A+Case+for+College-Decision-making+Steps+for+the+Undecided

media type="custom" key="6629839" align="center" A Case for College: Decision-Making Steps for the Undecided by: R. Stephen Hicks Stokes County Schools

There is a period in life where time seems to move in slow motion and all that matters is the everyday predictable ways of academics, friends, and family. But soon, time becomes an enemy, and the next phase of life is closing in: Life After High School. Suddenly, feelings of anxiety replace the confidence of the secure, flourishing high school juniors and seniors. As one student stated, “I’m leaving this place… and now I’m scared” (Entin, 2009). There is a heavy decision that requires a new level of independence for these students. The pressing question is: What am I going to do now?

Parents and students have many of the same concerns as they consider the possibilities of the future after graduation. The primary source of worry rests in the decision of whether the student should go to college. However, with eight out of ten jobs requiring some sort of postsecondary education, it is fair to consider college as a strong possibility (Weast, 2010).

Unfortunately, according to research (Camizzi, Clark, Yacco, and Goodman, 2009), adolescents and their parents are less likely to pursue the idea of post-secondary education due to being uninformed about the preparation and application process. This study also reported that when students were in a situation of being a first generation graduate, post-secondary education seemed beyond reach due to irrational assumptions, fear of the unknown, and the intimidation of the process (Camizzi et al., 2009). However, informing the necessary parties of the preparation and application process in a patient and non-judgmental manner decreased the anxiety and fear related to the intimidating task of college and therefore increased the percentage of students who applied for advanced high school courses, post-secondary education, and financial aid (Camizzi et al., 2009).
 * Preparing for College**

Being informed is not the only way to increase a student’s knowledge of applying for post-secondary education. Students also need social, emotional, and academic support throughout the college application process (Malone, 2009). There is a wide variety of resources available to schools, families, and students that can offer support to adolescents as they prepare for and apply to colleges. One such federally funded program is Upward Bound. This program specifically focuses on the academic success by offering support through tutoring and college preparations through mentors (US Department of Education, 2010). Another program is Early Colleges. This program encourages high school students to take courses for college credit while still in high school. Not only does this help students with their transition into college after high school, but it also advances their placement in college as they would be attending with credit hours already completed (Williams, 2010). Locations of both of these programs, as well as many other college preparation programs available, can be found by asking a local school counselor.

The main concern that parents and students face when exploring the possibilities of college is finances. Many are concerned that college expenses will quickly turn into a financial black hole. However, although this debt may be acquired throughout the college experience, it is only a matter of time before the degree starts reaping benefits. A college degree will result in an increased income compared to a high school diploma alone. In fact, over a lifetime, bachelor’s degree holders make over $1 million more than high school graduates (Porter, 2002).
 * Why Should I Go to College?**

A practical example of this difference might be the following: Graduating from college includes more job opportunities as well. Generally, those with college degrees have a larger job pool and are less likely to lose their jobs than those with high school diplomas (Porter, 2002).
 * · Johnny has an associate’s degree (2 years of college) and is now working as a physical therapist assistant. He makes enough money in one day to pay for groceries for a whole week.
 * · Peter has a high school diploma and is working as a sales associate. He works three days in order to have groceries for one week.

Apart from financial benefits, college is also a unique experience to gain freedom and have fun after high school. Students will have the freedom to grow academically as they are challenged with refreshing knowledge. They will also gain independence by managing their own study and social schedules and by developing new friendships. The benefits of college continue even after graduation. Research shows that college graduates have more time for their families, more time for hobbies, and better health (Porter, 2002).

This evaluation may include questions such as:
 * Choosing Your School**
 * Once students have decided that college is the avenue they want to pursue, they must begin the process of choosing a school that fits the best for their needs. The first step is to determine the students needs. It is important to discover what the student enjoys and may desire to do as possible future vocation in order to determine their needs in a college (Niles & Harris-Bowlsbey, 2009). A simple self-evaluation can help to narrow down possible interests. **
 * · What classes do I enjoy? Why?
 * · What jobs have I done, and what did I like about it? Dislike about it?
 * · What are my values?

For example, if a student enjoys group discussion in English class, he/she may want to choose a vocation that includes interaction and communication rather than working with computers. This is an easy method that can assist in helping to know yourself better.

Another way to learn about personal interests can be through interest assessments. There are a wide variety of tools available online at no charge. One specific resource is [|www.careerinfonet.com]. This site offers a variety of free career assessments and occupation information. Another helpful resource is [|www.bls.gov/oco], also referred to as the //Occupational Outlook Handbook//. This site gives vivid job descriptions, necessary training, job outlook, and earnings. Job shadowing, or spending a day with a person who has the job of interest, gives hands-on experience as well. Many times this will provide a clear picture to the student if this is an occupation they would like to pursue. Once the student’s needs have been determined, the next step is to explore the possible college options. The student must decide five major things: what TYPE of degree he/she wants, the SIZE of the school, the LOCATION the school, the TUITION, and the PROGRAM they want to be in. Narrowing down this search can be a stressful task. However, if a parent or student is overwhelmed by options, [|www.collegeboard.com] is a great resource to use. This site provides information for over 3,000 colleges using a search engine that funnels down colleges that meet specific preferences.

The actual process of applying for college varies depends on what college the student chooses. Included in the process is an application form where the student will give demographic information. Most schools have an application fee that must be paid, but some schools will waive that fee depending on the applicant’s situation. Also included in the application are test scores. The student must submit his/her high school transcript and ACT or SAT scores. Other requirements that vary per school are essay questions, personal interviews, and recommendation letters. There is a checklist of these items available online (Collegeboard.com, 2009). An important aspect to remember is deadlines! Every school has deadlines for its application, and it is vital to submit applications according to those deadlines.
 * Applying for College**

Part of the college application process is applying for financial aid. Camizzi et al. (2009) were not the only ones to discover the anxiety-provoking process of college preparation and application. The presidential administration has realized how difficult the process can be and is working specifically on the financial aspect of college. They want to extend financial aid to more students while simplifying the process of applying for that aid (Kates, 2009). This will not only help more students of lower socioeconomic status to receive financial aid, but it will relieve partial anxiety in the entirety of the process. There are a few different types of financial aid: scholarships, grants, loans, and work study. Scholarships and grants are funds that do not have to be repaid whereas loans do have to be repaid. Work-study programs are similar to employment where the student earns money that is applied to his/her tuition. The most common source of financial aid is federal aid received through the FAFSA (Free Application for Federal Student Aid). The website for FAFSA ([|www.fafsa.ed.gov]) is a great resource in learning about how to apply for those funds. It has step-by-step instructions as well as information on how to prepare for and follow-up with the application. This form is available both in English and Spanish and is also available in a paper format. Other ways to receive financial aid can come through local organizations such as businesses or churches, state funds, the military, personal employment, or other private sources.
 * What is Financial Aid?**


 * Conclusion**

The decision to go to college can be one of the most interesting and difficult decisions a high school student can make. It can be a time of great anxiety and fear. While this is understandable, it can be made much easier if the student has knowledge of the steps involved in the process. Knowing how to choose, apply, and pay for college can help the student to reduce fear and anxiety. Simply knowing resources that can help in these areas is half of the battle. Hopefully this article has shown how these resources can be found, and how the decision making process can be made simpler.

References

Camizzi, E., Clark, M.A., Yacco, S., & Goodman, W. (2009). Becoming “difference makers”:School-university collaboration to create, implement, and evaluate data driven counseling interventions. //Professional School Counseling, 12//(6), 471-479 (43892941).

Collegeboard.com (2009). //College application checklist: Keep track of your applications.// Retrieved from __[].__

Entin, D. (2009). On Realizing it's worse than I thought. //Journal of College Admission//, (202), 14-17. Retrieved from ERIC database.

Kates, W. (2009, October 5). Biden hits the road to promote importance of college education. //Community College Week,// pp. 15.

Malone, H.J. (2009, Fall) Build a bridge from high school to college. //Phi Kappa Phi Forum//, 23.

Niles, S. G. & Harris-Bowlsbey, J. (2009). //Career development interventions in the 21st century// (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Porter, Kathleen (2002). //The value of a college degree.// Retrieved from __[]__.

US Department of Education (2010). //Upward bound program.// Retrieved from [].

Weast, J. (2010). Deliberate excellence. //School Administrator, 67//(6), 25-29. Retrieved from Education Research Complete database.

Williams, M.R., & Southers, T. (2010). Blurring the lines between high school and college:Early colleges and the effect on adult learners. //Adult Learning, 21//(1/2), 26-30.

1) How can a parent or student find out about local college preparation programs?
 * Final Exam Questions**
 * 1) Google it!
 * 2) Ask the local librarian
 * 3) Ask the local school counselor
 * 4) Check the school bulletin board
 * 5) All of the above

2) Students do not need social, emotional, and academic support while looking at colleges. They should be independent.
 * 1) True
 * 2) False

3) This is the type of financial aid available:
 * 1) Scholarships
 * 2) Grants
 * 3) Loans
 * 4) Work study programs
 * 5) All of the above

4) Bachelor degree holders make ___ more that those with only a high school diploma in a lifetime. 1. $50,000 2. $100,000 3. $250,000 4. $500,000 5. $1 million

5) When looking at options for college, it is important to consider: 1. type, size, location, and tuition 2. type, sports, location, and tuition 3. type, size, location, tuition, and program 4. type, size, gender ratio, tuition, and program 5. type, size, sports, social events, and program