Academic Planning
HBCU Healthcare Pathways
November 12, 2024Erin, an academically accomplished high school senior (GPA 4.5; ACT 33) attending the Kennesaw Mountain High School Academy of Mathematics, Science, and Technology Magnet Program has earned leadership and community service hours as a high school intern with our foundation. Erin’s most recent responsibility was serving as a researcher on this project. Erin, who has aspirations of attending medical school, shares her perspective regarding what she learned through her research.
Prior to researching graduate school and medical school pathways through HBCUs, I had little preexisting knowledge of such HBCU pathways, specifically into medical school. When Mr. Wynn asked me to research these pathways. I believed that even if such pathways existed, they would be either out of reach for the majority of students, or scarce to find. Through my research, I have found myself to be wrong on both accounts. I was astonished to learn how successful HBCUs are in creating such pathways and how accessible they are to students who want to plan pathways into graduate school, medical school, dental school, optometry school, veterinary school, or nursing school. I am confident that such pathways also exist for law school, but that was outside of my research focus. The purpose of these pathways and partnerships is to rid students of socioeconomic barriers that prevent them from pursuing higher education and to provide assurance that if they commit themselves to doing the work to meet the admissions criteria for their desired program that they will be assured of the opportunity to fulfill their dreams.
HBCUs have partnerships with graduate schools within and outside of the United States. Several even have partnerships with Ivy League schools. These partnerships can come in the form of early assurance or dual degree programs. Early assurance for a premed student would mean that a student would get to apply to medical school early so that a medical school would be able to offer them an early decision and a guaranteed spot. For some programs, you can choose whether or not to take the MCAT. This is a great opportunity because applying to medical school is very expensive and filled with stress and uncertainty with such low medical school admissions rates. Applicants can spend thousands of dollars in transportation expenses traveling to medical schools for in-person interviews, MCAT study tools and preparation fees, exam fees, and so much more without any guarantee of being accepted into medical school. I learned that many early assurance programs invite students to all-expenses paid summer programs where they can receive a stipend, attend MCAT preparation classes, and gain research experience.
Dual degree programs allow students a guaranteed pathway to receiving an undergraduate and graduate degree, or undergraduate and medical degree. Many such programs are not only guaranteed, but take less time and cost less money than would otherwise be required. For me personally, being assured of the institution where I will earn my undergraduate degree and the institution where I will earn my graduate degree or attend medical school prior to graduating from high school allows me to plan both my long term career goals and short term academic, leadership, and community service goals.
Many HBCUs are not only amazing in the sheer number of partnerships they have developed, but the reverence with which they are referred to is nonpareil and featured on the websites of their partner institutions. Take for instance, Jumoke Dumont’s article, “50 Years of Medicine: The Brown-Tougaloo Partnership,” which describes the Brown University-Tougaloo College partnership.
“For 154 years, Tougaloo College, a historically black college (HBC) in Jackson, Mississippi, has played a leading role in the education of Black scientists and health professionals in the South and beyond.
The private liberal arts college is among the top US schools for the number of graduates with doctoral degrees in STEM fields, and its alums form 40 percent of Mississippi’s African American physicians and dentists.
Brown became an active partner in this tradition in 1976 when it established the Early Identification Program in Medicine for Tougaloo (EIP). An expansion of the historic Brown University-Tougaloo Partnership (BTP), the EIP identifies Tougaloo undergrads for early acceptance to Brown’s MD program.
The EIP in Medicine for Tougaloo is one of the BTP’s longest-standing active programs. It has produced two generations of physicians — MDs who are leaders in their fields and the communities they serve.”
During my research, I discovered that one HBCU had partnerships with 16 graduate schools (Xavier University of Louisiana), thereby providing 16 different pathways to early assurance and dual degree programs. My research for this project dispelled any preexisting notions I previously held regarding the quality of education or scope of opportunities offered at HBCUs. I left the project with a much deeper understanding of how committed HBCUs are to not only the success of their students, but in creating leaders like Vice President, and presidential candidate Kamala Harris, who has already had a global impact. These schools work hard to ensure that after their students receive their undergraduate degree, they have the best opportunities for continuing their education into graduate school, medical school, law school, or beyond.
I hope that you will learn from reading this book, what I have learned— why HBCUs have such a rich and long history of producing Black professionals in virtually every career field from education to medicine and from the arts to STEM. The amount of support and tools HBCUs provide to help students pursue their educational and career aspirations is such an important feature of HBCUs. Based on indisputable outcome data, their strategies are arguably more effective for African American success than those of other highly selective schools.
Erin N.
Kennesaw Mountain High School Class of 2025
Academy of Mathematics, Science, and Technology
How to Plan Your Career or College Pathway
November 12, 2024Planning a career or college pathway is not easy. While this book is only 128 pages, many teachers and counselors have concerns that there is too much reading and the concepts are too difficult for middle school and high school students to grasp. While I understand such concerns, my experience is that students are not only capable, but are receptive to the guidance being provided in this book. I recently spoke to classes of 9th grade students at a high school in Columbia, South Carolina where I asked students in each class to write a narrative response to the question, “What are your dreams and aspirations after high school?”
While there were many students who failed to write anything, and other students who only wrote one or two sentences about becoming rich or becoming a professional basketball or football player, there were a good number of students in each class who wrote introspective and self-reflective narratives.
“My dream is to become a choreographer at my own dance studio. It has been a dream that I have had since I was young. I am willing to put in whatever it takes to achieve my dream, no matter what. I love dancing, which has been my passion since I took my first steps.”
“My dream is to become a veterinarian and to own my own veterinarian clinic. I recognize that I have to overcome obstacles that I have in math and science. Today, after writing about my dreams and considering the obstacles, I now know the importance of working more closely with my math and science teachers who can help better prepare me for college.”
“My dream is to enlist in the Navy and pursue the Nursing Corps option. However, prior to today, I hadn’t thought about how I would actually achieve my dream. Now I know that to pursue the Navy Nursing Option, I will need to research each of the colleges that offer the NROTC Scholarship, and that have nursing programs. I will also need to know the type of academic performance I will need throughout high school to qualify for the scholarship. All in all, I now know that having a dream requires a lot more than just talking about your dreams!”
“My dream is to become a legendary comic book creator, artist, author, director, and horror film creator. My inspiration is Stephen King and Eiichiro Oda. My favorite kind of horror is Analog Horror, which depicts themes of VHS tapes and old school cartoons/movies.”
At the end of each class, students remained behind asking questions about what they could do to pursue their dreams. We talked about the available career pathways at their school, the type of classes they should take, and how to build their résumés to make themselves competitive job, college, or scholarship applicants. During the discussion about grades, every student acknowledged that they were not earning the grades of which they were capable. They were not engaging in their classes as well as they could. They were not studying at home or preparing for tests as well as they could. These students were repeatedly, and consistently, acknowledging that their work ethic was not aligned with their career aspirations.
I raised another question, “Why aren’t you doing the things that are consistent with [following] your dreams?” The common response was that they had not made a connection between what they were doing in school today and the future they dreamed of having for themselves.
My final question prior to the students leaving was, “If I wrote a book providing step-by-step guidance as to how to maximize the available choices in your school or school district to follow your dreams, would you read it?” Not only did every student respond, “Yes!” It was the look in their eyes that they wanted someone to help them to plan their way toward their dreams.
The students who will benefit most from this book are students who either have aspirations for the future, or want to identify the type of career pathways in which they can earn a living and enjoy the work. If you are such a student, but find the reading difficult, then read a few pages at a time and begin with the chapters that reflect your aspirations the most. If your career pathway is not covered in the book, then focus on the basic information about how to choose your middle school and high school classes and how to take maximum advantage of the CTE/CTAE or college prep classes available in your school or school district.
The table above lists the 16 career clusters reflected in The National Career Clusters Framework, which serves as an organizing tool for CTE programs. The clusters represent 79 different career pathways. If you are entering, or have already entered high school through one of these career clusters, then focus your efforts on taking the Interest Profiler presented in the chapter, “What Are Your Interests?” to confirm that your chosen pathway is aligned with your interests.
Maximizing the opportunities during middle school and high school to explore career clusters or CTE/CTAE classes, especially those reflective of your gifts, talents, and interests can provide important considerations for the career or educational pathway you choose to pursue after high school, which should help determine the classes that you take during high school.
The important consideration is that any of these career clusters can lead to pathways into the workforce, military, or college. Regardless of the career cluster you choose, you will have options of multiple career and occupational opportunities within a career cluster, such as technician, teacher, scientist, or veterinarian, as well as pursuing a workplace certification, associate’s degree, bachelor’s degree, master’s degree, or MD/PhD. Your choice provides your context for learning.
For every student who has dreams and aspirations for the future, even if you do not know what that future looks like, I have written this book with you in mind. I have also written, “Career or College Pathway: Individual Graduation Plan,” providing further guidance in planning and tracking a pathway toward your dreams for your future.
HBCU STEM Pathways
November 12, 2024Most students are aware that the acronym STEM stands for Science, Technology, Engineering, and Mathematics, however, few students have been introduced to the range of careers that fall within each of these categories. Healthcare careers, which also fall under the broad category of STEM, are addressed separately in Vol II of this series, HBCU Healthcare Pathways. In that book, The National Center for Health Workforce Analysis, “State of the U.S. Health Care Workforce, 2023,” profiles the underrepresentation of Blacks in the healthcare workforce where Blacks represent only:
- 13.7% of Nurses
- 5.3% of Physician Assistants
- 4.1% of Dentists
- 4.1% of Physical Therapists
- 2.7% of Chiropractors
- 1.9% of Pharmacists
- 1.5% of Veterinarians
Similarly, the National Center for Science and Engineering Statistics’ 2023 report, “Diversity and STEM: Women, Minorities, and Persons with Disabilities,” profiles the underrepresentation of Blacks across the science, technology, engineering, and mathematics workforce where Blacks represent only:
- 9% of Scientists & Engineers
- 6% of Social and Related Scientists
- 6% of Computer and Mathematical Scientists
- 4% of Biological, Agricultural, and other Life Scientists
- 4% of Physical and Related Scientists
Whether you are reading this book because you are considering a college major in STEM or exploring potential careers in STEM, this book will provide insight into both the obstacles and opportunities through HBCUs into graduate school or into the workforce. Whatever obstacles experienced by students in K-12 schools, HBCUs have a history of successfully preparing Black students for careers in STEM. Dr. Claudia Rankins, Program Director at the National Science Foundation, in “Historically Black Colleges and Universities (HBCUs): NSF’s Role in Building Capacity for STEM Education and Research,” reports that while HBCUs only enroll 9% of Black undergraduate students, they graduate:
- 29.9% of Black students in Agriculture
- 27.8% of Black students in Physical Science
- 25.5% of Black students in Mathematics
- 24.7% of Black students in Biological Sciences
- 17.2% of Black students in Engineering
The underrepresentation of Blacks in STEM careers has far reaching implications for families and communities. Rakesh Kochhar and Mohamad Moslimani in “Wealth gaps across racial and ethnic groups,” note the huge gaps in wealth and homeownership between racial groups.
Average Household Wealth by Racial Group:
- Asians – $320,900
- Whites – $250,400
- Hispanics – $48,700
- Black – $27,100
Percentage of Home Ownership by Racial Group:
- 70% of Whites own their home
- 58% of Asians own their home
- 47% of Hispanics own their home
- 40% of Blacks own their home
Increasing household wealth and expanding homeownership can be profoundly impacted by attaining an undergraduate degree in virtually any STEM career. The Georgetown University report, “The College Payoff: Education, Occupations, Lifetime Earnings,” (Carnevale, Rose, & Cheah, 2011) estimates lifetime earnings for an undergraduate degree is between $2 million and $4 million in all of the following STEM careers:
- $4 million – Pharmacists
- $3.9 million – Aircraft Pilots & Air Traffic Controllers
- $3.7 million – Computer & Information Systems Managers
- $3.6 million – Software Engineers
- $3 million+ – All Engineers
- $3 million – Computer Scientists & Programmers
- $2.8 million – Architects
- $2.5 million – Registered Nurses
- $2.3 million – Agricultural, Biological, and Life Scientists
Whether or not you believe that a career in STEM is the right career for you, this book will provide guidance in exploring these careers, salaries for these careers, level of education required for these careers, the type of college curriculum associated with these careers, HBCUs considered leaders in preparing students for these careers, and how to match your interests to potential career pathways.
Study Skills and Learning Strategies
November 12, 2024Whatever career or college pathway you choose, you must study as part of the learning process. However, “studying” and “learning” are different. Yet, doing both well is essential to whatever your chosen career or college pathway.
What is Studying?
Studying means “to read, memorize facts, attend school, etc., as part of the process of engaging in intentional efforts to acquire knowledge.”
What is Learning?
Learning means “to develop the ability to recall information from memory and apply
to new situations.”
Like pursuing a career, learning how to study and learning how to learn will require work. Whether you aspire to become an auto mechanic or a heart surgeon, both require that you develop successful study routines and learning strategies. The same is true of whether you plan to enter the workforce, enlist in the military, or enroll in college after high school. This book can help you develop a planned approach to studying that will help you to become a better learner.
If you are not interested in learning about the research supporting the study skills and learning strategies being presented, then choose whatever study routines and learning strategies you believe will work best for you and begin experimenting. Whether you want to become a better student in a class, learn how to achieve a higher ACT or ASVAB score, or learn how to repair an engine or fly a drone, studying and learning are essential to your success.
You must commit. Pursuing a career or college pathway requires that you make a commitment to studying and learning. Whatever your current grades or test scores, every student can benefit by becoming a better learner. Even medical school students discover that both, making it into and through medical school, requires that they become better learners.
If you are an athlete, consider this as your playbook. If you are a chef, consider this as your recipe book. If you are an automotive or diesel mechanic, consider this as the manufacturer’s repair manual. Whatever career or college pathway you are pursuing, you will need to study and learn—this book can help you to do both better. Throughout the book are links to videos to further assist in identifying, understanding, and implementing the study skills and learning strategies that work best for you.
There are 3 components of learning (illustrated on the following page):
- Encoding: how you receive information.
- Retention: how you retain or store information.
- Retrieval: how you retrieve or recall information from memory to apply to a situation such as solving a problem, demonstrating a skill, or answering questions on a test.
There are 3 times in which learning occurs:
- In the moment: when a teacher, parent, or career instructor is talking.
- In your own time: when you are studying a subject or practicing a skill.
- When demonstrating what you know: when baking a cake, repairing an engine, driving a truck, flying a drone, playing an instrument, making a presentation, or taking a test.
Your actions during the times in which learning occurs determines how easily information is received (encoded), retained (retention), and will later be recalled (retrieval) from memory. The strategies provided in this book will require effort and are intended to be difficult. University of Pennsylvania Professor Angela Duckworth, developer of the grit scale, describes this process as “Effortful Learning.” UCLA Professor and cognitive researcher, Robert Bjork, describes this process as “Desirable Difficulties.” These two processes relate to all learning, whether in a classroom, computer lab, music studio, or truck driving course. Strenuous athletic workouts develop skills, increase endurance, and build stronger muscles. In the case of learning, effort and difficulty build stronger memory pathways through each of the 3 stages of encoding, retention, and retrieval resulting in deep levels of learning and fast retrieval of information.
Student Profile – Omar Dixon, Jr.
May 1, 2022Student Profile
Jocelyne L. (St. Petersburg High School)
Hello, I’m Jocelyne. I serve on the youth leadership board with Omar, a high school junior from Paulding County, Georgia. Omar is the Social Media Manager for our program. He is an incredibly hard worker and is having an incredible college-bound journey. He joined the cohort program as a high school freshman after reading an article about Kimberly Hadaway, a College Planning Cohort alumni who graduated from his high school. He thought that it was amazing that she had been offered 6 full scholarships to some of the most prestigious colleges and universities in the country. However, what caught his eye in the article was that Kimberly, like himself, was a student of color from a single-parent, lower income family. He believed that if a student like him earn multiple full college scholarships, that he too, could seize the opportunity.
Kimberly’s story inspired him and her accomplishments motivated him to join the cohort and to commit himself to following all of the guidance offered by Mr. and Mrs. Wynn—after all, they were the experts who guided Kimberly. One of the first messages that resonated with him was that colleges are looking for more than just grades and test scores, so he committed himself to pursuing leadership opportunities and engaging in meaningful community service. He served as a College Planning Cohort intern and discussion group leader before applying for a position on the youth leadership board. He immediately had a community impact on the board through his mentorship of other first generation students and as a content creator for several video projects.
The projects that Omar has worked on have not only benefitted others and expanded the community outreach of the program, but have given him opportunities to, in his words,
Develop a ‘body of work’ to which I can refer in essays and interview that distinguish me from other applicants.” Clearly, the community impact that he has had through his leadership and service in our program has not gone unnoticed. He has been selected as a Yale Young Global Scholar, QuestBridge Scholar, and most recently, a LEDA Scholar. In his perspective: “It has been a mind blowing experience for me because it just shows that all the goals I set in 9th grade, and the pathway that I have taken due to the helpful, insightful, and crucial guidance from Mr. and Mrs. Wynn have come to fruition.”
Omar’s story is more than a success story, it is a story of believing that the example that Kimberly provided for him, that through his success, he can provide such an example from other students. Omar notes,
The cohort curriculum is full of the success stories of other students and provides a roadmap to the type of classes, grades, test scores, leadership, and service that can lead to full college scholarships. Rather than looking at these incredible students and saying, ‘I can’t be like them,’ everyone student should say, ‘Thank you for showing me the type of student that I should become if I want to be awarded a full college scholarship!
I believe that Omar has followed Kimberly’s example and that he is providing an example for others to follow. As Mr. and Mrs. Wynn frequently say, “Trust the Process.” I am inspired by how his incredible perseverance, and the cohort’s guidance, have driven him to be intentional in his actions to become a scholar in multiple prestigious programs. While Omar joined the program in hopes of being offered at least one full scholarship, he is now on a pathway to multiple full scholarship opportunities. We look forward to a followup article about Omar’s journey this time next year!
As a current 9th grader, I am looking forward to sharing my own college-bound story in 2024. However, as the president of the youth leadership board, I am looking forward to submitting articles about our many cohort students and their accomplishments. Like my older sister, I am not only grateful to be participating in a program that is guiding us along pathways to full college scholarships, but supporting and encouraging us to grow into leaders who seek to have a community impact.
Watch this space…I’m Jocelyne
On Her Way to Johns Hopkins
March 31, 2022On Her Way to Johns Hopkins
Jocelyne L. (St. Petersburg High School)
Hello, I’m Jocelyne. I would like to tell you about my older sister, Joanne. My sister, a senior in the IB Program at St. Petersburg High School in St. Petersburg, Florida, has been offered admission, together with a full scholarship, to Johns Hopkins University. Johns Hopkins is one of the most selective schools in the US and is ranked #9 on the US News and World Reports National University Rankings (tied with Northwestern). Not only is Johns Hopkins her top choice school (where she will major in biology), but the scholarship is a huge blessing for our family. The only things not covered by her scholarship are indirect costs, such as travel expenses and personal expenses.
My sister became involved in the cohort in her sophomore year after hearing me go on and on about how wonderful the program was. At the time, I was in the 7th grade and had just completed the Pinellas County Schools College Planning Boot Camp for Middle School Students. As a seventh grader, I could not join a cohort, but she could—and she did!
In interviewing her for this article, she noted,
Through my participation in the cohort, I learned so many things that I would not have learned anywhere else such as the differences between liberal arts colleges and research universities, where I should apply Early Decision versus Regular Decision, and the financial aid policies of all of my top choice colleges. Knowing that Emory, Rice, Stanford, Duke, UPenn, and the University of Chicago would have all offered comparable institutional scholarships, there was no need to apply regular decision to ‘see if I could get in’ when I had a clear top choice—Johns Hopkins. So after being offered admission, via Early Decision to Johns Hopkins, I withdrew all of my other applications.
My sister also mentioned that the information regarding financial aid, The Net Price Calculator, and how different colleges had different financial aid policies, provided clear guidance as to the colleges with the best financial aid policies for students from lower income families. As she researched and learned, she was able to create a plan personalized for her that helped with the next steps when applying for the college of her choice. Not only did the information provided through the online curriculum greatly expand her understanding of the college admission and financial aid processes, but she received amazing support from fellow cohort members, advisors, mentors, and alumni. Some of the college interns—Sydney Soskin (University of Chicago), Peyton Wilson (George Washington), and Loren Tsang (Williams College—to name a few, supported her in the process as they helped her understand the college admissions process and figure out if the college of her choice was a good balance between her aspirations and the educational opportunities offered. With their advice and answers to her questions, my sister was able to discover that Johns Hopkins was truly the college meant for her. However, prior to arriving at this realization, she had to figure out what type of college she wanted to pursue. The cohort provided insight into the nuances between liberal arts colleges and research universities, and which type of school provided the best fit to her body of work and benefited her the most with their opportunities. When she opened the email, “Congratulations, we are pleased to offer you admission to the Johns Hopkins University Class of 2026”my sister’s friends and our family were delighted to hear the great news. Although, we were not surprised, we were incredibly proud and amazed with the scholarship of $280,000 over four years!
I asked my sister what she would say to Mr. and Mrs. Wynn, the creators of the College Planning Cohort Program, and to Dr. Lewis Brinson, the Pinellas County Schools Minority Achievement Officer who brought the program to our school district:
Thank you so very much, your help has been a huge part of my college planning process and I would not have made it this far without you. Not only did you help me apply to college, but you helped me grow as a person!
As a current 9th grader, I am looking forward to sharing my own college-bound story in 2024. However, as the president of the youth leadership board, I am looking forward to submitting articles about our many cohort students and their accomplishments. Like my older sister, I am not only grateful to be participating in a program that is guiding us along pathways to full college scholarships, but supporting and encouraging us to grow into leaders who seek to have a community impact.
Watch this space…I’m Jocelyne
Understanding SAT Scores
March 16, 2020Finding Alternatives to Scholarships for Student Athletes
January 10, 2018Going to college on an athletic scholarship is a dream for many high school athletes, particularly if it means studying in and playing for their preferred school. However, statistics show that student athletes often find it difficult to receive full scholarships on athletic merits alone. Fortunately, alternative scholarships exist that allow students to receive their education while nurturing their athletic talents.
Statistics on Student Athletes
College athletic scholarships are a necessity for many student athletes. Majority of students and their families simply do not have the financial capacity to pay for a college education, considering that about 86% of athletes in college live below the poverty line. The average athlete playing for the NCAA pays around $3,000 in school-related costs every year. Any compensation they receive is usually given as cost-of-living stipends (ranging from $2,000 – $5,000 per year), hardship funds for emergencies and travel, and athletic scholarships. If the student’s family earns $35,000 a year, they can only contribute around $2,600 to cover for college costs annually. Compare this amount to annual college expenses that can easily top $20,000.
What Student Athletes Can Expect About Athletic Scholarships
A student athlete is not exactly guaranteed to receive a college education on an athletic scholarship. Even the numbers are not exactly encouraging. For example, an estimated 8 million students participate in athletics during high school. Of these, only around 500,000 will play at NCAA schools. From here, students hope to get a shot to compete in the major leagues but only a small percentage of college athletes will make the transition from NCAA to become professional athletes.
The NCAA Divisions
Colleges and universities are classified under one of three divisions in the NCAA or National Collegiate Athletics Association in the U.S. Of the three divisions, Division I or D-I is considered the highest intercollegiate athletics label under the NCAA. It includes 346 colleges and universities with 176,00 student athletes. Around 56% receive financial aid.
Division II or D-II, is represented by 307 colleges and universities. It has 118,000 student athletes, with 61% receiving athletics aid. By far the largest of the divisions is Division III or D-III, which includes 439 colleges and universities. This division has 187,000 student athletes, 82% of whom receive academic grants.
Typically, D-III schools are composed of smaller universities and private schools. As expected, the admissions requirements and academic levels expected from students are different from those required by D-I and D-II schools. Many of the most popular D-III schools are located in the Midwestern, Southern and Northeastern states.
Playing in the NCAA
Among high school seniors who play NCAA level basketball, only 3.3% are male and around 3.7% are female. Of these athletes, about 130,000 will be awarded either partial or full athletic scholarships. In 2008, an estimated 1 million young men played football in American high schools, and yet, around 28,000 of them were given a sports scholarship to pursue higher education in either a Division I or a Division II college.
A Look at the Figures
Many student athletes hope to receive a sports scholarship to get them through college but current figures suggest it may not always be enough. The average amount of athletic scholarship that a student can hope to receive is only around $10,400. If basketball and football are excluded, a student athlete can expect an athletic scholarship assistance to average at only around $8,700.
It is not a walk in the park for student athletes on sports scholarships, either. Once they become recipients of a sports scholarship, students are expected to work to keep it. Athletes who play for Division I colleges, for example, spend plenty of time in the court or on the field. Student athletes who play football, baseball and basketball can expect to spend as much as 40 hours a week playing, practicing and competing.
Why Choosing Division III Schools is a Good Option
Student athletes who attend D-III schools are not as focused on sports as students who pursue their education at D-I and D-II schools. Many student athletes who compete under the D-III banner do so because they love the sport and relish the competition. The prestige of playing for major D-I and D-II colleges and universities may not be present, but student athletes still enjoy an exciting learning environment where they can pursue higher education while participating in the sport they excel at. D-III schools host a wide number of sports, including the more popular ones such as basketball, baseball, volleyball and football, and less popular sports such as bowling, water polo, rowing and ice hockey.
Benefits of Playing for Division III Schools
Division III is like the youngest sibling in the NCAA and yet, it has become the largest college sports division. It currently has the most number of institutions and student athletes under its wing. In spite of these figures, Division III schools are viewed as the institutions where student athletes who failed to make the senior high school varsity team enroll in. The truth is that students go to Division III colleges may have different priorities and access to opportunities. Due to less pressure in upping their sports performance to keep a scholarship, D-III student athletes can focus on both academics and their preferred sport while interacting with other students in a community-like environment.
The main difference about Division III colleges and universities is that they do not grant athletic scholarships. As such, students who enroll in these schools need to build their credentials based on other forms of merit and not just in sports. Although sports-based financial aid is not available, students can expect to receive financial aid to cover their education costs via needs-based assistance and leadership grants. As such, student athletes with very good showing in academics and have other key accomplishments can still expect excellent financial support from these schools.
D-III schools are considered the lowest level in terms of competition but many D-II level and even D-I level athletes are enrolled here. Although some student athletes prefer D-III schools for the academics, many also consider the overall aid package these schools offer to be better. In fact, some D-III schools offer academics-based merit awards and other accomplishment-based aid that could reduce tuition costs by as much as 100%. In all, D-III schools offer both financial and academic awards that many student athletes prefer.
To learn more about the infographic created by Ohio University’s Online Masters in Coaching program.
Source: Ohio University
ACT – SAT Conversation Table
October 22, 2017College Greenlight
June 29, 2015We are a Community-Based Organization Partner with College Greenlight. Our students in Georgia, South Carolina, Texas, and Washington use their College Greenlight Profile to connect with colleges and scholarship providers.