Broadening our Horizons: How to Encourage College and Career Readiness

• Alexandra Webber, Sociology, University of Delaware

• Kelly Sherretz, Biden School, Institute for Public Administration, University of Delaware

While college-specific readiness programs have proven valuable to many students, encouraging college and career-oriented paths is essential for the success of all students. Having a support system geared toward degree-pursuing scholars is a solid start, but leaves little guidance for those wishing for something other than the traditional college experience. According to a study by Populace, Americans have placed less emphasis on the importance of earning a college degree for postsecondary success. In 2022, survey respondents ranked college preparedness 47th out of 57 priorities for K-12 schools–a stark contrast from pre-pandemic years when it was ranked 10th. Since its inception as College Application Month in 2012, the recently rebranded DSS Launch program has grown to serve every public and charter high school across the first state while responding to a larger nationwide call for attentiveness toward students’ non-college postsecondary goals. This summer I worked closely with the DSS Launch team on projects such as our Text Messages & Audit sheet and Site Coordinator Manual. Both the audit and Site Coordinator Manual serve as guiding documents for planning and facilitating student outreach. From monthly text messages to counselor-led future readiness activities, Launch is a champion of student success–whether that be found inside or outside the classroom. Using data from the audit and Launch’s Site Coordinator Survey responses, I’ve found that families and faculty alike value the transition from College Application Month to Launch into Your Future Month. In addition to increased interaction with messages concerning non-college options for students, I’ve observed overwhelming interest in these opportunities by site coordinators. These findings indicate Delawareans’ desire for diverse representations of college alternatives. Furthermore, they suggest that postsecondary success is not solely dependent on obtaining a degree, but can be self-defined.