814

.50

0.0

00.

01

6.3

422

.23

18.8

813

.8

Table

cont

inues

on pa

ge 94

Table

cont

inued

from

page

92



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q104

.Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Stu

dent

clu

bs, o

rgan

izatio

ns, o

r pro

fess

iona

l soc

ietie

s fo

cuse

d on

car

eers

(e.g

., FB

LA, F

FA) (

cont

.)

31 -

40%

712

.70

0.0

112

.52

12.5

15.

63

18.8

712

.1

41 -

50%

712

.70

0.0

112

.51

6.3

422

.21

6.3

712

.1

51 -

60%

59.

10

0.0

00.

01

6.3

00.

04

25.0

58.

6

61 -

70%

23.

60

0.0

00.

01

6.3

15.

60

0.0

23.

4

71 -

80%

23.

60

0.0

00.

02

12.5

00.

00

0.0

23.

4

81 -

90%

35.

51

33.3

225

.01

6.3

15.

60

0.0

46.

9

91 -

100%

610

.91

33.3

112

.52

12.5

211

.12

12.5

712

.1

Tota

l55

100.

03

100.

08

100.

016

100.0

1810

0.0

1610

0.0

5810

0.0

Q105

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[ACT

Wor

kKey

s pr

epar

atio

n cl

asse

s or

wor

ksho

ps (p

rovi

ded

by a

third

-par

ty, s

uch

as b

usin

ess

or n

onpr

ofit g

roup

)]

10%

or l

ess

17.

10

0.0

00.

00

0.0

150

.00

0.0

17.

1

11 -

20%

642

.90

0.0

00.

01

20.0

150

.04

100.

06

42.9

21 -

30%

17.

10

0.0

133

.30

0.0

00.

00

0.0

17.

1

31 -

40%

17.

10

0.0

133

.30

0.0

00.

00

0.0

17.

1

41 -

50%

214

.30

0.0

133

.31

20.0

00.

00

0.0

214

.3

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

17.

10

0.0

00.

01

20.0

00.

00

0.0

17.

1

81 -

90%

17.

10

0.0

00.

01

20.0

00.

00

0.0

17.

1

91 -

100%

17.

10

0.0

00.

01

20.0

00.

00

0.0

17.

1

Tota

l14

100.

00

0.0

310

0.0

510

0.02

100.

04

100.

014

100.

0

Table

cont

inues

on pa

ge 95

Table

cont

inued

from

page

93

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q106

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Con

nect

ing

stud

ents

with

onl

ine

sour

ces

of in

form

atio

n (e

.g.,

Colle

ge S

core

card

, Big

Fut

ure,

Col

lege

Res

ults

Onl

ine)

]

10%

or l

ess

26.

31

16.7

133

.30

0.0

215

.40

0.0

37.

9

11 -

20%

515

.60

0.0

00.

02

14.3

17.

72

25.0

513

.2

21 -

30%

515

.60

0.0

00.

02

14.3

215

.41

12.5

513

.2

31 -

40%

13.

10

0.0

00.

01

7.1

00.

00

0.0

12.

6

41 -

50%

39.

40

0.0

00.

01

7.1

17.

71

12.5

37.

9

51 -

60%

13.

10

0.0

00.

01

7.1

00.

00

0.0

12.

6

61 -

70%

39.

42

33.3

00.

03

21.4

17.

71

12.5

513

.2

71 -

80%

26.

31

16.7

133

.30

0.0

17.

71

12.5

37.

9

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

1031

.32

33.3

133

.34

28.6

538

.52

25.0

1231

.6

Tota

l32

100.

06

100.

03

100.

014

100.0

1310

0.0

810

0.0

3810

0.0

Q107

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Con

tract

ing

paid

col

lege

cho

ice

or a

pplic

atio

n co

nsul

tant

s to

mee

t with

stu

dent

s]

10%

or l

ess

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

11 -

20%

133

.30

0.0

00.

01

50.0

00.

00

0.0

133

.3

21 -

30%

266

.70

0.0

00.

01

50.0

110

0.0

00.

02

66.7

31 -

40%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

41 -

50%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Table

cont

inues

on pa

ge 96

Table

cont

inued

from

page

94



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q107

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Con

tract

ing

paid

col

lege

cho

ice

or a

pplic

atio

n co

nsul

tant

s to

mee

t with

stu

dent

s] (c

ont.)

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Tota

l3

100.

00

0.0

00.

02

100.0

110

0.0

00.

03

100.

0

Q108

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Con

tract

ing

paid

job

appl

icat

ion

cons

ulta

nts

to m

eet w

ith s

tude

nts]

10%

or l

ess

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

11 -

20%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

21 -

30%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

31 -

40%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

41 -

50%

150

.00

0.0

150

.00

0.0

00.

00

0.0

133

.3

51 -

60%

150

.00

0.0

00.

00

0.0

00.

01

100.

01

33.3

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

00.

01

100.

01

50.0

00.

00

0.0

00.

01

33.3

Tota

l2

100.

01

100.

02

100.

00

0.0

00.

01

100.

03

100.

0

Q109

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Pro

vidi

ng a

cces

s to

col

lege

info

rmat

ion

publ

icat

ions

(e.g

., Ba

rron’s

, Prin

ceto

n Re

view

, US

New

s &

Wor

ld R

epor

t)]

10%

or l

ess

28.

31

12.5

114

.31

9.1

00.

01

14.3

39.

4

11 -

20%

729

.20

0.0

00.

03

27.3

228

.62

28.6

721

.9

21 -

30%

416

.70

0.0

00.

00

0.0

342

.91

14.3

412

.5

Table

cont

inues

on pa

ge 97

Table

cont

inued

from

page

95

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q109

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Pro

vidi

ng a

cces

s to

col

lege

info

rmat

ion

publ

icat

ions

(e.g

., Ba

rron’s

, Prin

ceto

n Re

view

, US

New

s &

Wor

ld R

epor

t)] (c

ont.)

31 -

40%

00.

03

37.5

228

.61

9.1

00.

00

0.0

39.

4

41 -

50%

28.

30

0.0

00.

00

0.0

114

.31

14.3

26.

3

51 -

60%

312

.50

0.0

00.

01

9.1

00.

02

28.6

39.

4

61 -

70%

14.

21

12.5

00.

02

18.2

00.

00

0.0

26.

3

71 -

80%

00.

01

12.5

114

.30

0.0

00.

00

0.0

13.

1

81 -

90%

28.

30

01

14.3

19.

10

0.0

00.

02

6.3

91 -

100%

312

.52

25.0

228

.62

18.2

114

.30

0.0

515

.6

Tota

l24

100.

08

100.

07

100.

011

100.0

710

0.0

710

0.0

3210

0.0

Q110

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Pro

vidi

ng s

pace

and

/or t

ime

for p

aid

colle

ge c

hoic

e or

app

licat

ion

cons

ulta

nts

to m

eet w

ith s

tude

nts]

10%

or l

ess

216

.70

0.0

00.

01

20.0

00.

01

33.3

214

.3

11 -

20%

216

.71

50.0

133

.31

20.0

133

.30

0.0

321

.4

21 -

30%

216

.70

0.0

133

.30

0.0

133

.30

0.0

214

.3

31 -

40%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

41 -

50%

325

.00

0.0

00.

02

40.0

133

.30

0.0

321

.4

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

18.

30

0.0

00.

00

0.0

00.

01

33.3

17.

1

71 -

80%

00.

01

50.0

133

.30

0.0

00.

00

0.0

17.

1

81 -

90%

18.

30

0.0

00.

01

20.0

00.

00

0.0

17.

1

91 -

100%

18.

30

0.0

00.

00

0.0

00.

01

33.3

17.

1

Tota

l12

100.

02

100.

03

100.

05

100.0

310

0.0

310

0.0

1410

0.0

Table

cont

inues

on pa

ge 98

Table

cont

inued

from

page

96



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q111

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Pro

vidi

ng s

pace

and

/or t

ime

for p

aid

job

appl

icat

ion

cons

ulta

nts

to m

eet w

ith s

tude

nts]

10%

or l

ess

240

.00

0.0

00.

01

50.0

110

0.0

00.

02

40.0

11 -

20%

240

.00

0.0

110

0.0

150

.00

0.0

00.

02

40.0

21 -

30%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

31 -

40%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

41 -

50%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

120

.00

0.0

00.

00

0.0

00.

01

100.

01

20.0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Tota

l5

100.

00

0.0

110

0.0

210

0.01

100.

01

100.

05

100.

0

Q112

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Rés

umé

prep

arat

ion

wor

ksho

ps b

y th

ird-p

arty

pro

vide

rs]

10%

or l

ess

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

11 -

20%

240

.00

0.0

00.

01

100.0

00.

01

33.3

240

.0

21 -

30%

240

.00

0.0

110

0.0

00.

00

0.0

133

.32

40.0

31 -

40%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

41 -

50%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

51 -

60%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

61 -

70%

120

.00

0.0

00.

00

0.0

00.

01

33.3

120

.0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Table

cont

inues

on pa

ge 99

Table

cont

inued

from

page

97

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q112

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Rés

umé

prep

arat

ion

wor

ksho

ps b

y th

ird-p

arty

pro

vide

rs] (

cont

.)

81 -

90%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

91 -

100%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

Tota

l5

100.

00

0.0

110

0.0

110

0.00

0.0

310

0.0

510

0.0

Q113

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[SAT

or A

CT te

st p

repa

ratio

n cl

asse

s (p

rovi

ded

by a

bus

ines

s or

non

profi

t gro

up)]

10%

or l

ess

518

.51

14.3

337

.51

12.5

114

.31

9.1

617

.6

11 -

20%

518

.52

28.6

112

.52

25.0

228

.62

18.2

720

.6

21 -

30%

622

.20

0.0

112

.50

0.0

00.

05

45.5

617

.6

31 -

40%

311

.11

14.3

00.

01

12.5

342

.90

0.0

411

.8

41 -

50%

27.

41

14.3

112

.52

25.0

00.

00

0.0

38.

8

51 -

60%

27.

41

14.3

112

.50

0.0

00.

02

18.2

38.

8

61 -

70%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

71 -

80%

00.

00

0.0

00.

00

0.0

00.

00

0.0

00.

0

81 -

90%

27.

41

14.3

112

.51

12.5

114

.30

0.0

38.

8

91 -

100%

27.

40

0.0

00.

01

12.5

00.

01

9.1

25.

9

Tota

l27

100.

07

100.

08

100.

08

100.0

710

0.0

1110

0.0

3410

0.0

Q114

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Par

tner

ship

with

bus

ines

s or

indu

stry

]

10%

or l

ess

710

.80

0.0

00.

01

5.3

312

.03

20.0

710

.1

11 -

20%

1015

.41

25.0

330

.03

15.8

312

.02

13.3

1115

.9

21 -

30%

57.

71

25.0

2

20.0

00.

02

8.0

213

.36

8.7

Table

cont

inues

on pa

ge 10

0

Table

cont

inued

from

page

98



Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q114

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Par

tner

ship

with

bus

ines

s or

indu

stry

] (co

nt.)

31 -

40%

69.

20

0.0

00.

01

5.3

416

.01

6.7

68.

7

41 -

50%

913

.81

25.0

110

.03

15.8

416

.02

13.3

1014

.5

51 -

60%

710

.80

0.0

110

.01

5.3

14.

04

26.7

710

.1

61 -

70%

46.

20

0.0

00.

01

5.3

312

.00

0.0

45.

8

71 -

80%

23.

10

0.0

110

.01

5.3

00.

00

0.0

22.

9

81 -

90%

23.

10

0.0

00.

01

5.3

14.

00

0.0

22.

9

91 -

100%

1320

.01

25.0

220

.07

36.8

416

.01

6.7

1420

.3

Tota

l65

100.

04

100.

010

100.

019

100.0

2510

0.0

1510

0.0

6910

0.0

Q115

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Par

tner

ship

with

col

lege

or u

nive

rsity

]

10%

or l

ess

69.

52

40.0

225

.00

0.0

314

.33

16.7

811

.8

11 -

20%

1015

.91

20.0

00.

03

14.3

628

.62

11.1

1116

.2

21 -

30%

1015

.90

0.0

225

.01

4.8

419

.03

16.7

1014

.7

31 -

40%

1015

.91

20.0

112

.53

14.3

314

.34

22.2

1116

.2

41 -

50%

46.

30

0.0

00.

01

4.8

14.

82

11.1

45.

9

51 -

60%

23.

20

0.0

00.

01

4.8

14.

80

0.0

22.

9

61 -

70%

34.

80

0.0

00.

01

4.8

14.

81

5.6

34.

4

71 -

80%

46.

31

20.0

337

.52

9.5

00.

00

0.0

57.

4

81 -

90%

57.

90

0.0

00.

04

19.0

14.

80

0.0

57.

4

91 -

100%

914

.30

0.0

00.

05

23.8

14.

83

16.7

913

.2

Tota

l63

100.

05

100.

08

100.

021

100.0

2110

0.0

1810

0.0

6810

0.0

Table

cont

inues

on pa

ge 10

1

Table

cont

inued

from

page

99

Inst

itutio

n co

ntro

lN

umbe

r of e

nter

ing

first

-yea

r stu

dent

s

Publ

icPr

ivat

e30

0 or l

ess

301-

500

501-

1,00

0M

ore

than

1,

000

Tota

l

Surv

ey q

uest

ion/

resp

onse

sFr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%Fr

eq.

%

Q116

. Wha

t per

cent

age

of s

tude

nts

enga

ge w

ith th

is p

rogr

am?

[Par

tner

ship

with

com

mun

ity (e

.g.,

colla

bora

tions

with

city

or c

ount

y go

vern

men

t, te

amin

g up

with

a lo

cal c

ivic

org

aniza

tion)

]

10%

or l

ess

49.

12

28.6

112

.50

0.0

211

.13

23.1

611

.8

11 -

20%

613

.60

0.0

112

.53

25.0

00.

02

15.4

611

.8

21 -

30%

613

.62

28.6

112

.51

8.3

422

.22

15.4

815

.7

31 -

40%

613

.61

14.3

337

.50

0.0

211

.12

15.4

713

.7

41 -

50%

36.

80

0.0

00.

00

0.0

211

.11

7.7

35.

9

51 -

60%

36.

80

0.0

00.

01

8.3

211

.10

0.0

35.

9

61 -

70%

24.

50

0.0

00.

01

8.3

15.

60

0.0

23.

9

71 -

80%

24.

51

14.3

112

.51

8.3

15.

60

0.0

35.

9

81 -

90%

24.

50

0.0

00.

02

16.7

00.

00

0.0

23.

9

91 -

100%

1022

.71

14.3

112

.53

25.0

422

.23

23.1

1121

.6

Tota

l44

100.

07

100.

08

100.

012

100.0

1810

0.0

1310

0.0

5110

0.0

Q128

. Has

you

r sch

ool a

sses

sed

or e

valu

ated

any

asp

ect o

f you

r col

lege

and

car

eer r

eadi

ness

pro

gram

s w

ithin

the

past

thre

e (3

) yea

rs?

Yes

2830

.17

53.8

847

.19

31.0

1127

.57

35.0

3533

.0

No

3537

.66

46.2

423

.514

48.3

1640

.07

35.0

4138

.7

Don’

t kno

w30

32.3

00.

05

29.4

620

.713

32.5

630

.030

28.3

Tota

l93

100.

013

100.

017

100.

029

100.0

4010

0.0

2010

0.0

106

100.

0

Table

cont

inued

from

page

100



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Documents

Exploring College and Career Readinessstudents instead of teaching new material. The cost to remediate college students nationally is estimated at $3 billion (Amelga, 2012). College