How to Build Student-to-Student Networks
Resources for school counselors to nurture peer-to-peer information sharing
Community-Based College Access – Online Technical Assistance Toolkit
Launched in May 2024, IDRA’s study examined how recent policy changes in Texas are shaping high school students’ access to college. We studied student opportunities for equitable admissions, financial aid and student support at Texas colleges.
Through focus groups and roundtable conversations with students, families, and school counselors, our study identified persistent barriers in college knowledge, advising capacity and family engagement. Recent policy changes limiting diversity, equity and inclusion exacerbate these barriers, highlighting the need to develop student-focused toolkits.
Based on our findings, IDRA developed a series of college access toolkits to address the challenges described by study participants. These resources provide practical guidance tailored to school counselors, students and parents navigating the transition from high school to college.
Learn more about IDRA’s college access study on the impact of diversity, equity and inclusion restrictions. See the preliminary report: A Community-Based Study on the Impact of Texas’ SB 17 on Marginalized College-Going Students, by Chloe Latham Sikes, Ph.D.
This project builds on IDRA’s series of Ready Texas studies. The latest study found Texas counselors do not have enough time to actually counsel with all students on their caseloads, particularly for college and career advising.
How to Encourage Student Leadership for Transitions to College
Resources for school counselors, college advisors and campus leaders supporting students in college planning.
How to Support Parent College Knowledge
Resources for parents/guardians, caregivers and family members supporting a student transitions from high school to college.
This research initiative is generously funded by Greater Texas Foundation, whose vision is for all Texas students to have equal opportunity to access and succeed in postsecondary education. The opinions expressed in this report are those of the author(s) and do not necessarily reflect the views of Greater Texas Foundation or any director, officer, or employee thereof.
