| No more than a few years ago, college planning | | | | States and the bridging of a more global world, the |
| started in 12th grade where it was the first time | | | | encouragement of students to attend a college or |
| students learned about the SAT tests and build their | | | | university out of state has increased as well as the |
| list of colleges. Times have change with many | | | | encouragement for students to consider applying to |
| students currently beginning their planning as early as | | | | more colleges. At the same time, these colleges and |
| 9th grade. While some may argue that beginning the | | | | universities have become aggressive in their |
| college process this early is ridiculous, the truth is that | | | | recruitment and marketing techniques introducing more |
| it’s quite necessary. Keep in mind that asking | | | | attractive opportunities that a student has to choose |
| young students in 9th grade what colleges they are | | | | from. As a result, students must begin researching |
| applying to does not define good college preparation; | | | | what colleges seem the “best fit†|
| however, asking them if they would like to keep the | | | | for them deciphering the difference between |
| educational doors open after high school is a | | | | persuasive marketing messages. Just a reminder that |
| conversation that must happen early on. Before | | | | finding the “best fit†does not mean |
| reviewing the aspects of good college advising, | | | | finding out about the likelihood of being admitted. |
| let’s look at three major influences that have | | | | Instead, finding the “best fit†college |
| impacted the way we plan for college. | | | | means to conduct campus visits, research their |
| Competitive Labor Market: | | | | personalities and atmosphere, and asked themselves |
| According to the Current Population Survey | | | | “where do I really fit best?†All this |
| conducted by the U.S. Census Bureau in 2003, 77% of | | | | requires more time for investigation and planning |
| students who receive a high school diploma will enter | | | | outside regular high school counseling hours. |
| the labor force compared to 85% who receive a | | | | It’s evident that the college going culture is |
| bachelor’s degree and 91% who receive a | | | | growing by the minute, and in order for students to end |
| doctorate’s degree. The same survey also | | | | up happy and successful (in that order), the college |
| revealed that the average earnings in 2002 increased | | | | conversation needs to start early. Be aware, however, |
| with each education level with high school diploma | | | | there is a damaging assumption that in order to help |
| workers earning an average of $27,280 annually, | | | | students prepare for college, we must use tactics that |
| compared to the average annual income of $51,194 | | | | instill (intentional or unintentional) anxiety, fear, and |
| earned for the bachelor’s degree holder | | | | uncertainty to the process such as national rankings |
| (Stoops, 2004). The pressure and expectation of | | | | and statistical GPA and SAT averages. On the |
| students attending college is no longer a | | | | contrary, students who are most successful in the |
| “dream†or family quest, but more a | | | | college process are those who can reflect on their |
| requirement in order to obtain a career that gives a | | | | own needs and interests, and more importantly act on |
| decent paycheck. | | | | those needs and interests, as well as establish good |
| Population and Demand: | | | | study habits and time management skills. |
| With competition increasing due to the sheer numbers | | | | Also, keep in mind college admissions review |
| of high achieving students, students and parents | | | | student’s academic and extracurricular |
| applying to college are feeling the pressure to prepare | | | | activities for the entire 4 years; not only 11-12th grades. |
| early. The panic of becoming the “top | | | | Many students who do not have a sense of what |
| student†or “winning the | | | | colleges expect of them risk the surprise of not |
| race†has evolved into an obsession that | | | | meeting specific requirements or not having enough |
| leads students and their parents to push the college | | | | time to build on their interests in time. In order for |
| planning envelope as early as possible. The good old | | | | students to reflect on what makes them tick, we must |
| American “competitive spirit†is out | | | | challenge our students to find their voice early in life, |
| there, and although often having negative effects on | | | | introduce the ideas of what a college education means |
| student performance (if this competitive spirit is not | | | | in terms of opportunity, and prepare them to be |
| nurtured appropriately), the desire to become number | | | | advocates for themselves as they decide which high |
| one demands early college planning. It also ensures | | | | school courses to take and which activities to be |
| successful results in getting students in the college of | | | | involved in. This is the process of finding their voices, |
| their choice. | | | | and it is their voices that will drive the college process |
| Increase Colleges Choices | | | | as we as educators, counselors, and parents become |
| With over 3,000 colleges and universities in the United | | | | their cheerleaders. |