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Breaking Barriers, Building Futures: The College Journeys of Three High School Students

As we celebrate Black History Month, ACT spotlights three inspiring high school seniors sharing their college journeys — their dreams, chall...

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As we celebrate Black History Month, ACT spotlights three inspiring high school seniors sharing their college journeys — their dreams, challenges, and the resources that have helped them succeed. Their experiences offer valuable insights and encouragement for other students preparing for the next step i their academic journey.
 
ACT supports efforts to expand college and career access for all students. The Scholarship Academy empowers students with proactive financial aid plans to minimize education debt. We applaud their great work and invite you to celebrate three aspiring students who are achieving their dreams with The Scholarship Academy’s support.

What are your academic and professional aspirations?

Jarrell Fudge, senior, D. M. Therrell High School, Atlanta, Georgia: I plan to pass all my International Baccalaureate (IB) exams, become a scientist, and work at the Centers for Disease Control and Prevention.

Madison Herrington, senior, D. M. Therrell High School, Atlanta, Georgia: I aspire to attend Clark Atlanta University as a dual Fashion Design and Business major and start my own clothing business.

Beau Morning, senior, D. M. Therrell High School, Atlanta, Georgia: I plan to earn a master’s degree in psychology and help children with their mental health. Eventually, I want to expand my work to support people of all ages to achieve better mental health.

Who has motivated or inspired you in your college-going journey?

Jarrell: A couple of teachers at my school have inspired me to keep going. The most impactful teachers in my life have been Mr. Davis and Dr. Singh. Mr. Davis has been my mentor and has been very supportive. Dr. Singh inspired me to have intellectual curiosity and see that education is the way out.

Madison: My grandmother is the person who encouraged me to pursue my dream of working in the fashion industry. She taught me how to sew and pushed me to continue being creative. I feel that college is the best way to start my career in that field while also helping me grow in knowledge in the fashion and business industry.

Beau: My environment has been a major motivator because mental health isn’t widely recognized where I come from. Transferring to a new school opened my eyes to the importance of addressing these issues.

What one accomplishment or milestone are you most proud of achieving during your high school to college journey?

Jarrell: One accomplishment I am proud of is winning first place in Audio Engineering at the Tech Fair in 10th grade. It gave me a profound hope that winning is possible and not just a fallacy.

Madison: My proudest accomplishment during high school was maintaining straight A’s for all four years of high school while managing sports, clubs, and family.

Beau: Being a member of the Academic Decathlon is one of my proudest achievements. It allowed me to showcase my academic skills while competing in a fun and challenging environment.

What resources, such as scholarships, mentorship programs, or college prep materials, has Reach Higher and/or other organizations provided you in support of your higher education access and success journey? What did you find most helpful?

Jarrell: Virtual Scholarship Academy has a website listing several different scholarships of all varieties, big and small. The school also demonstrated how we can find scholarships through Common App. I appreciate both of these, but the virtual scholarship website is definitely more helpful, as there are just so many to apply for.

Madison: The Scholarship Academy and Big Brothers Big Sisters program has helped me most in preparing for college. The Scholarship Academy is helping me to write essays for scholarships. The Big Brothers Big Sisters program gave me a mentor who has helped me meet and gain connections with people who are in the same field I want to pursue.

Beau: The Virtual Scholarship Center has been a great resource in helping me understand the power of scholarships and how to prepare for college. Their guidance has made me feel more confident about the next chapter of my life.

What barriers have you faced in accessing higher education, and how do you think these can be addressed?

Jarrell: One barrier I’ve faced was accessing articles specified for certain colleges and universities. I think that high schools should have a way to access these articles, especially for students that are a part of the IB Diploma program where using scholarly peer-reviewed articles is mandatory.

Madison: A challenge I have faced in accessing higher education is finding ways to offset the cost of college. Most scholarships are income-based and don’t look at middle-class students who are also in need of financial aid. There should be scholarships that look at academics, leadership, or what the student has done to help the community.

Beau: One challenge I’ve noticed is the limited availability of advanced and college-level courses in high school. Schools should offer more opportunities for students who are ready to excel, helping them get ahead in their college journey.

What advice can you offer to other African American students who are hoping to pursue a college degree?

Jarrell:
The advice I would give to other African American students or students in general pursuing a college education and degree is don’t give up regardless of your life circumstances or situations. Use the condescendence of others about yourself in life as motivation to become a better person academically and mentally.

Madison: Don’t quit prematurely, success is just around the corner.

Beau: Believe in yourself, and don’t let doubt hold you back. No matter who you are, there will be obstacles, but perseverance and confidence will help you push through.

What is one thing you wish you knew in high school to better prepare you for college?

Jarrell: It’s not one thing I wish I knew, but it’s one thing I wished they did. I wish, ever since we were in elementary, that schools would make complex critical thinking, interpretation, and critical analysis a part of the curriculum, as that has and will continue to become a bigger part of my life and my learning process.

Madison: One thing I wish I knew was how to narrow down my college search. When choosing a college, you need to look at the location, costs, majors, requirements, and community they have on campus. Schools are looking for certain things in students, and in high school, you should be building your resume to cater to what they are looking for.

Beau: I wish I had taken the ACT and SAT in 11th grade instead of waiting until 12th grade. Taking them earlier would have given me more chances to improve my scores.

Why is it important for people to be aware of and understand Black History?

Jarrell: Understanding and learning about black history is important to acknowledge what people of color have contributed to the world as well as other global minorities alongside Europeans.

Madison: It is important for people to know and understand Black History because this includes something our ancestors have lived through and what we are living through. You need to know your history to take notes on the good but also to prevent the bad from happening again.

Beau: Black History is essential because it highlights the resilience, contributions, and achievements of African Americans. Understanding our past helps shape a stronger and more informed future.

What are your hopes for future African American/Black students like yourself?

Jarrell: I hope that future generations of African Americans will be more open-minded about other cultures and aspire to be knowledgeable while not trying to appease other people

Madison: My hope is that we will be able to work together to create a sense of community, to give back to society, and to make sure the future for those younger than us is even better than what we have.

Beau: I hope that Black students continue striving for success and proving people wrong. As a community, we have the potential to be leaders, doctors, and even the next millionaires. We just have to believe in ourselves.

Answering Dr. King’s Call: Reflecting, Serving, and Building a More Just Future

Each year, a friend of mine pauses to read Dr. Martin Luther King Jr’s famous Letter from Birmingham jail (April 16, 1963) . This annual tra...

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Each year, a friend of mine pauses to read Dr. Martin Luther King Jr’s famous Letter from Birmingham jail (April 16, 1963). This annual tradition presents a moment to give thanks for all the progress made for justice since 1963. It is also a time to recognize that the work is not complete. Inspired by Dr. King’s words, my friend takes a moment to recommit to King’s message by fighting for love, helping their neighbor, and standing for justice. Through the many examples of challenge, struggle, determination, and sacrifice in the letter and Dr. King’s life, my friend chooses to build community, embrace action, and prioritize solidarity with those most in need. During this annual process, they pause, reflect, and reset in preparation for the unknown wonders, chaos, and opportunity of a new year.

This year, I have decided to follow my friend’s example. Before I share my thoughts on Dr. King’s life and legacy, I invite you to join me. Let us block out the noise, remain still, and read his words together.  

After revisiting the powerful and chilling words of Dr. King’s Letter from Birmingham Jail, I am excited to honor his life and legacy. As I participate in the 2025 Martin Luther King Jr. Day festivities, Dr. King’s words of hope inspire me, and his example and commitment to choose justice over injustice and love over hate moves me.

Today, I join millions in the US and around the globe who appreciate, respect, and recognize all Dr. King sought to achieve. Justice is still worth fighting for, and whether you are creating jobs for those most in need, volunteering at a local women’s clinic, or attending your local school board meeting, know that these actions matter and there is always more we can do. Each act of service, civic engagement, and neighborly care is one more step toward the vision and message of Dr. Martin Luther King Jr.

As Dr. King once said, "Life's most persistent and urgent question is, 'What are you doing for others?'" So, today, let us listen to Dr. King’s pleas. Let them move, challenge, and activate in us a commitment to root out injustice, wherever it may stand. As for me and my house, my dedication is to love, community, service, and truth every day and in every way.


#GivingTuesday: A Celebration of Caring

  By: Tina Gridiron, chief equity and impact officers, ACT's Center for Equity in Learning As we take a moment to pause and celebrate #G...

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By: Tina Gridiron, chief equity and impact officers, ACT's Center for Equity in Learning

As we take a moment to pause and celebrate #GivingTuesday, the examples of generosity and goodwill that are unfolding on social media, blog posts, and podcasts all around the world energize me. Today is a global day dedicated to encouraging people to donate to charities and give back to their communities. It is a day to celebrate the causes we care about through donations and volunteering, and it is a moment to take stock and remember that while #GivingTuesday is one day out of the year, we must strive to give our time, our talent, and our treasure all year long.

For ACT, as a learning organization, we are committed to helping individuals achieve education and workplace success and seek to embody the spirit of #GivingTuesday all year long. Every year, hundreds of ACT team members contribute to and volunteer with United Way in Iowa City, IA and in communities nationwide. ACT provides free education tools and resources for over 250,000 aspiring students each year as they prepare for life after college, and all learners have access to the free Encourage App, launched by our sister organization Encoura, to help navigate their college and career journey. With these and so many other efforts, ACT as an organization and each Team member look for ways to demonstrate compassion, deepen our collective humanity, and build a world where generosity is part of everyday life. We aim to do our part to make a difference in the communities where we live and work. 

Today, we join the community of givers who demonstrate their care for others as part of #GivingTuesday and we invite stakeholders and friends to review ACT’s 2024 Social Impact and Equity Report to see some of the ways that ACT strives to be valuable to and supportive of those in need whenever and wherever we can. We celebrate the individuals who donate money, volunteer their time, and perform acts of kindness for charitable causes today. We look forward to joining forces with the many committed individuals who follow the thoughtful instructions of Robert Louis Stevenson, who said, “Don’t judge each day by the harvest you reap, but by the seeds you plant.”

Spotlighting Native Voices: College and Career Journeys with VTEC and ACT

For Native American Heritage Month, ACT is pleased to feature student voices from the Virginia Tribal Education Consortium (VTEC) Native You...

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For Native American Heritage Month, ACT is pleased to feature student voices from the Virginia Tribal Education Consortium (VTEC) Native Youth Community Project (NYCP). VTEC’s NYCP grant serves Indigenous youth by addressing the college and career readiness needs of high school students who are citizens of Virginia-based tribal nations. ACT’s Center for Equity in Learning and VTEC have worked together to support the postsecondary and workforce preparation, access, and success of these students. Through this collaboration, we are cohosting college and career information sessions, providing vouchers for students to take the ACT assessment for free, and exploring creative ways to showcase Indigenous students’ success as they progress in their college and career journeys.

This blog spotlights Native American students Armand Azocar and Lorelai Everheart as they share their college and career goals, inspirations, and advice for other Indigenous students, highlighting their journeys through the support of VTEC and ACT.


What are your academic and professional aspirations?

Armand Azocar, junior, Ruth Asawa School of the Arts in San Francisco, California; Upper Mattaponi Tribe in King William, Virginia:

After high school, I intend to pursue a college education in either interior design or industrial design. I also have a strong interest in exercise science and plan to attend college in Colorado to further my competitive cycling career.

Lorelei Everheart, senior, Corona del Mar High School in Newport Beach, California; Pamunkey Indian Tribe in King William, Virginia: I am excited to pursue a college education in architecture. My goal is to design buildings that are environmentally sustainable and work with local ecosystems. I plan to incorporate traditional Indigenous designs and develop new architectural styles inspired by the art and heritage of my tribe.

What challenges have you faced in pursuing your education goals and preparing for your future career?


Armand: I have been fortunate not to encounter major obstacles in pursuing my educational goals or preparing for my future career. However, my high school is in a district that frequently has a lack of resources, which created challenges, particularly during my first two years. At that time, I struggled to keep my grades up because many teachers seemed uninterested, and the coursework felt disconnected from real-world issues. As a junior, I am enrolled in four AP classes, which has been a more positive experience. The courses are engaging and challenging, and my teachers are passionate about their subjects, which makes learning more enjoyable.

In addition to academics, I am also working on my career in professional cycling, which is expensive. To support this goal, I work as a bicycle coach at Wheel Kids to help cover the costs and gain experience in the field.

Lorelai: I experienced opposition to my indigenous approach to design in an art class. It was a painful experience, but it reinforced my belief that it is important to push for the recognition of indigenous designs to increase awareness of our contributions to society.

If you received assistance in applying to college, what kinds of support did VTEC provide that you found most helpful? (For example, one-on-one application guidance, financial aid night, college fair, help from a family member, etc.)

Armand: My mom is a professor, so she has been really helpful in figuring out how to apply and get financial aid.

Lorelai: I am grateful for the ACT college preparation I received from VTEC. Having access to such supportive resources has made a meaningful difference in my journey, and I am proud to have scored in the top 1%. I also owe a special thank you to my mom, who has been my biggest supporter. Her encouragement and guidance in school and planning for my future have been invaluable to me.

What advice or suggestions do you have for Indigenous students or people supporting Indigenous students as they navigate their education and career success journey?

Armand: I believe building strong social and emotional connections between each other is one of the most important things we can do as Indigenous people as we navigate our education and future careers.

Lorelai: I have four pieces of advice for students who plan to apply for college:

  1. Start thinking about how you want to present yourself to colleges earlier rather than later. High school is four years, but you only have three years to build your transcript and resume for college because you begin applications in your senior year.

  2. Aim to give colleges an answer to the question of why your coursework and extracurriculars are a good fit for one of the specific majors offered.

  3. Remember that even if you do not think you’re going to be chosen for something, it never hurts to apply. So just try.

  4. The education experience can be difficult for Native American students, but there are good mentors and programs out there to support you. I recommend seeking them out, and attending college fairs, and going to networking events.

Native Students Share Insights on Heritage and Higher Education: Part Two

In celebration of Native American Heritage Month, as we honor the rich history, culture, traditions, and contributions of Native Americans t...

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In celebration of Native American Heritage Month, as we honor the rich history, culture, traditions, and contributions of Native Americans to the United States, ACT is pleased to spotlight student voices from the Tribal Education Departments National Assembly (TEDNA). TEDNA is dedicated to empowering Tribal nations to serve their youth with the tools to succeed culturally, academically, and beyond. Over the years, ACT’s Center for Equity in Learning and TEDNA have collaborated on several programs and resources to advance college and career readiness and increase access to choices in education among Native students nationwide.
 
This two-part blog series spotlights Native American students as they share their college and career goals, inspirations, and advice for other Indigenous students, highlighting their journeys through the support of TEDNA and ACT. In the first blog post of this series, Ayden Anderson and Carter Clipp reflected on the mentors, resources, and experiences that have shaped their paths to higher education. In part two of this series, Kiara Pekah and Ryan Kosechata share their insights.
 
What are your academic and professional aspirations?

Kiara Pekah, sophomore, Rose State College, Oklahoma:
I plan to graduate from Rose State with an Associate of Science degree in biological science. After that, I will enroll in a four-year university to pursue a bachelor’s degree on either a pre-med or pre-vet track. I’m particularly interested in Oklahoma State University’s animal science bachelor’s program and its osteopathic medicine program. I am also interested in entrepreneurship, public health, and agriculture.
 
Ryan Kosechata, sophomore, Oklahoma Baptist University, Oklahoma: I plan to study mechanical engineering.
 
Who has motivated or inspired you in your college-going journey?
 
Kiara: My mother has been my biggest motivation as a first-generation student, always encouraging me to strive for better. My dad also inspires me with the hard lessons he taught about life and perseverance. I want to create better opportunities for my family and community, which face many challenges. The support I’ve received has driven me to pursue higher education so I can bring valuable resources back home. While my identity is rooted in my family, I’m also discovering other interests I want to explore and create change. Higher education is my path to achieving that.

Ryan: One of my cousins and an old friend inspired me to apply for college and strive to become a better version of myself.
 
What resources, such as scholarships, mentorship programs, or college prep materials, has TEDNA provided to support your pursuit of higher education? What did you find most helpful?

Kiara: My TEDNA mentors helped me apply to schools and scholarships and offered holistic support in guiding me toward success after high school. After our sessions, I felt more confident about pursuing higher education, knowing I wasn’t alone in this new process and could achieve more than I initially thought.
 
Ryan: One of the most valuable resources TEDNA provided me was a laptop, which has helped me perform better as a student and complete assignments from home.

What barriers have you faced in accessing higher education, and how do you think these can be addressed?

Kiara:
Since starting college, I've been assessing my skills and where I stand with each one. I realize there are effective challenges for high school students that can better prepare them for college. I could have pushed myself more in high school to improve my time management, critical thinking, and communication skills, which would have helped my adaptability in college. However, I also recognize that every college journey is unique, and what works as a challenge isn’t the same for everyone.
 
Ryan: One thing I struggled with was time management. Once I started to write down the things I needed to do for the week and have a set schedule, I had an easier time.

What advice can you offer to other Native American/Indigenous students hoping to pursue a college degree?

Kiara: Self-comparison to others can be discouraging and harmful for young people. College challenges you to reflect on how you want to live, who you want to be, and what success means for you. Getting involved on campus and networking with other Native youth through student organizations can help you build a community, develop skills like communication and teamwork, and provide a safe space. Additionally, finding campus resources will help you navigate challenges; remember that there are people ready to support you and help you succeed.
 
Ryan: I would advise them to take their time during the first semester to adjust, ask questions when needed, and enjoy the friendships they build along the way.
 
Why is it important for people to be aware of and understand Native American heritage?

Kiara:
Breaking stigmas and stereotypes can weaken their impact on Native communities and create more opportunities for future generations. Native heritage is deeply tied to identity and offers diverse perspectives that differ from Western views, providing invaluable knowledge. Cultural consciousness anywhere in the world is always beneficial because it fosters diversity.
 
Ryan: Without understanding the culture of past generations, we risk losing it, so it’s important to make an effort to preserve our heritage.
 
What are your aspirations for future Native American and Indigenous students with similar experiences?

Kiara:
Education is important for growth and should be seen more as an option for Indigenous students. We are all innate students and there are so many possibilities out there to achieve what you want for yourself, the environment, your communities, and the world. We share a lot of things with those around us, and we do not walk alone. Reach out if you need help and find what works for you! If there are changes you want to make, you can initiate them and find others along the way who want to help, too.
 
Ryan: It is important for them to show the world what our people are made of and what they are capable of.

Native Students Share Insights on Heritage and Higher Education

  In celebration of Native American Heritage Month, as we honor the rich history, culture, traditions, and contributions of Native Americans...

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In celebration of Native American Heritage Month, as we honor the rich history, culture, traditions, and contributions of Native Americans to the United States, ACT is pleased to spotlight student voices from the Tribal Education Departments National Assembly (TEDNA). TEDNA is dedicated to empowering Tribal nations to serve their youth with the tools to succeed culturally, academically, and beyond. Over the years, ACT’s Center for Equity in Learning and TEDNA have collaborated on several programs and resources to advance college and career readiness and increase access to choices in education among Native students nationwide.

This two-part blog series spotlights Native American students as they share their college and career goals, inspirations, and advice for other Indigenous students, highlighting their journeys through the support of TEDNA and ACT.

What are your academic and professional aspirations?

Ayden Anderson, freshman, The University of Oklahoma, Oklahoma: I plan to become a wildlife biologist at the Wichita Wildlife Refuge.

Carter Clipp, freshman, Oklahoma State University, Oklahoma: I hope to complete my business degree at Oklahoma State University and find job opportunities during and after my college career.

Who has motivated or inspired you in your college-going journey?

Ayden: The show Wild Kratts sparked my passion for animals, my science teachers inspired me to pursue a career in science, and the Youth Enjoy Science (YES) Oklahoma program helped solidify my decision to attend the University of Oklahoma.

Carter: I have always known college was a good path to take, and my parents reinforced my decision.

What resources, such as scholarships, mentorship programs, or college prep materials, has TEDNA provided to support your pursuit of higher education? What did you find most helpful?

Ayden: The YES Oklahoma program helped me get ready for the science courses at the University of Oklahoma and adjust to college life, while TEDNA prepared me for everything else I need to succeed.

Carter: I was lucky to have a great TEDNA mentor who was extremely helpful in finding scholarship opportunities, writing reference letters, supporting me through challenges, and offering valuable advice.

What barriers have you faced in accessing higher education, and how do you think these can be addressed?

Ayden: It can be challenging not knowing what resources are available or where to access the necessary information to apply to college.

Carter: The biggest challenge I faced was money. We couldn’t get some extra financial help from FAFSA because my parents’ income was above the salary cap, but it didn’t consider that I have three siblings, one of whom is already in college. Financial struggles are very real. While I agree that lower-income families should receive more benefits, I believe we need more scholarships that focus on academic and athletic abilities. It would also help to encourage students to seek out scholarship opportunities and other financial aid early on.

What advice can you offer to other Native American/Indigenous students hoping to pursue a college degree?

Ayden: Hang in there; things may get tough, but you have the strength to get through it.

Carter: You are not alone. Reach out to people and get all the help you can.

Why is it important for people to be aware of and understand Native American heritage?

Ayden: "Who are you that do not know your history?" - Ulysses. It’s important to remember where you come from and who you are because, once we forget, that part of us is lost.

Carter: Understanding you and your family’s history is important in all cultures. It is important for other people to learn to feel more empathy and try to understand how you might feel in certain situations.

What are your aspirations for future Native American and Indigenous students with similar experiences?

Ayden: My hope for future Native American and Indigenous students like myself is that they continue to grow, achieve, and become even better in every way.

Carter: I hope they are able to find the resources that are available to them and take advantage of all the benefits that come with being Native. I also hope they find a way to give back to the community.

November is National College Application Month

By: Lisa King, director, American College Application Campaign Each November, ACT celebrates National College Application Month. It’s a time...

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Lisa King, director, American College Application Campaign
By: Lisa King, director, American College Application Campaign

Each November, ACT celebrates National College Application Month. It’s a time to increase awareness of the ways we can expand access for all students to high-quality education experiences beyond high school, and to intentionally support and celebrate high school seniors throughout the college application and admission process.

This year, we are seeing troubling new data indicating that fewer freshmen are enrolling in college – including institutions that serve high percentages of students from low-income families. That makes it even more crucial to mark this month with programs, ceremonies, and activities designed to encourage students to plan for college. States including Arkansas, Colorado, Georgia, Indiana, Michigan, and New York have issued proclamations or announcements recognizing these efforts. College Application Campaigns in these states and others across the U.S. are taking extra steps to encourage seniors who are still deciding where to apply to get those applications submitted.

Learn more about National College Application Month in the video from Lisa King, director of ACT’s American College Application Campaign. Then, access the resources below to support your National College Application Month activities.


Additional links:

#WhyApply: Students Share Their College Application Experiences and Why It Was All Worth It

By: Lisa King, director, American College Application Campaign #WhyApply Day is a celebratory day each year when students, school staff, fa...

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By: Lisa King, director, American College Application Campaign

#WhyApply Day is a celebratory day each year when students, school staff, families, and higher education advocates show their support for those pursuing secondary education. This day sheds light on the importance of applying to college and is meant to inspire those who have yet to decide. Please join us on Friday, Sept. 20, 2024, on your favorite social media platform (e.g., TikTok, Facebook, Instagram, X) and share why you believe students should apply to college, using the hashtag #WhyApply. Follow the conversation on ACAC's official Facebook and X accounts.

“Why should I apply to college?” This is a question many students ask themselves. Here are just some of the reasons college applications can seem daunting and ultimately not get completed: a lack of motivation, financial concerns, uncertainty about where to attend, long application processes, and being a first-generation student without family or friends who could provide insight.

But the “why” in the question is what speaks to the bigger picture of college. It’s not just about doing what everyone expects of you. It’s about the opportunities provided by attending and giving your future self the best chance at success.

When asked what inspired her to apply to college, Missouri 2024 Hume High School graduate and University of Central Missouri student Emily Wadel said, “The possibility of what I could be and what I could do in the future with my degree [...] The connections and the people are incredible and the memories you’ll make — good and bad — will shape you into a better person.”

And what could some of those good memories be? Studying abroad, learning about new cultures, navigating through self-discovery and independence in a healthy environment, joining extracurricular clubs and activities, and more.


Nothing worth having comes easily, but with the right support, all things are possible, including attending and graduating from college.

School counselors and advisors can be instrumental in inspiring students to apply to college and in choosing the institutions they can be confident in and excited about.

Bryson Morrison, Missouri 2024 Hume High School graduate and Missouri State University student, credits his former counselor and advisor Janine Castillo as one of his greatest champions and support systems during the college selection and application process. Castillo connected Morrison to athletic coaches and staff at various universities — an invaluable connection for a student-athlete. Castillo presented opportunities for campus tours and kept Morrison informed about school events and meetings focused on financial planning and applying to universities, as well as tests to help decide which school would be right for him based on his personal and career interests.

Morrison described Castillo as an amazing supporter and great help. “She can figure almost anything out. She will be on your side no matter what.”

Samuel Ricot, Massachusetts 2023 New Heights Charter School of Brockton graduate and Emerson College student, also credits his former counselor Paula Fontes as helping him tremendously throughout his college application journey. With Fontes on his side, Ricot didn’t have to stress when it came to finding simpler ways of doing things — or when waiting for decisions. Fontes kept Ricot abreast of different scholarship opportunities, and with her guidance, Ricot was awarded enough aid to cover his entire tuition at Emerson College.

“She was knowledgeable about the college application process [and] was one of the most amazing resources I had available to me,” Ricot said.

So, what are some other resources that helped these students and could help you too? Wadel, Morrison, and Ricot identified Common App, Going Merry, FAFSA, and programs like rootED as top sources for application assistance. Common App focuses on the most important information and takes the fluff out of applying. Going Merry identifies scholarship opportunities and allows multiple scholarship applications via one form. FAFSA is the Free Application for Federal Student Aid. RootED helps students in rural areas connect with career and college advisors.

These first-generation students are excited about what the future holds. Wadel loves her classes and the major she chose. Morrison is happy to meet new people and obtain a degree that will place him in a position to serve his family’s community. Ricot looks forward to building relationships in the film industry and inspiring other members of his family to pursue what most would deem to be a dream.

They know they may face challenges on their journeys, but the reward will be sweet. If you have the chance to pursue higher education, they are advocates who will tell you to do it without question.

You may be at the beginning stages of your college application process but it’s the perfect time to commit to following through. As Ricot said, “Do it for yourself. Be confident in yourself, believe in yourself, and believe in your choices and wants.”

Every Senior at This Idaho High School Applied for College

By: Lisa King, director, American College Application Campaign  This blog post is the final installment in a three-part series honoring 2023...

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By: Lisa King, director, American College Application Campaign 

This blog post is the final installment in a three-part series honoring 2023 American College Application Campaign School of Excellence awardees. Read part one of the series featuring Ocean View High School in Ocean View, California, here, and part two showcasing the inspiring story of Petoskey High School in Petoskey, Michigan, here.

Timberlake High School in Spirit Lake, Idaho, is committed to making college dreams a reality for every student. This year, all 111 seniors applied to college during the 2023 American College Application Campaign (ACAC) cycle, submitting a grand total of 368 applications. Through dedicated support and personalized guidance, school leaders empowered students to envision and achieve their postsecondary goals.

With a large number of first-generation seniors, many from low-income backgrounds, Timberlake school counselors personally encouraged each student to consider the possibilities of postsecondary education.

“I believe that students need to know that there is someone on their side who wants to help them,” said Sebastian Kelley, college and career advisor at Timberlake High School. “Everything related to college can be so confusing for our students. By us having these events, we are able to help relieve the stress and anxiety that comes with the college process.”  

To ensure every student had the opportunity to apply, the team focused on meeting with seniors during their government class to assist students in completing and submitting applications through Apply Idaho – a free one-stop-shop application process that allows students to apply to up to 10 in-state colleges through one common application.

Students who were absent were not forgotten – instead, they later met one-on-one with a college and career advisor. The counseling and advising team also encouraged staff and teachers to discuss postsecondary pathways.

When students asked him, "Why apply to college?" Kelley assured students it could only open doors to future opportunities.

“It is so important to take the risk and apply to college because we live in a world where you need some type of degree or certification,” he said. “You might get accepted into a school you had no idea that you wanted to apply to.”

Jenni Kimball, former ACAC state coordinator for Idaho, says that by providing students with the proper tools and the opportunity to achieve more, leaders at Timberlake High School created a path forward for students as they look beyond graduation.

“Timberlake's college application campaign ensured that every single senior now has the option to attend a two- or four-year college,” she said. “Having options is powerful and allows students to make the best decision for their future.” 

The achievements at Timberlake High School underscore the importance of empowering students to believe in themselves and their potential to pursue a postsecondary education.

California High School Rolls Out the Red Carpet for College Applicants

By: Lisa King, director, American College Application Campaign For many high school seniors, the college application process can be a daunti...

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By: Lisa King, director, American College Application Campaign

For many high school seniors, the college application process can be a daunting task. ACT’s American College Application Campaign (ACAC) aims to make it easier with the support of school counselors, educators, and community partners by coordinating college application events across the country that meet students where they are. This year, more high schools than ever before participated, helping more than 467,000 seniors submit at least one college application in school, during the school day.

ACAC recognized a record number of 27 exemplary high schools with its School of Excellence awards honoring successes in helping to increase the number of first-generation students and students from low-income backgrounds pursuing a college degree or other higher education credential. In this blog series, leaders from three of those schools, in California, Michigan, and Idaho, share their advice for increasing student engagement.

Ocean View High School, in Huntington Beach, California, has played an integral role in the success and growth of the state's college application campaign. As one of the first campaign participants in the state, Ocean View has demonstrated continued success for the last eight years. In that time, school leaders have come up with new and more effective ways to encourage more students to apply to college – during the 2023 ACAC cycle, seven in 10 seniors submitted at least one college application.

“College is one of many options that students can pursue after high school,” Ocean View Principal Robert Rasmussen said. “Many students don’t have a clear-cut vision for their future, so by applying to college, and creating an education plan, it can help focus their goals for the future.”

At Ocean View, where 80% of students come from racial or ethnic groups that are traditionally underserved, educators have raised money to pay application fees, and worked with local partners to support students with disabilities and English learners in the transition to college. The school has also organized events including “College Wednesdays” and College Signing Day. During College Signing Day, school counselors provide students with folders including their transcripts and individualized notes about their college plans and eligibility. The school also rolls out a red carpet celebrating students as they walk to the library to complete their applications. The excitement extends beyond the senior class; the entire student body is invited to cheer on their peers as they take the first steps on their postsecondary paths.

Dr. Denise Harshman, ACAC state coordinator for California and coordinator of Advanced Learning at the Orange County Department of Education, says the school’s success is due in part to an unwavering commitment to the campaign.

“The College Application Campaign would not thrive in Orange County without the dedication, vision, and execution of Ocean View High School from the very beginning,” Harshman said, “not only taking on a new endeavor but making it an integral part of the school culture and community.”

The success at Ocean View demonstrates the results of continued dedication to student success and creating opportunities for postsecondary pathways. Stay tuned for more college application success stories in the second of this three-part series, featuring Petoskey High School in Petoskey, Michigan.

ACT’s American College Application Campaign Announces 5th Annual School of Excellence Awardees

IOWA CITY, IOWA — Today ACT’s American College Application Campaign (ACAC), a national effort to increase the number of first-generation col...

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IOWA CITY, IOWA — Today ACT’s American College Application Campaign (ACAC), a national effort to increase the number of first-generation college students and students from low-income families pursuing a college degree or other higher education credential, announced its fifth annual 2023 School of Excellence awardees, a group of 27 exemplary schools that are helping students pursue postsecondary success.

“We are incredibly excited to recognize the 2023-24 School of Excellence winners, and the communities of educators, volunteers, and students who have helped drive this nationwide campaign forward, with the most applications ever submitted as part of the campaign,” ACT CEO Janet Godwin said. “These communities have shown a path forward as we work to ensure that all students, including first-generation college-goers and high school seniors from low-income backgrounds, consider college. It begins with demystifying the complex process of applying. By meeting students where they are — in school, during the school day — the winning schools are removing many of the common obstacles students face in applying to college.”

The application process can be confusing and daunting. ACAC events help high school seniors, including those who are the first in their families to attend college or are from low-income families, submit at least one college application in school, during the school day. Winning schools help students understand the steps of the application process and host events that empower students to complete an application.

Awardees demonstrated a strong commitment to student success and serve as exemplary models for their state’s college application campaign. The 27 winning schools, listed below, were key contributors to this year’s successes:
  • A record number of 9,253 high schools hosted a College Application Campaign event — an increase of nearly 80% over last year.
  • More than 467,000 seniors submitted at least one college application during events.
  • Students submitted a total of 1,398,024 applications.
“We have seen firsthand how communities can transform the lives of students and their entire trajectories as they navigate life after high school and into college,” ACAC Director Lisa King said. “I’m so proud for ACAC to recognize more School of Excellence winners this year than ever before. It’s a thrill to celebrate the exceptional work of these educators and communities who are supporting students to take the first steps beyond high school.”

Each year, ACAC works with designated coordinators in nearly every state and the District of Columbia to host college application events and reach students in their schools and communities, encouraging them to apply to college. Activities in 2023 included college application drives, financial aid workshops, and one-on-one mentoring for academic and career planning support.

Nationally, the campaign has served nearly 4.7 million students who have submitted nearly 8.7 million applications since 2005.
2023 School of Excellence Awardees


For more information, visit https://equityinlearning.act.org/acac.

About the American College Application Campaign

The American College Application Campaign (ACAC), a national initiative of ACT’s Center for Equity in Learning, is designed to increase the number of first-generation college students and students from low-income families who pursue a postsecondary degree. The purpose is to assist high school seniors as they navigate the college application and admissions process and ensure each participating student submits at least one admissions application. https://equityinlearning.act.org/acac/

About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Grounded in more than 60 years of research, ACT is a trusted leader in college and career readiness solutions. Each year, ACT serves millions of students, job seekers, schools, government agencies and employers in the U.S. and around the world with learning resources, assessments, research and credentials designed to help them succeed from elementary school through career. Visit us at www.act.org

Contact: Allie Ciaramella; allie.ciaramella@act.org

Celebrating the Stories of Black Scholars

  In celebration of Black History Month, ACT is reflecting on stories from Black students who are on unique higher education journeys. From ...

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In celebration of Black History Month, ACT is reflecting on stories from Black students who are on unique higher education journeys. From ACT Scholars to SAAB, these students demonstrate how Black students are identifying and seizing opportunities to fulfill their potential while empowering their peers and future generations of learners.

What was your motivation for going to college and earning a degree?

Nelson Rhomberg, associate of arts, Kirkwood Community College:
I have grown up differently than most of my friends. I was born in Haiti in 2001 in a very small village outside of Arcahaie. My family was very poor and my mom was trying to raise my brothers and sisters and me by herself. My job as a kid was to help take care of my younger siblings. I wasn’t able to go to school because my mom couldn’t afford to send me. In 2013, I was taken to a Créche to be adopted along with my little brother. We were adopted and moved to Iowa in 2016. I was 15 years old.

There are so many kids in Haiti who do not have the opportunity to go to school at all, which makes me appreciate it more that I get that chance.

Read more about Nelson’s college-going journey. 

What sorts of educational and cultural activities have you found most effective in helping you take full advantage of your college years?

Talon Mitchell, bachelor of science, Missouri State University: The most important and effective educational activities are clubs and organizations that align with your major and interests! They have an abundance of helpful information. Also, there are probably older students who can be your guide and help you be successful and more efficient when trying to reach your goals.

When there are events, speakers, or celebrations on or off campus, take advantage and attend, especially if the culture is different from yours. Sometimes it's just difficult to understand the importance of others' cultures when you’ve never experienced them for yourself. But regardless of whether you can relate, a culturally conscious experience helps us create a more collaborative community. Without learning about other cultures, we would neither encounter nor recognize the benefits each culture adds to our world.

Read more about Talon’s college-going journey.

How does your research address diversity, equity, and inclusion issues, challenges, and opportunities?

Alexis Oakley, Ph.D candidate, University of Iowa: My current research interests have been concentrated on how various statistical and psychometric models use data from different invariance studies. Invariance studies evaluate underlying constructs or latent traits across multi-group data – including diverse identified populations like cultures, grades, genders, and socioeconomic scales – or longitudinal data, to show change over time.

With measurement invariance studies, I can explore and advocate for diversity, equity, and inclusion issues, challenges, and opportunities in education measurement and statistics. These issues and challenges have become a small conversation in the testing community, but they have yet to be discussed more thoroughly. I would love to stir up the proper discussions on improving diversity, equity, and inclusion in testing with my own research.

Read more about Alexis’ college-going journey.

Is there any advice you would give to education and equity advocates who seek to ensure that students of color, and Black men in particular, are able to succeed academically, socially, and professionally?

Tyler Burt, bachelor of science, Missouri State: The best advice I can give is to listen to what we’re saying. A lot of the time Black men don’t feel heard in what they are saying or needing, and it can take just that one advocate to truly listen to change his life entirely.

Read more about Tyler’s college-going journey.



What was the biggest challenge you faced as a first-generation college student?

Kossi Boluvi, associate of applied science, Kirkwood Community College: Because I come from a different cultural background in Togo, West Africa, I was feeling uncomfortable in the collegiate atmosphere. However, I understand the value of an education. A community college education is an expense, but it’s an investment that is definitely worthwhile.

Read more about Kossi’s college-going journey.





What advice would you give to first-generation college students today?

Savanna McAtee, associate of applied science, Kirkwood Community College: Believe in yourself and know your worth. Make sure to go to class and pay attention, stay after school for those open hours and connect with your advisors. They can help answer the questions your parents can’t and lead you to more information you may have missed out on.

You also have to advocate for yourself and find a good support system, whether it be family or friends, because there will be times when you may want to quit. It will be hard, but you can be the first in your family and you will make a difference to your younger family members who are looking for that example to look up to.

Read more about Savanna’s college-going journey.

Anything else you’d like to share?

Dr. Omolola Terrika Anaman, University of Iowa: Every student has a unique journey in education. Everyone wants to go the four-year route, but it isn’t “one size fits all.” I started at a community college in my hometown and now I am an ACT Scholar, receiving a full-ride scholarship from ACT, and finishing my doctorate.

Some people may doubt you, but do not allow that to influence your path. You can define your own version of what it means to be successful! Any degree that allows you to work and follow your passion is great; don’t be pressured to attend a four-year college, if it’s not what you desire.

Read more about Omolola’s college-going journey.

Fostering College and Career Readiness in Native American Students

For Native American Heritage Month, ACT is pleased to feature student voices from the Virginia Tribal Education Consortium (VTEC) Native You...

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For Native American Heritage Month, ACT is pleased to feature student voices from the Virginia Tribal Education Consortium (VTEC) Native Youth Community Project (NYCP). VTEC is dedicated to serving Indigenous youth by addressing the college and career readiness needs of Native high school students nationwide. ACT’s Center for Equity in Learning and VTEC have worked together to eliminate barriers to academic support in Virginia's Tribal Nations through the Forward Academy – a set of programs and supports for college and career awareness, preparation, engagement, and success among students and their parents – and ACT’s American College Application Campaign (ACAC), which provides training for high schools hosting college application events, with a focus on first-generation college students and students from low-income families.

What are your education and career aspirations?

Atlas Savage, senior, Buckingham County High School, Virginia; Monacan Indian Nation:
I plan to go to college for a degree in American Indian Studies. I hope to find a job advocating for Indigenous peoples and tribes in the U.S.

Dean Badamo, senior, Patchogue-Medford High School, New York; Nansemond Indian Nation:
My plan is to earn a degree in culinary arts and food and beverage management, possibly with a concentration in entrepreneurship. I would like to work for a few years in the profession in order to gain enough experience to own and operate my own establishment.

Katheryn Hopson, senior, homeschool/dual enrollment, Northeast State Community College, Tennessee; Monacan Indian Nation: I plan on going into the medical field; however, I have not settled on an exact field of study yet. No matter what field I go into, I hope to excel at what I do, but moreover, I want to love what I do.

Tristan Everheart, senior, Corona Del Mar High School, California; Pamunkey Indian Tribe: I plan to go to a four-year college to get a degree in civil or environmental engineering. I hope to become an engineer, possibly working in the renewable energy field or in agricultural engineering.

If you received assistance in applying to college, what kinds of supports did you find most helpful?

Atlas: The Virginia Tribal Education Consortium College Readiness online workshop [was the most helpful].

Dean: I got the most help from VTEC through my tribal liaison in the Nasemond Indian Nation. They set me up with a mentor, Chef Rocchi, to help me navigate my field and decide where I would fit most, in one-on-one weekly mentoring sessions. They also provided me with ACT waivers to take the exam without cost as well as a subsidized ACT test prep course.

Katheryn:
VTEC paid for me to have ACT prep classes online and this was so beneficial to me. I was able to prepare for the exam and really get a feel for the test. Also, because of the program I was able to improve my score after testing the second time. My mother has also been extremely helpful in my search for the best place for me as we have been able to have numerous discussions about what I want for my future.

Tristan: While one-on-one application guidance has been very helpful, the most important support I have received has come from my family, especially my mother.
 
What challenges have you faced in pursuing your education and preparing for a career?

Atlas:
Living in a small town and going to a small school with virtually no Indigenous population besides my family has not been easy … On multiple occasions, I have dealt with offensive language or stereotypes in relation to Indigenous peoples ... This is a challenge on its own but becomes even more difficult when bringing it forward is met with further resistance and no effort to change or fix the issues surfacing.

Dean: Some challenges I have had involved picking the right programs to pursue and what direction I want to focus on in the vast opportunities of the food, beverage, and hospitality industry. It has also been challenging this year in my trade school class to adjust to what it is like to work in the demanding atmosphere of a high production kitchen.

Katheryn: I have found it challenging to settle on one career and college. There are so many options, and it is very stressful trying to settle on one.

Tristan: It has been difficult to get enough money together to make sure that I can make it through college without having to take on a great deal of debt.

Is there any advice you would give to people who want to support education and career success among Native American/Indigenous students?

Atlas: Based on my own personal experience, my advice for people and school systems who want to support the education of Indigenous students is to practice sensitivity. Do your research and ensure you aren’t furthering offensive stereotypes. If the content being taught has offensive language or stereotypes – particularly classic novels or history writings – unpack that in class along with the main lesson. Make it clear to students, Native and non-Native, that racially insensitive content can and should be addressed and dismantled properly. Taking these actions will make Indigenous students everywhere feel safer and more comfortable in classroom settings.

Dean: The best thing to do is to connect Indigenous students with mentors from their Native community who are well versed in a profession the student is interested in. This helps them see they are not alone, and they, too, can be successful. Also, having admissions and financial aid counselors on site at tribal community events helps create awareness for Indigenous students of the opportunities available to them. The personal connection is much more meaningful than emails or fliers.

Katheryn: First, thank you! Second, not all Native American students live close to their tribal areas, and being able to access help from farther away has been instrumental in my journey. Please keep doing this work as it really is so helpful to so many of us!
 
Tristan: It can be difficult for students to realize what they want to do and why college is a useful idea until it is too late to meaningfully improve their college applications. I think it's important to help young Native Americans gain ambitions for things they want to learn and jobs they might like to have early on.

How Our North Star is Lighting a Path for Assessment Development

By: Kelly Smith, senior content specialist, English Language Arts, and Tina Gridiron, vice president, ACT’s Center for Equity in Learning At...

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By: Kelly Smith, senior content specialist, English Language Arts, and Tina Gridiron, vice president, ACT’s Center for Equity in Learning

At ACT, our true strength comes from sharing our expertise in research and analytics, and using this knowledge to create opportunities so that all students can fulfill their potential. That starts with making sure our tests include high-quality, valid assessments that reflect the material being taught in American classrooms.

In 2021 and 2022, the ACT English Language Arts content team initiated a series of roundtable discussions to examine equitable representation in ACT reading passages. The roundtable participants were some of the country’s leading educators and researchers, including reading and literacy experts, with extensive experience with student-centered perspectives on diverse representation. In each roundtable, panelists reviewed and provided feedback on potential passages considered for use in the ACT reading assessment.

“This roundtable series provided a rare opportunity to come together with colleagues who share various forms of expertise in education, and who often haven’t seen ourselves represented in affirming and nuanced ways in K-12 curriculum (and even less so in assessment materials),” said Betina Hsieh, a professor in the College of Education at California State University, Long Beach and one of the roundtable experts. “The project’s intentional focus on integrating texts with diverse perspectives that honor our increasingly diverse student body has the potential to make important shifts in the way we think about how authentic assessments can serve students.”

Roundtables focused on different identity groups.

The English Language Arts team identified select ACT reading passages for the panelists’ consideration. Each roundtable focused, respectively, on passages that center on authors and perspectives from one of four identity groups: Black; Latinx; Native American; and Asian American, Native Hawaiian, and Pacific Islander (AANHPI).

We also identified the following areas of expertise as top priorities in selecting panelists:
  • Classroom or research-based perspectives on student experiences of the identity group of focus.
  • Equity perspectives on student success.
  • Experience teaching literature or English Language Arts.
  • Research perspectives on cultural studies related to the identity group of focus.
Passages were anchored through narrative framing.

When selecting passages for the ACT reading assessment, the English Language Arts team considers the many ways that students bring their lived experiences to the act of reading in the assessment context. While ACT reading passages must meet a host of other requirements, including those related to text complexity, length, and subject matter, we also prioritize materials with culturally affirming representations likely to be inclusive and accessible to students of all backgrounds. Roundtable panelists were invited to engage in close reading and discussion of the selected passages with this student-centered perspective.

We received abundant practical feedback and advice specific to each of the identity groups of focus. Furthermore, a sustained focus on narrative and journalistic framing emerged across the different roundtables. A number of panelists separately advised on the benefit of seeking asset-framed representations that introduce people according to their assets and aspirations rather than perceived deficit-associations or negative social factors. Discussions repeatedly explored, in-depth, how “asset-framed” representations can provide a framework for evaluating whether a passage is engaging with complex realities while also creating a positive representation.

A roadmap to results was drawn.

The roundtable discussions confirmed that ACT’s approach to providing high-quality, authentic assessment materials can align with the needs and interests of today’s increasingly diverse high school student body. Additionally, the rich insights and constructive feedback of the discussions further build on ACT’s best practices for fairness, inclusion, and excellence in assessment development.

To be sure, diverse and equitable representation in assessment materials doesn’t happen overnight. It takes time and hard work, exemplified by our commitment to Equity by Design. At ACT, we are redefining readiness, which we see as an ongoing journey — not a destination.

Learn more about the roundtables and ACT’s efforts to strengthen diverse and equitable representation across reading assessment materials in the report, Affirming and Equitable Representations in ACT Reading: A Roundtable Discussion Series.

How Are You Celebrating College Applicants This Fall?

By: Lisa King, director, American College Application Campaign Each fall, ACT’s American College Application Campaign (ACAC) hosts the #WhyA...

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Park Center Senior High School students pose with a Hennepin Technical College pennant.
By: Lisa King, director, American College Application Campaign

Each fall, ACT’s American College Application Campaign (ACAC) hosts the #WhyApply social media campaign to encourage students across the country as they apply to college and plan for their futures. This year, on Sept. 22, we will recognize the nearly 300,000 students who will participate in college application events at 6,000 high schools.

But who says the celebration should be limited to one day? Quite the opposite, according to ACAC’s School of Excellence winners. These educators have demonstrated exemplary success in helping to increase the number of first-generation college students and students from low-income families pursuing a college degree or other higher education credential. And their events, and similar events in nearly all states and the District of Columbia, span from August to November.

When a college application season winds down, counselors and students have a lot to reflect on. Successful schools tend to host a wide array of programming for students, from pre- and post-application workshops to guest speakers.

“As we know, families have varying levels of experience with the college application process,” said Michaela Thomas, former school counselor at Littleton High School in Littleton, New Hampshire. “Building events into the school day ensures students are given the space to complete their applications and do so to the fullest extent with your team’s knowledge.”

Park Center Senior High School students pose with a Hennepin Technical College pennant.
In Minnesota, Park Center Senior High School students learned about Hennepin Technical College during the school’s College Knowledge Month. Credit: Minnesota Goes to College

Park Center Senior High School in Brooklyn Park, Minnesota, hosts a variety of college-related support and completion events throughout the school year, with the goal of “meeting students where they are,” College and Career Specialist Sara Schreiner said. The school hosts a College Knowledge Month in October, which is packed full of events such as visits from college representatives and informational meetings about things like essay-writing and financial aid. Each November there is a large college fair.

With so much information to cover for so many college hopefuls, counselors encourage their colleagues to remember that students overcoming barriers that could otherwise prevent them from applying is a cause for celebration.

“Take photos and help them recognize that they are special, and make this process memorable for them,” advised Aubree Boivin, college and career counselor at Albuquerque School of Excellence in Albuquerque, New Mexico. “Document their achievements visibly and publicly on social media and displays throughout the school.”

Thomas suggested decorating the application event space, setting up a photo booth, and providing treats: “Make it fun!” Her team even hosted its “I Applied” Day on Halloween.

Two Littleton High School seniors pose with balloons.
Littleton High School seniors in New Hampshire. Credit: ApplyNH (formerly I Am College Bound)

“Picture students submitting their first applications to college dressed as a clown, pirate, and tourist, while their school ‘cow-nselor’ walked around answering questions,” Thomas said. “And I can’t forget the candy!”

For additional advice from ACAC’s School of Excellence awardees on how to help more students apply to college, register to watch a recording of our recent webinar, where two winners shared their most effective strategies from last year’s application season. And don’t forget to celebrate your students’ achievements by participating in the #WhyApply social media campaign on Sept. 22.

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