CFWV's College-Going Culture Assessment Survey

This assessment tool can help you evaluate your school community's level of maturity when it comes to developing a strong college-going culture. There are no official "grades" or "scores."

If you find that you are scoring your school community lower in some areas, this may be a good area on which to focus. To ensure a strong foundation, start at the lowest level of the Change Maker's Pyramid (as seen above) you feel is applicable for your school.

For information, strategies, resources, and practical action steps to help you develop, strengthen, or sustain a college-going culture in your school community, please visit https://toolkit.wvgearup.org for the complete College-Going Culture Toolkit.

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* 1. Please list your school, county, and school level.

School

County

School Level (elementary, middle, K-8, high school, 5-12, K-12, other)

Please note, WVHEPC, WVGEAR UP, CFWV, and the WVCTCS will be using the data collected from this assessment to follow data trends over the coming years.

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* 2. AWARENESS: Students and families can accurately identify the average cost of attendance for a four-year college or university and two-year college.

This would require a major change or a lot of time.

We could do this easily or with little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with little effort.

We are already doing this.

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* 3. AWARENESS: Students and families can name at least ten postsecondary institutions in our state.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 4. AWARENESS: Students and families can name and accurately describe the various types of postsecondary learning including bachelor's degrees, associate degrees, certificate programs, apprenticeships, and military training.

This would require a major change or a lot of time.

We could easily do this or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could easily do this or with a little effort.

We are already doing this.

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* 5. AWARENESS: Students and families know how to evaluate the quality of postsecondary programs including demonstrating an understanding of accreditation, career placement rates, student life, and experience offerings, and average return on investment (ROI).

This would require a major change or a lot of time.

We could easily do this easily or with little effort.

We are already doing this.

This would require a major change or a lot of time.

We could easily do this easily or with little effort.

We are already doing this.

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* 6. AWARENESS: Students and families can articulate the benefits of pursuing higher education.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 7. AWARENESS: Students and families can describe the college application process and timeline.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 8. AWARENESS: Students and families believe that it's never too early to begin planning for college.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 9. AWARENESS: Students and families can list sources of financial aid and describe the basic financial aid application process.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 10. AWARENESS: Students and families believe they can afford postsecondary education with the help of scholarships, grants, and loans.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 11. AWARENESS: School personnel agree with the statement that every high school graduate has the potential to succeed in postsecondary education and with the statement that all graduates should pursue some form of postsecondary education.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 12. MOBILIZATION: At least one professional development opportunity focusing on college access and success issues is offered to teachers, counselors, and administrators in your school each year.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 13. MOBILIZATION: College-related materials and messaging is visible in majority of the classrooms, hallways, and common areas within your school.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 14. MOBILIZATION: Each year, IF YOU ARE A HIGH SCHOOL, your school is participating in the three milestone events required to be recognized as a Champion of College Access and Success: 1. College Application and Exploration Week, 2. the FAFSA Completion Campaign, and 3. College Decision Day. If you are not a high school, each year, you are participating in College Application and Exploration Week.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 15. MOBILIZATION: Most departments at your school have identified and implemented ways to integrate college information and planning into their academic curriculum.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 16. MOBILIZATION: Your school coordinates at least one college visit per grade level each school year.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 17. MOBILIZATION: A formalized group of parents and family members focused on college access and success issues exist either in the form of a committee of an existing organization or a separate organization focused exclusively on college readiness issues.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 18. MOBILIZATION: At least one student group at your school has committed to and undertaken initiatives focusing on college access and success issues.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 19. MOBILIZATION: Numerous students from low-income, minority, and first-generation college families are helping lead college access and success initiatives.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 20. MOBILIZATION: Parents and family members from low-income, first-generation college, and minority groups report feeling welcomed and valued at your school.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 21. MOBILIZATION: Students can clearly articulate why postsecondary attainment is important and believe that all of their peers are capable of achieving postsecondary success.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 22. COLLECTIVE IMPACT: You have created a formal organization composed of cross-sector partners from diverse backgrounds to focus on increasing college attainment rates in your community.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 23. COLLECTIVE IMPACT: Your attainment organization has adopted shared metrics, regularly tracked, with action plans.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 24. COLLECTIVE IMPACT: College and university staff members visit the school on a regular basis and collaborate regularly with teachers and staff at your school.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 25. COLLECTIVE IMPACT: Counselors and teachers at your school have a close working relationship with state-level college-readiness professionals, such as CFWV and state-level financial aid representatives.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 26. COLLECTIVE IMPACT: Business and community leaders, as well as postsecondary professionals, are consulted when planning district or school-wide goals and improvement plans.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 27. COLLECTIVE IMPACT: Data and research drive decision-making.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 28. COLLECTIVE IMPACT: Students and parents have a voice in school and district decisions and their input is valued and seriously considered.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 29. COLLECTIVE IMPACT: Your school and your college attainment organization clearly communicate your goals to the broader community and provide updates on progress.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 30. COLLECTIVE IMPACT: Your college attainment organization is composed of diverse members representing a variety of sectors, expertise, and backgrounds.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 31. COLLECTIVE IMPACT: Low-income, first-generation college, and minority students and family members are actively involved with your college attainment organization's activities and leadership.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 32. SUSTAINED INNOVATION: In your community, college means postsecondary - not just a "traditional" four-year degree.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 33. SUSTAINED INNOVATION: College is broadly viewed as a viable and desirable path for ALL students.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 34. SUSTAINED INNOVATION: College success stories are prevalent throughout the school and community.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 35. SUSTAINED INNOVATION: Academic achievement is considered a universal point of pride on par with athletics.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 36. SUSTAINED INNOVATION: Teachers generally believe that all students can succeed in higher academic level classes when the appropriate strategies and support structures are put in place.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 37. SUSTAINED INNOVATION: Parents and students demand that a wide variety of advanced classes be offered and there are high levels of participation in upper level and advanced courses.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 38. SUSTAINED INNOVATION: Your school has identified all students from low-income, minority, and first-generation college families and made an intentional effort to assist them in college planning, engage them in leadership opportunities, and encourage them to take advanced academic courses.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 39. SUSTAINED INNOVATION: College advocacy is emphasized during hiring and performance evaluation practices.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 40. SUSTAINED INNOVATION: Most school team members can report on your school's college-going rates and the activities and initiatives you've undertaken to increase them.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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* 41. SUSTAINED INNOVATION: Your school's college-going rate is published and discussed throughout the community and is viewed as a measure of success for your school system.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

This would require a major change or a lot of time.

We could do this easily or with a little effort.

We are already doing this.

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Thank you for completing the College-Going Culture Assessment. If you would like a PDF copy of your assessment, please email, Heather McChesney at Heather.McChesney@wvhepc.edu

Thank you for completing the College-Going Culture Assessment. If you would like a PDF copy of your assessment, please email, Heather McChesney at Heather.McChesney@wvhepc.edu