Five things schools can do now to increase postsecondary enrollment

Obligatory stock photo of happily enrolled postsecondary students

Obligatory stock photo of happily enrolled postsecondary students


  • Washington State has a skills gap problem – an estimated 40% of Washington students are earning post-high school credentials whereas over 70% of jobs require a postsecondary credential

  • Increasing postsecondary enrollment is critical to closing the skills gap and helping Washington students prepare for the great jobs available here

  • Schools can make progress to close the gap by tracking student postsecondary outcomes and assigning a leader to be on point for postsecondary enrollment

  • Parents can help by engaging in conversations with their students about post-high school planning, and learning more about key college-going behaviors

It’s September… the most wonderful time of the year if you’re an office supply store or teen clothing chain.  It also means it’s time for school districts and counselors to start building their student guidance plans for the coming school year.  To help with that, we’ve put together a tactical guide with top five things districts can do to help prepare their students for education after high school and boost postsecondary enrollment rates.

Why are we focusing on postsecondary enrollment?

First, for those less steeped in education wonkery, a brief case for why we’re focused on postsecondary enrollment.  Washington (and the nation at-large) has a significant education attainment gap – it’s estimated only 40% of Washington high school students go on to earn a postsecondary credential (e.g. a degree or certificate after high school – includes registered apprenticeship, 2-year, and 4-year degrees).  However, when reviewing labor market data, we see that more than 70% of jobs in Washington require a postsecondary credential.  This “skills gap” of 30% means a lot of Washington kids are not prepared for Washington jobs.

Over the past couple years, Kinetic West and the Partnership for Learning / Washington Roundtable, have worked together to analyze Washington’s skills gap to understand the key drivers leading to student postsecondary success.  While Washington high school graduation rates have been steadily increasing over the past 10 years, and our postsecondary system is relatively efficient at graduating students once they are enrolled, our state trails the nation for the percent of high school students that enroll in a postsecondary program… and it’s getting worse.  To reach 70% credential attainment, we must focus on postsecondary enrollment – more students enrolled means more students who will complete.

Fortunately, there are many things that districts, high schools, and parents can do to help their students enroll in and graduate from postsecondary programs.  Today, we’ll highlight five actions schools can take to boost postsecondary enrollment, with a bonus list for parents wanting to know how they can help.

Five actions schools can take to boost postsecondary enrollment

1.       Adopt postsecondary enrollment as a core district metric on par with high school graduation

Right now, there is not an organization or education body uniquely responsible for postsecondary enrollment.  High schools are focused on 12th grade completion, and colleges don’t step in until students show up on campus.  This leaves a gap where students who are otherwise ready for postsecondary don’t enroll – a phenomenon known as “summer melt”.

Schools can help reduce summer melt by tracking postsecondary enrollment for their students to understand which students aren’t showing up for college and why.  High schools and districts can start by reviewing their data on the state’s Education Research & Data Center High School Feedback Report.  There you can analyze students’ enrollment patterns, with breakdowns by free-and-reduced lunch rate, race / ethnicity, and high school performance.

2.       Appoint a senior school or district leader to be accountable for postsecondary enrollment

No matter the industry or job type, we all know what happens when everyone is accountable for a goal – no one is accountable for the goal.  For districts to improve, there needs to be a single person or team responsible for postsecondary enrollment.  Examples of “enrollment czars” include: career / college counselors, vice principals, or assistant superintendents.

3.       Create a “postsecondary for all” mindset among all faculty and staff

Each staff member from the guidance counselor to the custodian, from the lunchroom monitor to the principal needs to believe that all students can and should complete some postsecondary education.  Based on conversations with districts throughout the state, when students know postsecondary training is the expectation, they are more likely to enroll and complete.

4.       Provide dedicated school time for students to complete “college-going behaviors”

College-Going Behaviors are the steps students must complete to enroll in a postsecondary program.  These include things like filling out financial aid forms, taking the SAT / ACT, attending a college fair, etc. (see this handy guide from the Partnership for Learning).

To make sure students are aware of and can complete these College-Going Behaviors, they need time during the school day where they can ask teachers for help (e.g. during advisory or home room blocks).  Reserving classroom time is especially important for first generation students (e.g. those whose parents never attended postsecondary).  Without support at home, or dedicated help at school, first generation students may miss key steps required for admission or enrollment.

5.       Track individual student FAFSA / WASFA (financial aid form) completion

Financial aid can be a significant barrier for many low- and middle-income students to attend postsecondary programs.  To address this problem, the Washington legislature voted to expand the Washington College Grant to help students pay for post-high school training.  However, students must still complete financial aid paperwork (e.g. FAFSA / WASFA) to be eligible for funding.  As we’ve previously discussed, Washington is one of the lowest performing states for FAFSA completion (last year we ranked 48th in the nation).

Schools can help students receive financial aid support by tracking FAFSA / WASFA completion and supporting those who need help to finish.  The Washington State Achievement Council (WSAC) tracks district and school progress, and can provide student-level data to counselors.


Bonus(!) 3 things parents can do to help their students

1.       Start talking with your student early about post-high school pathways

There are many options for students to obtain fulfilling, family-wage careers including registered apprenticeships, 2-year associate degrees, and 4-year bachelor’s degrees.  Check out Washington’s Ready, Set, Grad or College Promise sites to learn more about the various options to discuss with your child.

2.       Work with your student on their High School and Beyond Plan (HSBP)

HSBPs are a graduation requirement for all Washington high school students.  These plans help students think about and prepare for careers and education after high school graduation.  Parents can use the HSBP to talk with students about their postsecondary plans.  Check out this short video for more details.

3.       Familiarize yourself with key College-Going Behaviors (CGBs) to help guide your student and seek out additional assistance for your family

There are a lot of steps to apply for and enroll in a postsecondary program – help your student learn the steps by familiarizing yourself with the necessary College-Going Behaviors.

Paraeducators could be the key to increasing Washington State teacher diversity




  • The vast majority of Washington’s teachers are white (89%). Almost half of the student body are students of color (46%).

  • Studies show that students benefit from a diverse teaching workforce.

  • Helping paraeducators become fully certified teachers can help reduce educator shortages and increase the number of bilingual teachers and teachers of color.

  • Washington is a nationwide leader in paraprofessional teacher training.



In Washington, the vast majority of the teaching workforce is white (89%), while the student body is increasingly made up of students of color (46%). As covered by the Seattle Times and Columbia Reporter in a multi-part investigative series, school districts across the state are struggling to employ teachers that reflect the demographics of their students.


Research proves the numerous positive effects of a diverse teaching workforce. For instance, The Seattle Times noted a study which showed that low-income, black boys who were taught by at least one black teacher in grades 3-5 were almost 40% less likely to drop out of high school and showed a stronger interest in attending college. 

Teachers of color also help ensure that students of color are receiving the services they deserve. A recent study showed that African-American children are three times as likely to be placed in gifted education programs if they have a black teacher rather than a white teacher. This benefit is especially relevant in Seattle Public Schools where the Highly Capable Cohort is disproportionately white.  

It is clear the state needs to be working to diversify their current teaching workforce. But how?  



We took a look at Washington education workforce data and it shows that paraeducators could help Washington diversify its K-12 faculty (most recently available data is from 2015/16).     

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The above graph shows that the proportion of paraeducators of color is nearly double that of teachers. Additionally, developing teachers who already live and work in the school’s community is an important strategy for reducing the educator shortages that exist across Washington state.



Washington state is a leader in new initiatives to build paraprofessional-to-teacher pipelines (see reports from New America and The Learning Policy Institute at Stanford).  Communities across Washington have implemented “Grow Your Own” programs, which recruit, train, and support potential teachers from communities that school districts serve. For instance, Highline School District runs a program that serves bilingual paraprofessionals and helps them achieve an elementary education endorsement.

The State of Washington Professional Educator Standards Board (PESB), released a report highlighting the early success and potential of Grow Your Own (GYO) programs in Washington and across the United States. In part by designing programs to serve paraprofessionals, Colorado and Illinois were able to increase their statewide teacher roster by 166 and 150 respectively over the past 4-5 years, with more candidates in the pipeline.


What’s Next?   

Grow Your Own programs are a good start to increasing paraeducator training. From our review of the research and current programs, we’ve compiled a few additional recommendations to strengthen paraprofessional pipelines:

  • Create career connected learning for paras and aspiring paraeducators (including high school students) to create an educator industry pathway.

o   For instance, the Academy for Rising Educators (ARE) is a new program created through partnership between Seattle Public Schools, Seattle Central College, and the City of Seattle’s Seattle Promise Scholarship. It gives Seattle Public Schools juniors and seniors the opportunity to take courses and participate in internships that fulfill prerequisite requirements for becoming a paraprofessional.

  • Include paraprofessionals in aligned professional development, evaluation, and career ladder systems to recognize their contributions and set them on a path toward full accreditation.  

  • Expand alternative teacher licensure and certification that utilize performance and competency-based approaches especially for paraprofessionals who already have a BA and teaching experience. (The last two recommendations were suggested by bilingual paraeducators in focus groups conducted by New America)


Finally, it’s important to call out that paraeducator training is only one lever to increase teacher diversity. To reach teacher-student demographic parity, we must continue to support students of color to complete high school and to graduate from postsecondary educator training programs. And similar to issues in the private sector, school districts should continue work to dismantle barriers and biases within their hiring processes.

Increasing postsecondary enrollment is critical to reaching WA 70% credential goal

New article on the Seattle Times discussing the importance of postsecondary enrollment to reaching 70% postsecondary credential attainment in Washington. The article highlights the Edmonds School District’s postsecondary enrollment strategy, as well as Kinetic West’s recent study with the Partnership for Learning and the Washington Roundtable.

Read the full story here.