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The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.

Past work and college-access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college-aspiring working-and middle-class black 9th and 11th graders across almost two years in high school along with their post–high school updates. Respondents were exposed to college-going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on hopeful uncertainty—a repertoire of hope for college admissions but uncertainty in the specifics—and they waited for assistance. Twelfth-grade working-class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working-class respondents used a repertoire of competitive groundwork to improve their competitiveness for four-year admissions, targeting their help seeking to navigate impending deadlines and late-stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access.

[...]you layer on top of that the rising cost of higher education, which, as a former vice president for enrollment, I fully understand. [...]that could be about challenging financial aid dollars or legal battles that institutions are going to have to face, which could cost a lot of money. [...]I will say that as someone who spent about 30 years on college campuses and was a cabinet level leader on campuses, college campuses are difficult to change. In all the surveys that we have done at NACAC, and in all of the data, and in all of the anecdotal storytelling that we get from young people, we hear them asking why is this process so complicated? I was just on a webinar yesterday with colleagues in other countries-and these are colleagues who are trying to send young people to study in the United States- whose greatest criticism was why that the system is too mysterious and complex. [...]itis a great move in the right direction to create flexibility for young people and decrease the stress in the process.

Fifty years ago, Lord's familiar-sounding data points were captured in the summer edition of College and University, formerly the Journal of the American Association of Collegiate Registrars and Admissions Officers, which by then had been chronicling the group's meetings and other activities for more than 50 years. Demographic shifts, increased competition, the introduction of free community college in some states, and the decline in the traditional college-age population make this even more critical now than it was in the 1970s,\" she says. A Hechinger Report article (Marcus 2020) has noted recently that after the pandemic, dwindling enrollment numbers, and a Justice Department ruling (U.S. Department of Justice Office of Public Affairs 2019) outlawing certain limitations on college recruiting have caused them to step beyond \"taking risks\" and perhaps have created excesses. [...]some colleges are distancing themselves from this practice,\" she has written.

Students at St. John's love books, and they are assessed on how they explore the ideas in those books- both in writing and in classroom discussion. [...]the very nature of a discussion-based approach, which necessitates a multi-step, iterative process, is the antithesis of what currently defines most college application processes: a single moment of submission and a long wait for a response. [...]in its first year, 131 students applied to St. John's using the DBA. [...]these interactions are happening at the same time other colleges often discourage interaction between admissions staff and students-after the point of application and before the time of admission-which is another yield-boosting impact.

The study employed a mixed-methods approach, including surveys of counselor education department chairs and document analysis of the curricular offerings in all CACREP-accredited school counseling specialty programs. Identifying the role of the school counselor in promoting college readiness Identifying academic habits that prepare students for postsecondary success Articulating how school counseling standards support the development of academic habits and postsecondary readiness Identifying ways to incorporate academic habits curriculum into classroom lessons, and small groups that support K-I2 learning objectives Discussing the importance of collaborating K-I2 to improve students\" postsecondary success Strategizing ways to collaborate with your school counseling, teaching and administrative staff to keep your school focused on the culture of college and career readiness Listing factors associated with postsecondary success in early childhood, elementary, middle and high school, and explain how comprehensive school counseling programs can have an impact on these factors Discussing the importance of a collegegoing culture and recognize what fosters a college-going culture Analyzing your school's current culture regarding postsecondary readiness Discussing best practices for promoting a college-going culture that take into consideration demographic settings and special populations Recalling the basics of financial planning for college to help increase awareness around college costs and encourage parents to educate themselves early about the true cost of college Recognizing and discuss community college opportunities with students Employing best practices for writing letters of recommendation (ASCA 2022, para 2) This series of competencies is critically important in preparing students to achieve postsecondary success. The analysis and information processed in this model may be influenced by many outside factors, including socioeconomic status, socialization, cultural capital, and expectations (Kinzie, et al. 2004; Ware and Mathis 2019) Combined Models of College Choice Combined models of the college choice process incorporate a focus on how socialization, cultural capital, and environmental factors influence college choice and recognize that all the aforementioned singular models of college choice theory provide important components that can enhance an understanding of the college choice process. The model has been utilized to study the college choice process of traditional students in four-year colleges, community college students, transfer students, student veterans, and non-traditional age students (Tobolowsky and Bers 2019).

Kelsey Simonson is Registrar and Director of Community Standards at the Tufts School of Dental Medicine. She graduated from Boston University with a major in international relations and minors in film and television, and after a brief stint in the entertainment industry began working for Tufts University about ten years ago and has advanced to the position she now holds. She has a Master of Education from Boston University, and a Doctor of Education from the University of Wisconsin-La Crosse. Her research focuses on campus climate, culture, and sense of belonging, particularly for Black students. Simonson was born and raised Massachusetts. In her free time, she enjoys running, hiking, and reading.

Community college (CC) admissions counselors (ACs) are essential employees who serve as ambassadors of the institution. Their role involves providing valuable information to potential students and their families, leading to CC admissions. However, there is a lack of research exploring their work and how they cope with and adapt to the demands of their job. ACs juggle college fairs, campus visits, and reviewing application materials, which can be physically and emotionally challenging. To maintain stable student enrollment, CC leaders must find ways to keep ACs engaged and motivated. This study identified core competencies needed for communally engaged ACs by examining the alignment between position descriptions and the expectations of community college recruitment to assist students in the college decision-making process. By improving position descriptions and policies, this research sought to enhance ACs' ability to cope with and adapt to their work and reduce high turnover in CC admissions offices.

According to CUPA-HR, admissions roles are some of the lowest paid across all professional higher education positions. The shift away from considering test scores has only increased the scrutiny of these documents. Because this evaluation process requires the careful attention of admissions officers in reviewing the myriad application components, limited staff capacity is fundamentally at odds with the nature of holistic review. At institutions that have experienced turnover, this feedback process not only can shed light on why staff have resigned but also can affirm to current team members that senior leadership is committed to supporting them. * Provide growth opportunities and train junior admissions officers for future responsibilities. Research has shown that employees highly value professional development opportunities and are less likely to leave organizations that promote their continued learning (Farrow, Kitto, and Knudsen 2021).

The purpose of this qualitative study was to examine school counselors' preparation for college admissions counseling, strategies counselors utilize to stay current on college admissions processes and trends, and professional development needs related to college admissions counseling. Study findings indicated school counselors did not complete coursework in college admissions counseling during their school counseling graduate preparation programs. The study's results also suggested school counselors rely more on the American School Counseling Association (ASCA) and American Association of Collegiate Registrars and Admissions Officers (AACRAO) professional associations or college and university outreach initiatives to stay current on college admissions processes and trends, rather than school or district-level professional development opportunities. Participants identified four salient categories of professional development needs: 1) gaining knowledge about college and university admissions requirements; 2) counseling students and families on financial aid and scholarship processes; 3) advising students on standardized college admissions tests; and 4) learning about new college majors and career fields.