Running head: EARLY EQUITABLE OPPORTUNITY FOR LOW INCOME STUDENTS

Early Equitable Opportunity for Low Income Students: Early Commitment to Financial Aid

Trevor Anderson

City University of Seattle

March 16, 2019

EARLY EQUITABLE OPPORTUNITY FOR LOW INCOME STUDENTS

Abstract

Lack of transition support services for eighth grade students from low income families going into

high school is a serious problem facing public schools and communities. ​For students coming

from generational poverty, this may be an enormous barrier and leaves these students with the

notion that post secondary education is not possible. The primary objective of this project was to

distribute and collect Washington State College Bound Scholarship applications from every

eligible eighth grade student. The College Bound Scholarship program was created to provide an

early commitment of state financial aid to low-income students who may not consider college a

possibility due to the cost. In addition to distribution of scholarship applications, this paper

highlights the importance of having collaborative relationships with educators and other

counselors in delivering transitional services and programming to students moving from

Marshall Middle School to Capital High School. This project allowed me to see first hand how I

can help close the opportunity gap for low income students through coordinating college

preparation interventions.
EARLY EQUITABLE OPPORTUNITY FOR LOW INCOME STUDENTS

Problem Statement

Lack of transition support services for eighth grade students from low income families

going into high school is a serious problem facing public schools and communities. Students that

fail 9th grade are less likely to graduate, and increasingly have a more difficult time finding

success in career options and entering the workforce as young adults. Students are most

vulnerable for dropping out of school during and immediately following their first year of high

school (Cohen & Smerdon, 2009). Building successful supports for transition into higher

education requires highly collaborative relationships between stakeholders, and comprehensive

school counseling programs in middle school, that provide early interventions and equitable

opportunities. Deficiency in any of these areas can have a negative impact on student success.

Additionally, low income, at-risk and marginalized students are more successful when there is a

sense of connectedness, and benefit from incentives of early intervention initiatives that focus on

college and career opportunities, as well as transitioning from middle school to high school

(Morningstar, Lombard, & Test. 2018).

In many ways, a student that is transitioning from middle school to high school has

entered into a right of passage into young adulthood. High school and beyond is a journey that

starts very early in students’ lives. From the formative years of early education, through all the

developmental stages of adolescence, ​students experience immense pressure to be prepared to

leave the public school system and become active members of society​. The preparation for this

transition requires a rigorous academic component, along with proper social and emotional
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developmental support. For students coming from generational poverty, this may be an enormous

barrier, and can leave these students with the notion that post secondary education is not

possible.

A middle school student transitioning into high school is ​easily as intense and difficult as

that of a high school student receiving their diploma and heading out into the world. Middle

school and adolescence is a formative period when students begin developing their own identity

outside the family (Akos & Levitt, 2002). The professional school counselor has a vital role in

this development, and must provide opportunities to help every student improve academically,

navigate personal and social development, and plan for successful careers and/or college after

graduation ​(ASCA National Model, 2012). Without transitional interventions and opportunities

for low income students to begin to explore their strengths and interests, and language around

graduation and beyond, high school can be overwhelming with no real focus on the end goal.

Students will enter high school unprepared and may never feel connected. For schools serving

more low-income and marginalized youth, efforts should be made to transition new high school

students, by providing positive connections with educators and supporting initiatives with

equitable opportunities (Benner & Graham, 2017).

Middle school students endure a multitude of problems, stress and trauma that can have a

direct impact on academic achievement and performance. Transitional intervention services is

the process through which students are taught skills vital to maintaining social and emotional

health, while developing a sense of who they are and what they are interested in doing with their

lives. These skills include self awareness, self-management, social mindfulness, maintaining

healthy relationships and making responsible decisions, all essential for students to become
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better learners and performers in life and in the classroom (Bocanegra & Gubi 2015).

Furthermore, these interventions are meant to help students discover a path of interest, as well as

develop a plan to follow. College and career topics are introduced as a means of discovering

their “why”. When a student discovers their “why” it gives power and credence to “what” they

are doing. These skills and knowledge are critical elements for eighth graders to learn as they

enter high school and for future planning for college and career.

School Community

Marshall Middle School is a relatively small school of approximately 400 students in

Washington state’s capitol, Olympia. The school’s mission statement stresses a collaborative

learning environment to ensure that all students achieve high levels of academic growth and

social responsibility. The vision of Marshall is to create a school where everyone belongs,

everyone learns and everyone grows. The school has received recognition two years in a row as a

school of distinction. This accolade honors the highest improving Washington State schools,

staff, and their leaders for ​improved performance for all students​.​ ​Specifically, sustained

performance in English Language Arts (ELA) and Mathematics. ​Additionally, staff at MMS

focus extensively on formative assessment practices, meet regularly in Professional Learning

Communities, and work to create classroom environments that foster and nurture growth

mindsets in students (Marshall Middle School, 2018).

To give perspective on the make up of Marshall Middle School, the OSPI report card for

2017-2018 indicates students are 64% White, 15% hispanic, 11% multiple race, 5.7% Asian, 4%

Black, 1.3% American Indian and .5% Pacific Islander. Male students outnumber female

students 53% to 47%. Thirty-six percent of students are low income, 13.5% have disabilities,
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6.4% of 504 plans and 2.8% are english language learners. Academically, eighth grade students

at Marshall are meeting standards in english language art (71%), math (64%) and science (73%)

(Office of Superintendent of Public Education Report Card, 2019).

Proposed School Project

In conjunction with my mentor counselor, I will be take a lead role in enhancing the

school’s college and career readiness initiatives. The primary objective of this project is to

distribute and collect Washington State College Bound Scholarship applications from every

eligible eighth grade student. Through personalized student encounters, I will award students

their application and inform them about the College Bound Scholarship opportunity. Collection

of application will involve an enormous amount of individual follow up. Students will be

encouraged to turn their applications in through weekly morning and lunch announcements. If,

by April, there are still applications to be collected, I will make phone calls home to parents

encouraging them to complete the application for their student. If, by May, there are still

applications outstanding, I will utilize the authority given in Washington State legislative action,

beginning with the 2018-2019 academic year, which allows school counselors to sign eligible

students up for the College Bound Scholarship. HB 1293 states that a counselor may witness the

College Bound pledge for a student whose parent or guardian is unable to sign with their child.

(Washington’s early college promise program, n.d.). ​Eighth grade students at Marshall

Middle School, who are eligible for the College Bound Scholarship, will complete

applications by 100% by the end of the 2018-2019 school year. Supported by collaboration

with teachers and high school career counselor visits to eighth grade classes, these students

will receive supplemental transitional support services.

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To support my efforts on my primary Capstone objective, I will collaborate on several

important college and career readiness initiatives. First, I will support the school’s AVID

(Advancement Via Individual Determination) program, by planning a field trip to University of

Washington Tacoma campus. My duties will be to seek a modest financial donation to help

offset transportation costs, facilitate the necessary internal paperwork needed, and participate as

a chaperone. Prior to the field trip, I will have several opportunities to engage students and

parents. I will be a guest speaker for two AVID classroom sessions and share my experience and

pathway to post secondary education. Additionally I will administer a student survey with regard

to parental engagement and involvement with students’ academics. I will share the results of the

survey at an AVID parent night before the field trip. I will present a short segment about the

importance of parental involvement in students academic success to the parents of AVID

students. By leading these activities, I will gain a platform in which I can carry out and support

the College Bound Scholarship initiative to those students who need it the most. With the

exception of a few, most all the students in the AVID program are eligible for the College Bound

Scholarship.

Secondly, I will assist visiting high school counselors with transition support. Once a

month, beginning in November, the high school counselors will conduct workshops for middle

school students pertaining to moving up to high school. I will facilitate and support classroom

presentations involving personality assessments and potential career interest activities,

graduation requirements, academic course options, information about high school activities,

introduction to the High School and Beyond Plan (HSB), registration for ninth grade classes, a

parent night, and finally,a campus tour of Capital High School. My participation in the eighth
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grade transition programming gives me an opportunity to come into contact with every eighth

grade student at Marshall Middle School. This access will allow me to build rapport with

students and offer an authentic, genuine approach to eligible College Bound students and their

families. Through collaboration with the high school counselors, the students will see first hand

the effort being made by adults to build school connectedness.

Discussion and Analysis of School Project

It is important to me that I collaborate with my mentor counselor and school

administration on a project that would be impactful and executed from a social justice

perspective. Rather than just distribute information about the College Bound Scholarship

opportunity, it is essential as a school counselor that I experience how to comprehensively

prepare students for post secondary options using the tenets of the ASCA framework. This

capstone project will allow me to see first hand how I can help close the opportunity gap for low

income students through coordinating college preparation interventions. Frequently, low income

students and students of color are underserved of adequate college and career preparation

(Holcomb-McCoy, 2007). This project will allow me to build a social justice-focused school

counseling program to meet the needs of marginalized students. Equity and access is what really

is at the core of my capstone school project.

Often the conversation around college and career readiness is met with the challenge

that “college is not for everyone”. Although that may turn out to be true for some, that language

comes with misconceptions​ ​and misguidance. College and career readiness initiatives must be

delivered in a fashion that includes ALL students, and offer academia and vocational trades as

equally viable post secondary options for ALL students. The line between the two must
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disappear as the need for 21st century works skills is needed in both academic and non academic

work environments. If analyzed closely, one may find that this debate speaks more to the

disproportionality of low income, at risk, and students of color going on to college or post

secondary schooling, compared to their higher income, white contemporaries. College may not

be for everybody, but the opportunity to go to college should be (Bernadotte, 2018). As a school

counselor, it is my job to usher disadvantaged students through the debilitating constructs of

classism and racism, to deliver opportunity for a better life. The College Bound Scholarship

provides an equitable opportunity to students, as well as assess and supports closing the

opportunity gap.

Fortunately, this project aligns strongly with all ASCA model program themes and

components. This makes for an ideal project, as it allows me to develop a comprehensive school

counseling program. The social justice-focus of this project is essential in building a well defined

foundation that encompasses a program focus with equitable intentions and practices. Because

the College Bound Scholarship is directed by the Washington Student Achievement Council,

there are a lot of built in management and accountability components in place. All the resources

needed to implement and track applicants are accessible from their website, or either a phone call

or email away. There are also many opportunities for professional development training for

counselors in implementing college and career programming. This project relies heavily on the

delivery component of the ASCA model, as well as having a leadership presence at all times.

The collection of scholarship applications will be a year long process and will require one on one

interaction, classroom presentations, parental engagement and collaboration with stakeholders.

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Furthermore, I am looking forward to collaborating with outside community resources

during this capstone project. I believe that in order to make post secondary options real to

students, there must be an influence and delivery from a variety of community stakeholders.

Exposure to the greater community, outside the classroom and school, gives power and credence

to the reality of high school and beyond. It is realistic to acknowledge the impact an individual or

organization can have on a student, even for a brief encounter, versus the daily testimonials

given by their educators.

Literature Review

History of Washington’s College Bound Scholarship

​According to U.S. Census Bureau data, the percentage of students from low-income

families enrolling in higher education immediately after graduating from high school, has

declined by ten percentage points since 2008, from 56 percent of graduates to just 46 percent.

Despite efforts to increase college accessibility, low-income students are much less likely to

enroll in college after high school than they were seven years ago. As a result, low-income

students attending college today is only about three percent higher than it was 20 years ago

(Nellum & Hartle, 2016).

In 2007, the Washington State Legislature established the College Bound Scholarship.

This program was created to provide an early commitment of state financial aid to low-income

students who may not consider college a possibility due to the cost. The scholarship covers

tuition (at comparable public college rates), some fees, and a small book allowance. Students are

identified as potentially eligible through participation of the free and reduced lunch program. A

student’s parents must meet income limits to become eligible. Any student under foster care their
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seventh and eighth grade year are also eligible. Eligibility for the scholarship initiates the process

of dispersing the application to students in seventh and eighth grade. Signing up for the

scholarship must be done prior to June 30th of student’s eighth grade year, while in high school,

the student must uphold a pledge. The pledge states that students must maintain a 2.0 grade point

average or higher, must not commit any felons, and upon their graduation, students must apply to

a college and fill out a Free Application for Student Aid application. Once this pledge has been

met a final review of income eligibility is reviewed and they are awarded financial aid

(Goldhaber, et al., 2017).

Impact of Washington’s College Bound Scholarship

According to the Washington Student Achievement Council (WSAC), since the program

started, over 280,000 students have applied for the scholarship. In 2011, 75% of the students who

signed up for the College Bound Scholarship by the end of their eighth grade year, graduated

from high school in 2015. In comparison, the 2015 four-year graduation rate for low-income

students who were eligible for the program but didn’t sign up, was 62 percent (Washington’s

early college promise program. n.d.). In accordance with the WSAC data, a study done in 2017

by the Center for Education Data & Research also showed large increases of on-time graduation

rates (Goldhaber, et al., 2017).

A tenant of the College Bound Scholarship pledge is that students are not to commit a

felony and maintain good standing in the community. Interestingly, research evaluated the

effects the College Bound Scholarship “pledge” had on incarceration rates. The results described

a substantial reduction in the likelihood of state prison incarceration in the years following 10th

grade. The study estimated that roughly 42 fewer students per cohort became incarcerated in a
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state prison because of the College Bound Scholarship program (Education Data & Research

Center. 2012).

From an evidence-based approach to school counseling, the data supporting the College

Bound Scholarship shows positive results that reinforces the need to make this intervention a

priority in our schools. School counseling reform movements like the American School

Counseling Association and The Education Trust, mandate that school counselors use data

informed practices with the goal of eliminating the achievement gap, and the systemic barriers

that inhibit student success (​Dimmitt, Carey & Hatch. 2007).

Conclusion

As a primary objective, delivering the College Bound Scholarship applications to every

eighth grade student at Marshall Middle School has been successful. Under my leadership,

Marshall Middle School was recognized by our superintendent, with a Gold Star Award, for our

efforts in delivering the College Bound Scholarship opportunity to our students. Through

constant individual reminders, many school announcements and under the provision of HB 1293,

100% of applications have been returned to the Washington Student Achievement Council for

processing. In addition to signing up every eligible eighth grade student, I have been able to get

nearly half of the seventh grade class signed up as well. This process has been challenging to

complete, however, one on one student engagement and important initial discussions with

students about the opportunity that the College Bound Scholarship provides, has been greatly

rewarding. Furthermore, this discussion has proven to be a beacon of hope for several of our

at-risk students.
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To enhance this project, it was necessary to get involved in other systems at Marshall

that focus on college and career readiness, and transitional support of eighth graders going into

high school. I was able to collaborate with the AVID teacher, as well as participate in eighth

grade transition programming, led by the high school counselors at Capital High School. Both

opportunities guided me into a leadership role, and placed me in positions to talk to students and

parents directly about pathways to careers, the impact of parent engagement, and facilitating

personality assessments.

I was a guest speaker in the AVID classroom twice, talking about my career and

educational path to many students that received College Bound Scholarship applications.

Having the chance to address them directly, helped emphasize the importance of the opportunity

available to them. The google survey, in regard to parent involvement at home, presented some

interesting results. The survey really showed the ambivalence students had towards the topic of

parent involvement. I shared the results of the survey at the AVID parent night, along with a

short presentation on parent engagement. This event awarded me the opportunity to engage with

several parents and students on the topic of parent engagement, in which I received positive

feedback for the information I presented.

The AVID field trip I organized with the teacher was to the University of Washington

Tacoma Campus. I secured funding for this field trip through a community resource. Next, I

organized the transportation and lined up the tour with UW campus tour officials. The field trip

was intended to show the students what an urban campus is like, and involved an activity by UW

officials in which students explored potential areas of study. The field trip was a great success.

Additionally, I believe the act of being on a college campus, and engaging with college students
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and personnel , allowed students to gain a better understanding of what college is like. Having a

“hands on” experience proved to be more impactful than delivering information in the classroom.

Importantly, financial aid was discussed as part of their programming which reinforced the idea

that post secondary schooling is an option, for anyone!

Working with the counseling team at Capital High School has been a huge success for

me, and in supporting my capstone project. Transitional programming has been in place in the

Olympia School District for some time, however, what has changed over the recent few years

has been high school counselors coming to the middle school to conduct monthly workshops to

all eighth graders. Workshops were intended to arm students with the basics of what they need to

know about entering high school, graduation requirements, options for academic pathways, and

initiation of potential college and career interests. These workshops are vital to answering

student inquiries, and easing student anxiousness about going to high school. It also gives the

high school an opportunity to come down and “pitch their brand” to their new, incoming

students. Importantly, the presentations proved to offer some solid perception data. In relation to

the topic of each workshop, I would ask a pre and post survey question in regard to the amount

of knowledge students had on the topic. In every instance students had little to no knowledge on

what was being presented. Afterwards, students had a much better understanding of the topic and

the outlook on transitioning to high school much more positive.

In the initial visits, I presented personality assessments to five eighth grade classrooms

and spoke to students about career interest. This was particularly important for me to do, as it

was early in the school year and provided me with an opportunity to be in front of groups of

students, as well as helped me to improve my presence as speaker and leader. Having this
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experience provided me an opportunity to connect with students, with the high school counseling

team, and the program they are delivering. I assisted with high school registration, eighth grade

school tours, and welcoming families on parent night for all incoming Capital High School

freshman (eighth graders).

Reflection

The work I did with College Bound has helped me build a network of educators and

professionals, in which future collaboration and mentoring can take place. While working on

College Bound, I have engaged in many discussions with stakeholders about the impact and

necessity for early intervention for low income students’ ability to attend college. Early in the

year, I participated in a College Bound training through Washington Student Achievement

Council, which engaged over 70 educators from ESD 113 on the delivery of the College Bound

initiative. From that training, I was able to construct a pipeline of individuals I have “leaned on”

for knowledge and support.

I believe the message is clear, that with programs like the College Bound Scholarship,

post secondary education is a viable option for students of low income families. The College

Bound Scholarship can be used for post secondary education and includes 2yr, 4yr and

vocational training. This kind of flexibility allows students to entertain a variety of pathways. It

also allows school counselors to educate students on a diverse amount of options. By initiating

this intervention early, students have the benefit of working with counselors and professionals in

developing a future plan. Although there was a fair amount of uncertainty with middle school

students receiving and understanding the College Bound opportunity, I experienced many

interactions with students that were very impactful. The constraints of generational poverty
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makes believing in a dream of going to college and beyond, impossible. For some students I

interacted with, this opportunity was seen as a ticket out of their current state. These encounters

were reinforcement that there is a need to deliver college and career readiness programming with

authenticity and a personal touch. As a school counselor, I will go the extra distance to ensure

there are options, equitable opportunities, and access to important resources for all of my

students.

One area that may have made this project more productive is increased engagement with

stakeholders and outside community members. I did not sense that the College Bound

Scholarship was an intervention embraced fully by all staff. It really felt like something only the

counseling department was invested in. Within these vacuums, I found it difficult to see evidence

of a cohesive stance on college and career readiness school wide.

Early in the year, I attempted to reach out to the staff to inform them I would begin

issuing applications to eligible students, and that this may require me to pull them out of class for

a few minutes. There was little response to my request. But one response I did receive was that I

should be aware and respect teachers instructional time. This was slightly off putting, as I felt I

wasn’t requesting much time. Feeling the crunch of only being an “intern”, I determined that I

would have to find creative ways to track students down outside of class to issue them their

applications. In the future, I will be sure to make sure college and career readiness programming

is on my counseling calendar and shared with staff and administration. I will also take on a

leadership role in ensuring initiatives are embraced school wide through staff trainings and

collaboration. I understand the onus is on school counselors to deliver college and career

programming. But there is a great benefit to having the greater school wide community
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supporting these initiatives and interventions. I believe having the whole staff edifying the work

being done, reinforces to the students the importance and reality of opportunities like the College

Bound Scholarship.

Although several aspects of this project were beneficial to students, I believe more could

have been done to make a greater impact. For example, at a district wide training on College

Bound, it was shared what other schools are doing around college and career readiness. One idea

I will bring to my future job is bringing a job and career fair to the building. I believe this is a

great way to build relationships with outside community stakeholders, while providing students

with the opportunity to meet a variety of professionals in different fields of employment.

In conceptualizing and initiating this capstone project, I have learned some valuable skills

and gained a sense of direction of my future career in school counseling. I have developed an

interest for College and Career Readiness (CCR) and can see myself specializing in this area as a

school counselor. I see a niche where I can make an impact and build a foundation of my school

counseling practice that leads with a social justice-focus.

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