Discover Your School’s College-Going Culture
Every high school has its own unique college-going culture—the shared beliefs, expectations, and practices that shape how students and families think about life after graduation. Understanding your school’s culture is the first step toward ensuring every student has the knowledge, support, and confidence to pursue the path that’s right for them.
We've created 8 College-Going Culture types—each with its own characteristics, common signs, and practical next steps for growth—that you learn more about below. To help you assess where your school stands and chart a path forward, we’ve created a set of tools you can use together or individually:
- College-Going Culture Infographic – A visual overview designed to spark conversations with staff, students, and families.
- College-Going Culture Rubric – A self-assessment tool to identify your current type.
- College-Going Culture Action Plan – Step-by-step guidance for moving from assessment to implementation and sustainability.
- College-Going Culture Checklist – A guide for building strong, equitable systems and practices.
Whether you’re just beginning this journey or ready to take an already strong culture to the next level, these resources will help you engage stakeholders, close equity gaps, and create a school environment where postsecondary success is expected—and achievable—for every student.
Read on to learn more about the 8 College-Going Culture types:
Developing Culture
“We’re just getting started and building our vision.”
Characteristics:
- School and/or district may be new, under new leadership, or have limited resources.
- College-going work is not yet embedded, but there’s momentum to change.
- Staff are eager to improve, but need training, tools, and time.
- Students and families want support but don’t know where to start.
Common Signs:
- No clear schoolwide college vision, calendar, or metrics—yet.
- Sporadic or informal conversations about postsecondary options.
- Staff ask for more professional learning and collaboration time.
Next Steps:
- Start small: schedule 9th-grade advising meetings, plan a college week, share college affordability resources.
- Create a college and career readiness task force to build systems.
- Celebrate early wins to sustain momentum.
Emerging Culture
“College is talked about, but there’s no clear roadmap.”
Characteristics:
- Programming is inconsistent and reactive.
- Students receive little guidance unless they seek it out.
- Families may feel confused or uninformed.
- Counselors often lack support, tools, or time.
Common Signs:
- No school-wide college planning calendar.
- College events are optional and sparsely attended.
- FAFSA completion and college application rates are low or unclear.
Next Steps:
- Build foundational systems: grade-level checklists, planning tools, and FAFSA programming.
- Begin staff training and community engagement on college access.
- Establish baseline expectations for all students.
Aspirational Culture
“We believe in the value of college, but belief isn’t always enough.”
Characteristics:
- There is a strong cultural value placed on higher education.
- Students are encouraged to attend college, but access is limited by structural or resource constraints.
- Knowledge gaps and competing priorities make consistent family and staff support difficult.
- Staff shortages, funding cuts, and/or systemic inequities restrict the school's ability to do more.
Common Signs:
- Students are motivated but often lack exposure to a range of college options or pathways.
- Counselors are deeply committed but overwhelmed with caseloads or non-counseling duties.
- Families value education but may not understand how to navigate the postsecondary process.
- Postsecondary planning is uneven across grade levels and student demographics.
Next Steps:
- Increase exposure through free and low-cost summer programs and fly-in opportunities.
- Connect students with community-based organizations that support college access.
- Direct students to college planning websites like Appily, where they can search for colleges, take virtual tours, and research scholarships.
Transactional Culture
“We help students apply, but it’s mostly about deadlines and documents.”
Characteristics:
- College processes are implemented but without depth or equity.
- Counseling is often focused on senior year.
- Support is available but unevenly accessed (especially by first-generations or marginalized students).
- College is framed as a task—not a personal or family journey.
Common Signs:
- Heavy focus on applications, FAFSA, and test prep—without much exploration or reflection.
- Little differentiation for students pursuing different types of postsecondary options.
- Staff may rely on a few key people (e.g., one counselor or college advisor) for all college tasks.
Next Steps:
- Expand college readiness efforts to earlier grades.
- Improve personalization by helping students focus on fit.
- Make college planning more student- and family-centered.
Conflicted Culture
“We say college is for everyone, but our actions don’t fully support that.”
Characteristics:
- The school publicly supports college-going, but actual practices show inconsistency or bias.
- Some students are encouraged toward college, while others receive passive or discouraging messages.
- Staff are divided on the importance or accessibility of college for all students.
- Families may sense conflicting expectations and disengage.
Common Signs:
- Honors and AP access skews toward certain demographics.
- A few teachers and counselors drive all college-going efforts; others opt out.
- Events and advising are offered but not designed with equity or outreach in mind.
Next Steps:
- Review policies (course access, advising load, event attendance) by demographic group.
- Rebuild shared vision and culture with inclusive practices and clear communication.
- Incorporate direct admissions to engage more students in the process, especially those who may be disengaged or discouraged.
Selective Culture
“We celebrate college—but mainly for high-achievers.”
Characteristics:
- Strong support exists, but primarily for top academic performers.
- College acceptances are celebrated—but mostly to prestigious or selective schools.
- Some students feel excluded or discouraged if they aren’t “honors material.”
- Messaging may unintentionally suggest college isn’t for everyone.
Common Signs:
- Counselors triage support based on GPA or motivation.
- Community college and career pathways are underrepresented.
- Parents of non-honors students feel disconnected or unsupported.
Next Steps:
- Audit access to resources by student demographics (e.g., AP classes, college visits, scholarships).
- Elevate all postsecondary paths: two-year, four-year, trade schools, military, etc.
- Build a culture of inclusion, not competition.
Integrated Culture
“College is a path—but not the only one.”
Characteristics:
- Postsecondary planning is rooted in both college and career exploration.
- Students are encouraged to consider multiple options, including two-year colleges, apprenticeships, workforce training, and military service.
- There is strong alignment between students’ academic plans and career interests.
- A priority is placed on long-term success, economic mobility, and informed decision-making.
Common Signs:
- The school offers robust CTE programs, dual enrollment, or work-based learning experiences.
- Counselors and teachers help students match interests to pathways early on.
- Career fairs, industry partnerships, and job shadowing are part of the student experience.
- Families and students value affordability, stability, and local opportunities.
Next Steps:
- Create a clear process for helping students identify and evaluate postsecondary pathways.
- Integrate career literacy into academic subjects and advisory periods.
- Highlight alumni in a range of careers—not just four-year college graduates.
Embedded Culture
“College and postsecondary planning are engrained into who we are.”
Characteristics:
- College knowledge, access, and support are built into the school’s DNA.
- Every student is seen as college-capable, and every adult plays a role.
- Equity is intentional: the school tracks and closes opportunity gaps.
- Families are valued partners, and their cultural perspectives are honored.
Common Signs:
- Counseling starts in 9th grade (or earlier) and scaffolds over time.
- College-going data is reviewed regularly and used for decision-making.
- There’s a shared belief that postsecondary success is possible for all students.
Next Steps:
- Scale up alumni support and college persistence strategies.
- Create personalized scholarship search plans for each student.
- Share best practices with other schools.
