by Frona A. Brown, Ed.D and Matt Tominey, Ph.D.
At an educational conference in May of 2007, we compared the major differences in a wide range of categories between the high school and college experiences. Developing time management skills, motivation, self-discipline, and successful independence are just a few of the critical elements necessary to make a successful transition.
High School |
College |
|
At least 30 hours/week of classroom instruction; regular daily schedule; attendance enforced |
Schedule |
Usually 12 hours/week of classroom instruction; classroom attendance often not checked |
Routines established and enforced by parents, school, community traditions |
Freedom |
Student alone responsible for scheduling free time; time management skills needed |
Regulations of school and home limit number of distractions |
Distractions |
Frequent distractions (parties, fraternities, sports) leading to neglect of academics |
Demanded by parents and teachers |
Discipline |
Solely up to the student |
More frequent (5 days/week) |
Teacher-Student Contact |
Less frequent (1 to 3 times/week) |
Parents, teachers, counselors often take responsibility and arrange for tutors, etc. |
Academic Support |
Requested and arranged by student; student must be own advocate even if college offers academic support |
Not as great; lower half of class might not attend competitive college |
Competition |
More difficult since only better students go to college |
Student's status in academic and social situations often influenced by family/community factors |
New Status |
Students in new situation; judged solely for him/herself and by his/her own behavior |
Parental contact constant; personalized counseling by teachers and guidance counselors regularly and easily available |
Counseling |
Parental contact limited and difficult; students must seek out counseling; often difficult to schedule and not personalized |
Students told what to do in most situations; follow-up on instructions is usual |
Dependence |
Student is on his/her own; much self discipline required; often no specific time lines, no follow-up, no warnings |
Push to achieve and participate from parents, teachers, counselors longtime friends |
Motivation |
Student solely on his/her own; push solely from within |
Often based on parental values; student frequently not given choices |
Value Judgments |
New dilemmas with serious implications/ consequences involved outside guidance often not available |
While the above information applies to all students, those with documented disabilities who are willing to work hard, consistently take advantage of the support services offered to students, and advocate for themselves are those who also most often tend to be successful at the college level.
Frona Brown, Ed.D.is a College Disabilities Specialist and an Assistant Professor in the Education Department of Goucher College in Baltimore, Maryland. Matt Tominey, Ph.D. is the Director of the Office of Student Disabilities Services at the Weingarten Learning Resources Center of the University of Pennsylvania in Philadelphia, Pennsylvania.