Our Solution

Peer College Advising
High School Student Approach

OVERVIEW

NAPCA recruits, trains, and places highly influential high school and college student leaders across the globe to serve as Certified Peer College Advisors (CPCAs) in their community through active NAPCA Peer College Advising Chapters (NAPCA Chapters) at partner high schools and two-year colleges. The CPCA® certification provides the public with the assurance that student leaders with the CPCA designation completed extensive training and are held to the highest ethical and educational standards of peer college advising. CPCAs are current student leaders at high schools and postsecondary institutions across the country who share NAPCA’s commitment to guide, support, and encourage all students school-wide (including students with disabilities) in high schools around the world to explore their future college and career path, define their life’s purpose/career path, break through their barriers, and prepare to enroll and complete some form of postsecondary education, specifically to be prepared to enter high skilled careers or trades. NAPCA define “Peers” as individuals who are close in age and circumstance, where they can connect in ways that others often cannot.

 

Our Approach is a service learning and community engagement initiative that promotes NAPCA’s learn by doing instructional strategy whereby CPCAs are recruited and trained to co-lead a college going team of 20 high school students from all grade levels and apply their college readiness, career planning, and community organizing knowledge to build a college-going and college completion student movement in thousands of high schools across the globe. CPCAs use a high-touch method, giving each student in their “college going team” 18 – 36 hours of one-on-one peer college advising throughout the nine month school year.

 

At least 20 CPCAs will be recruited, trained and placed at each partner high school to work 5 – 10 hours per week. CPCAs and professional school counselors work together to develop and sustain a strong college-going culture. Additionally, CPCAs and professional school counselors work to increase college enrollment rates school-wide. CPCAs will co-lead a college going team (CPCA to student ratio is 1:10) of 20 students through the complex processes of selecting and applying to, securing financial aid/scholarships, and enrolling into a regionally accredited two- or four-year college or career/technical training certificate or licensure program that matches their future education and career goals and fit their financial, social, and cultural needs. In addition, CPCAs and professional school counselors will work collectively to organize and implement college and career focused events and activities school-wide.

If you’re interested in receiving a copy of our Peer College Advising Program Model, please fill out a Program Model Request Form.

Peer College Advising
College Student Approach

OVERVIEW

NAPCA recruits, trains, and places highly influential high school and college student leaders across the globe to serve as Certified Peer College Advisors (CPCAs) in their community through active NAPCA Peer College Advising Chapters (NAPCA Chapters) at partner high schools and two-year colleges. The CPCA® certification provides the public with the assurance that student leaders with the CPCA designation completed extensive training and are held to the highest ethical and educational standards of peer college advising. CPCAs are current student leaders at high schools and postsecondary institutions across the country who share NAPCA’s commitment to guide, support, and encourage all students school-wide (including students with disabilities) in high schools around the world to explore their future college and career path, define their life’s purpose/career path, break through their barriers, and prepare to enroll and complete some form of postsecondary education, specifically to be prepared to enter high skilled careers or trades. NAPCA define “Peers” as individuals who are close in age and circumstance, where they can connect in ways that others often cannot.

 

Our Approach is a service learning and community engagement initiative that promotes NAPCA’s learn by doing instructional strategy whereby CPCAs are recruited and trained to co-lead a college going team of 20 high school students from all grade levels and apply their college readiness, career planning, and community organizing knowledge to build a college-going and college completion student movement in thousands of high schools across the globe. CPCAs use a high-touch method, giving each student in their “college going team” 18 – 36 hours of one-on-one peer college advising throughout the nine month school year.

 

At least 20 CPCAs will be recruited, trained and placed at each partner high school to work 5 – 10 hours per week. CPCAs and professional school counselors work together to develop and sustain a strong college-going culture. Additionally, CPCAs and professional school counselors work to increase college enrollment rates school-wide. CPCAs will co-lead a college going team (CPCA to student ratio is 1:10) of 20 students through the complex processes of selecting and applying to, securing financial aid/scholarships, and enrolling into a regionally accredited two- or four-year college or career/technical training certificate or licensure program that matches their future education and career goals and fit their financial, social, and cultural needs. In addition, CPCAs and professional school counselors will work collectively to organize and implement college and career focused events and activities school-wide.

If you’re interested in receiving a copy of our Peer College Advising Program Model, please fill out a Program Model Request Form.

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NAPCA Chapters and CPCAs create opportunities for students to interact throughout the day through establishing college going teams/peer groups co-led by CPCAs within the school community. College going teams are one of the primary drivers for building and sustaining a strong college going culture within schools. The college going teams create an environment that unites college-bound students based on a common academic and college going identity, in which students support, motivate, and hold each other accountable.

 

CPCAs serve as the Team Captains. CPCAs bring their team members together on a regular basis. CPCAs provide their team with information and guidance through one on one and small group peer college advising, conduct regular team meetings, and track each team member’s progress. CPCAs also provide peer academic support and peer tutoring through regular study group sessions during the school year. CPCAs meet with their college going team members before school, during school, after school, or on weekends. CPCAs primarily use the GroupMe text message app and a private Facebook group page to communicate with their team members. Additionally, CPCAs use email, Skype, Google hangouts, or conference calls to speak with their team.

NAPCA Chapters and CPCAs create opportunities for students to interact throughout the day through establishing college going teams/peer groups co-led by CPCAs within the school community. College going teams are one of the primary drivers for building and sustaining a strong college going culture within schools. The college going teams create an environment that unites college-bound students based on a common academic and college going identity, in which students support, motivate, and hold each other accountable.

 

CPCAs serve as the Team Captains. CPCAs bring their team members together on a regular basis. CPCAs provide their team with information and guidance through one on one and small group peer college advising, conduct regular team meetings, and track each team member’s progress. CPCAs also provide peer academic support and peer tutoring through regular study group sessions during the school year. CPCAs meet with their college going team members before school, during school, after school, or on weekends. CPCAs primarily use the GroupMe text message app and a private Facebook group page to communicate with their team members. Additionally, CPCAs use email, Skype, Google hangouts, or conference calls to speak with their team.

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CPCAs assist school counselors with their caseloads through peer college advising. All students school-wide will be invited to join a college going team co-led by CPCAs. Under the supervision of school counselors, CPCAs will co-lead a college going team of 20 students (CPCA to student ratio is1:10) from all grade levels that they are accountable to and will work with each student to ensure they complete the critical steps to enroll in some form of postsecondary educationwithin one year of their high school graduation. CPCAs use a high-touch method, giving each student in their “college going team” 18 – 36 hours of one-on-one peer college advising throughout the nine month school year.

CPCAs meet with students in many different settings (i.e., college/career center, in classrooms during lunch, cafeteria/snack bar, athletic events, etc.), providing for a variety of opportunities and perhaps a more natural advisor/advisee relationship. Specifically, CPCAs will:

  • Work in partnership with teachers, counselors and administrators, and function as an additional staff member whose focus is primarily to serve as a partner in improving the school’s college-going culture and enrollment rates, and ensuring that students apply to and enroll in some form of postsecondary education.
  • Serve as the Team Captain of their college going team/peer group.
  • Work individually with each student in their college going team to ensure that they have a plan to complete college ready coursework (i.e., California’s “A-G” subject requirements ) with at least a “C” or better in all coursework.
  • Conduct open and informal conversations with students about the benefits of college education and reinforces that college attainment is an opportunity available to them regardless of race, gender, or socioeconomic status.
  • Build and support students’ college-going aspirations by developing peer-to-peer social networks that encourage college attendance and college preparation.
  • Encourage and empower their peers with the information, tools, and resources to complete the critical steps to college entry.
  • Create a school environment in which going to college is the norm.
  • Focus on equipping participants with the knowledge and the social connections necessary to excel in high school and be admitted to college.

CPCAs assist school counselors with their caseloads through peer college advising. All students school-wide will be invited to join a college going team co-led by CPCAs. Under the supervision of school counselors, CPCAs will co-lead a college going team of 20 students (CPCA to student ratio is1:10) from all grade levels that they are accountable to and will work with each student to ensure they complete the critical steps to enroll in some form of postsecondary educationwithin one year of their high school graduation. CPCAs use a high-touch method, giving each student in their “college going team” 18 – 36 hours of one-on-one peer college advising throughout the nine month school year.

CPCAs meet with students in many different settings (i.e., college/career center, in classrooms during lunch, cafeteria/snack bar, athletic events, etc.), providing for a variety of opportunities and perhaps a more natural advisor/advisee relationship. Specifically, CPCAs will:

  • Work in partnership with teachers, counselors and administrators, and function as an additional staff member whose focus is primarily to serve as a partner in improving the school’s college-going culture and enrollment rates, and ensuring that students apply to and enroll in some form of postsecondary education.
  • Serve as the Team Captain of their college going team/peer group.
  • Work individually with each student in their college going team to ensure that they have a plan to complete college ready coursework (i.e., California’s “A-G” subject requirements ) with at least a “C” or better in all coursework.
  • Conduct open and informal conversations with students about the benefits of college education and reinforces that college attainment is an opportunity available to them regardless of race, gender, or socioeconomic status.
  • Build and support students’ college-going aspirations by developing peer-to-peer social networks that encourage college attendance and college preparation.
  • Encourage and empower their peers with the information, tools, and resources to complete the critical steps to college entry.
  • Create a school environment in which going to college is the norm.
  • Focus on equipping participants with the knowledge and the social connections necessary to excel in high school and be admitted to college.

A Quick Look at Our Approach

NAPCA recruits, trains, and places highly influential high school and college student leaders across the globe to serve as Certified Peer College Advisors (CPCAs) in their community through active NAPCA Peer College Advising Chapters (NAPCA Chapters) at partner high schools. The CPCA® certification provides the public with the assurance that student leaders with the CPCA designation completed extensive training and are held to the highest ethical and educational standards of peer college advising. CPCAs are current student leaders at high schools and postsecondary institutions across the country who share NAPCA’s commitment to guide, support, and encourage all students school-wide (including students with disabilities) in thousands of high schools around the world to explore their future college and career path, define their life’s purpose/career path, break through their barriers, and prepare to enroll and complete some form of postsecondary education, specifically to be prepared to enter high skilled careers or trades. NAPCA define “Peers” as individuals who are close in age and circumstance, where they can connect in ways that others often cannot.

 

Our Approach is a service learning and community engagement initiative that promotes NAPCA’s learn by doing instructional strategy whereby CPCAs are recruited and trained to co-lead a college going team of 20 high school students from all grade levels and apply their college readiness, career planning, and community organizing knowledge to build a college-going and college completion student movement in thousands of high schools across the globe. CPCAs use a high-touch method, giving each student in their “college going team” 18 – 36 hours of one-on-one peer college advising throughout the nine month school year.

 

At least 20 CPCAs will be recruited, trained and placed at each partner high school to work 5 – 10 hours per week. CPCAs and professional school counselors work together to develop and sustain a strong college-going culture. Additionally, CPCAs and professional school counselors work to increase college enrollment rates school-wide. CPCAs will co-lead a college going team (CPCA to student ratio is 1:10) of 20 students through the complex processes of selecting and applying to, securing financial aid/scholarships, and enrolling into a regionally accredited two- or four-year college or career/technical training certificate or licensure program that matches their future education and career goals and fit their financial, social, and cultural needs. In addition, CPCAs and professional school counselors will work collectively to organize and implement college and career focused events and activities school-wide.

If you’re interested in receiving a copy of our Peer College Advising Program Model, please fill out a Program Model Request Form.

NAPCA Chapters and CPCAs create opportunities for students to interact throughout the day through establishing college going teams/peer groups co-led by CPCAs within the school community. College going teams are one of the primary drivers for building and sustaining a strong college going culture within schools. The college going teams create an environment that unites college-bound students based on a common academic and college going identity, in which students support, motivate, and hold each other accountable.

 

CPCAs serve as the Team Captains. CPCAs bring their team members together on a regular basis. CPCAs provide their team with information and guidance through one on one and small group peer college advising, conduct regular team meetings, and track each team member’s progress. CPCAs also provide peer academic support and peer tutoring through regular study group sessions during the school year. CPCAs meet with their college going team members before school, during school, after school, or on weekends. CPCAs primarily use the GroupMe text message app and a private Facebook group page to communicate with their team members. Additionally, CPCAs use email, Skype, Google hangouts, or conference calls to speak with their team.

CPCAs assist school counselors with their caseloads through peer college advising. All students school-wide will be invited to join a college going team co-led by CPCAs. Under the supervision of school counselors, CPCAs will co-lead a college going team of 20 students (CPCA to student ratio is1:10) from all grade levels that they are accountable to and will work with each student to ensure they complete the critical steps to enroll in some form of postsecondary educationwithin one year of their high school graduation. CPCAs use a high-touch method, giving each student in their “college going team” 18 – 36 hours of one-on-one peer college advising throughout the nine month school year.

 

CPCAs meet with students in many different settings (i.e., college/career center, in classrooms during lunch, cafeteria/snack bar, athletic events, etc.), providing for a variety of opportunities and perhaps a more natural advisor/advisee relationship. Specifically, CPCAs will:

  • Work in partnership with teachers, counselors and administrators, and function as an additional staff member whose focus is primarily to serve as a partner in improving the school’s college-going culture and enrollment rates, and ensuring that students apply to and enroll in some form of postsecondary education.
  • Serve as the Team Captain of their college going team/peer group.
  • Work individually with each student in their college going team to ensure that they have a plan to complete college ready coursework (i.e., California’s “A-G” subject requirements ) with at least a “C” or better in all coursework.
  • Conduct open and informal conversations with students about the benefits of college education and reinforces that college attainment is an opportunity available to them regardless of race, gender, or socioeconomic status.
  • Build and support students’ college-going aspirations by developing peer-to-peer social networks that encourage college attendance and college preparation.
  • Encourage and empower their peers with the information, tools, and resources to complete the critical steps to college entry.
  • Create a school environment in which going to college is the norm.
  • Focus on equipping participants with the knowledge and the social connections necessary to excel in high school and be admitted to college.