Postsecondary planning in D.C. plays a crucial role in helping students develop a clear path for their careers and education after high school. There is no widely agreed-on definition for postsecondary planning, but it generally includes a wide set of practices and strategies aimed at preparing students for successful college and/or career pathways.1 Postsecondary planning refers to the process of developing a plan for what a student will after high school, including various paths like further education (college, university, trade school, certifications, other credentials), or entering the workforce.
Out of 49 career asset building opportunities assessed in a D.C. Policy Center study, postsecondary planning emerged as both a core activity and goal. Most opportunities, regardless of whether they focused on college or career, included postsecondary plan development as an exploration activity. In addition, preparing a postsecondary plan was the most common goal, which is an important intermediate step toward a successful early career.2
In D.C. Policy Center listening sessions, high school students shared how prepared they felt for the transition after graduation. Students spoke at length about the need for school to provide better preparation for their futures, and real-life skills, including financial literacy, tax basics, how to purchase a home, and career planning.
Many students expressed a strong desire to be the first in their families to graduate from both high school and college, motivated by their families’ sacrifices and a determination to achieve what their parents could not in terms of education. Attending college, securing better job opportunities, and overcoming barriers were recurring themes, with students often viewing education as a pathway to avoid negative life outcomes. When envisioning success after high school, students highlighted financial stability, family support, and personal happiness — all balanced with a focus on education and work-life harmony.
Many high schools in D.C. are already doing this. For example, District of Columbia Public Schools (DCPS) provides students in grades 9 to 11 and their families with individualized information on where a student is on the path to graduation and what postsecondary college and career opportunities are aligned with their goals in the DCPS Student Guide to Graduation, College, and Career.3 This guide includes high school transcripts, progress towards graduation, the likelihood of admission to different colleges and universities based on learning outcomes, regional career information, and recommended next steps toward high school graduation, postsecondary education, and career. As another example, at E.L. Haynes Public Charter School, the College Office engages students and families through a multi-year process to explore and discover their strengths, talents, interests, passions, and future career goals—all with a focus on supports for first-generation college students.4 KIPP Forward provides high school students with guidance during the transition from high school to college, curriculum and college section support, and access to partners that support students on their college and career journey.5
Considering these perspectives, we asked stakeholders: What kinds of postsecondary planning best support D.C.’s high school alumni in achieving success in college and their careers?
Lewis D. Ferebee, Ed.D. Chancellor, DC Public Schools
In alignment with the DC Public Schools (DCPS) Strategic Plan: A Capital Commitment 2023-2028, DCPS aims to ensure that students are “prepared for what’s next.” The district provides opportunities and resources to help students discover and pursue a career through one of six postsecondary pathways: two-year degree, four-year degree, career education, employment, apprenticeship, or military service.
DCPS prioritizes early and consistent postsecondary exposure and planning. Beginning in middle school, students explore interests through career surveys, curriculum and programming, college tours, and district events. Students in Grades 9-12 take an annual postsecondary assessment to memorialize their top career interests and desired postsecondary pathway. Engaging students in regular planning gives them a sense of agency and a deeper understanding of industry and pathway requirements. Additionally, surveys and assessment provide valuable data, which helps define strategic priorities and investments that complement student interests.
Knowing that exposure to a range of industries is a key driver in informing student’s career interests, DCPS encourages scholars to participate in numerous opportunities aligned to their postsecondary plan – advanced coursework earning college credit such as Advanced Placement or dual enrollment, Career and Technical Education (CTE), and work-based learning (e.g., internships and apprenticeships). These experiences broaden awareness of career options, increase engagement, and ensure students are prepared for life after graduation. In addition, every 9th-12th-grade family receives an individualized Guide to Graduation, Career, and College, offering step-by-step guidance on graduation and postsecondary planning, which facilitates important conversations at school and home.
With the support of DCPS Central Services, school-based staff lead postsecondary planning across the district by managing monthly objectives while streamlining applications and exposure efforts with partners—fostering an inclusive culture of career readiness. DCPS’ focus on information and empowerment ensures students and families can make informed decisions and are ready for success in college, career, and life.
Symphoni Henry, Postsecondary Planning Expert, Washington, D.C.
As a first-generation college student, experiencing the challenges of navigating the postsecondary planning process with limited support was daunting. This experience fueled my passion for working in this space to ensure students receive the guidance they need. While postsecondary planning is often centered on high school, building a strong foundation in middle school is just as crucial. Ensuring that students leave middle school on grade level in English Language Arts (ELA) and math—while also gaining exposure to different career options—sets them up for long-term success.
Introducing students to postsecondary opportunities early, whether through job shadowing or college visits, helps them develop the language and understanding necessary for high school and beyond. Being in a position to influence students as early as eighth grade has been especially impactful, as early interventions can shape their future success. Washington, D.C. is home to exceptional young talent, and providing students—especially those who may not otherwise have access to competitive or selective high schools—with a vision of their potential can be impactful.
To ensure a seamless transition from middle to high school, there must be clear communication and transparency about available courses, academic expectations, and pathways. Middle school students and their families should have a clear understanding of the coursework and opportunities that will best position them for success in high school and beyond. Schools must work collaboratively to align curricula and create accessible, structured guidance so that students are prepared for advanced coursework.
Family involvement is another critical piece of the puzzle. When families are informed and engaged in their child’s academic journey, students are more likely to take advantage of the opportunities available to them. Providing families with resources, workshops, and ongoing communication helps them play an active role in decision-making and ensures students receive the support they need at home and in school.
Once in high school, students benefit from taking on academic challenges that prepare them for the rigor of postsecondary education while also strengthening their applications. Centering student voice in this process is equally important—when students explore pathways aligned with their interests, they gain a clearer vision of their future and feel empowered in their journey.
Artana Anderson, D.C. High School Alumni, Workplace Services Coordinator, Salesforce
For decades, D.C has provided programs and funding that significantly improve the opportunity of postsecondary exploration for underserved students. Organizations like: DC CAP, Ward 7 & 8 Scholars, and Urban Alliance have impacted the success of many of D.C’s alumni. While there is a plethora of factors that contribute to success after high school, I believe that proactivity is the defining characteristic between success and failure.
Being proactive is important because life isn’t waiting for things to be figured out. Procrastination compounded with the daily stressors of life is an emotional experience that seems insurmountable but being proactive throughout life could alleviate these difficulties. The financial hardship my parents faced during my childhood left me void of the idea that I’d one day be attending a university, however, I refused to limit myself. By my junior year of high school, I had already accumulated nine college credits via dual enrollment, maintained top ten ranking, scored into the thousands on PSAT, and yet still had no desire or intention to attend college; thus began the career planning.
My first job in 2017 was obtained through Urban Alliance (UA) where I interned at a non-profit. In this position I was able to gain a variety of skills from office management to community outreach. Understanding that college may not be in my future, I made sure to take advantage of any career opportunities that UA had to offer such as professional development and specified skill training. Proactivity has been the driving force behind my success, whether it has been deciding if I wanted to pursue higher education or jump straight into the workforce. With the current strife and confusion surrounding the future of American education for marginalized groups, it’s more important now than ever to be proactive about what comes next for our students. Planning for life after high school can be challenging, but with a community of proactive parents, students, advisors, teachers etc. success can be achieved.
Endnotes
- National College Attainment Network. “Postsecondary Advising Resources.” NCAN. Retrieved from https://www.ncan.org/page/postsecondary_advising_resources
- Coffin, C. and Mason, H. 2024. Building career assets for lifelong success. D.C. Policy Center. Retrieved from https://www.dcpolicycenter.org/publications/building-career-assets-for-lifelong-success/
- District of Columbia Public Schools (DCPS). 2019. DCPS Student Guide to Graduation, College, and Career. DCPS. Retrieved from https://dcps.dc.gov/sites/default/files/u65602/DCPS%20Student%20Guide%20to%20Graduation%2C%20College%2C%20and%20Career%20Overview.pdf
- E.L. Haynes. 2023. “Preparing students for college, career, and life.” E.L. Haynes. Retrieved from https://www.elhaynes.org/2023/05/preparing-students-for-college-career-and-life/
- KIPP. “KIPP Forward.” KIPP. Retrieved from https://www.kipp.org/approach/kipp-forward/