By now, Eduflack readers know two evident truths about successful communications. The first is we must raise awareness about the problem and what people know about it. The second is we must drive audiences to action, getting them to change their behaviors to fix said problem. It is modern-day advocacy. Being informed is no longer enough. If we aren’t taking the action steps to improve student achievement, then any “PR effort” isn’t worth its salt.
For years now, we’ve screamed from the rooftops that each and every child in the United States required a college degree. The U.S. Department of Education said that 90 percent of new jobs demanded some form of postsecondary education. We’ve talked about the problems of dropout factories and business’ need for a college-educated workforce. We’ve discussed 21st century skills and the learning needs one acquires after high school.
Earlier this week, the KnowHow2Go campaign released new public survey information on its efforts to boost public awareness of its efforts to inform eighth to 10th graders on the need for college. The results include:
* More than one-third (35 percent) of students say they are regularly taking steps to prepare for college (up from 26 percent in 2007)
* Nine in 10 students (91 percent) have spoken to an adult about college prep, up from 80 percent
* Six in 10 students (63 percent) have seen or heard of KnowHow2Go and its advertising campaign
* Eight in 10 students (81 percent) said they were familiar with the courses needed for college, up from 70 percent two years ago
The data points are interesting, don’t get me wrong, but what do they really tell us? As we are improving our ability to inform students, are we actually changing student behaviors? Unfortunately, we just don’t know. This data seems to raise just as many questions as it provides answers.
One-third of students are taking steps to prepare to college. Interestingly, one-third of high school students will go on to college. And one-third have gone on to college for decades. What does that mean? In 2007, those students who were likely going on to college didn’t know they were taking the steps necessary to get there. So now those same students know they are asking the right questions and getting the right information. But what are we doing for the two-thirds of ninth graders who will never go on to college? What questions are they asking? What steps are they taking? And why aren’t they doing what it takes to prepare for postsecondary education?
Ninety percent of students have spoken to an adult about college. What about that remaining 10 percent? What are they talking about? Who are they talking to? And how are we defining an adult? Based on my previous research with high school students on whether or not they go on to college, the vast majority of students say they trust their parents first and foremost when it comes to college decisions.. Guidance counselors usually rank near the bottom of adults when it comes to those voices they value. So are these students talking to parents and trusted adults, those they may actually listen to, or are they talking to the guidance counselors and such that they will immediately discount?
Eight in 10 students are now familiar with the courses needed for college. But are they taking them? Again, information is great, but are students acting on the information? Are they enrolling in higher level science and math classes? Are they taking dual-credit opportunities? Are they taking the ACT or SAT test? Are they passing their state proficiency exams? It is one thing to say we know what we need to do. It is something completely different to actually do it.
What do we know? We know that only a third of today’s ninth graders will go on to postsecondary education. We know that of those who enter college, more than half are unprepared for college-level work, evidenced by the high numbers of students requiring remedial math and ELA courses. We know that a third of students are still dropping out of high school, and those numbers reach almost 50 percent in our African-American and Hispanic populations. We know that drop-out factories are still far-too-prominent in too many of our urban centers.
I give KnowHow2Go credit for boosting awareness of the issue. Based on their data, their message is getting out there and students are more aware of the issues (at least those students who are participating in the survey). But how is that awareness being used to actually change public behavior? How do we use that awareness to boost high school graduation rates? How do we use it to close the achievement gap? How do we use it to actually boost the college-going rate, particularly among minority and low-income students? How do we get more students to pursue the multiple pathways of postsecondary education? How do we move this newly acquired information into real action that is improving student achievement and preparedness for the opportunities in the 21st century workforce.
Growing up, GI Joe taught Eduflack (and many others) that knowing was half the battle. He was right. KnowHow2Go has done a good job of informing students of the questions they need to ask and the issues they need to think about. But what are they doing with that information? Success only comes when we can show more students are actually going to college. Success only comes when we demonstrate that students are actually taking the courses they need to go on to college. Success only comes when we have tangible results to show for it, real results tied to grad rates, college preparedness, and the number of students gaining postsecondary degrees. Success only comes when we fight that other half of the battle. And far too many of us still need to gear up for that fight.