| Annually, over 10 million high school students begin | | | | identifying high schools that frequently send them |
| the process of applying to college. Their | | | | students who have graduated from their college. |
| expectation is that college will be the same as high | | | | They can identify a high school college admission |
| school. They remember getting 15 minutes of | | | | grade point average that stands out. It may also be |
| homework and studying on the bus on their way to | | | | a good idea for high school administrators to talk to |
| the first class of the day. Everything seemed so | | | | their former students about their college |
| easy and studying sufficiently was not a big deal. | | | | experiences. They can provide their perspective on |
| Unfortunately many students arrive to college | | | | which classes actually prepared them for college life. |
| unaware that they may not have adequate | | | | |
| preparation for the rigors of college. Something | | | | There is a benefit when entire colleges and school |
| needs to be done to bridge the gap in college | | | | districts work together. The teachers who are |
| preparation. | | | | completing degrees become more sensitive to the |
| | | | | challenge of preparing high school students for |
| It seems that school superintendents and college | | | | college. The teachers who express an interest in |
| presidents rarely talk about college preparation best | | | | teaching high school students can incorporate new |
| practices. Therefore the high school curriculum | | | | knowledge into their courses. These teachers can |
| seems far apart from the college curriculum. The | | | | also talk to high school students about their college |
| local high school is mostly concerned about meeting | | | | experiences. They can give them some ideas |
| state standards that are established concerning each | | | | regarding books that they can study while they are |
| course. They are also entrapped by No Child Left | | | | completing their high school requirements. |
| Behind policies that threaten schools with Adequate | | | | |
| Yearly Progress requirements. Teachers are | | | | High school students don’t have to feel that |
| spending more time preparing students for state | | | | preparing for college is only a dream. They |
| tests rather than preparing them for college. High | | | | don’t have to go to college and stumble through |
| school administrators understand that a significant | | | | classes that are too difficult. They can receive |
| amount of funding could be affected by an inability | | | | insights in their classes about college life that make |
| to meet state and federal testing standards. | | | | the college transition much easier. Some students |
| | | | | might decide to take a college course while they are |
| In spite of these challenges college presidents need | | | | in high school so that they can get a first hand |
| to do a better job of meeting with high school | | | | experience regarding the amount of studying |
| principals to discuss the type of courses that prepare | | | | that’s required. |
| students for college. They can do this by also | | | | |