Most college students would agree - there are HUGE differences between high school and college. Let's face it, after 13 years (k-12) of being required to attend school, most of us are ready for something different - change is good!

Some say that the biggest difference is that high school is structured to control students and learning. College is more unstructured. High school teachers accept a great deal of responsibility for each student's success. College professors are not responsible for student learning in the same manner - students are expected to accept more of that responsibility.

High school students are expected to do as they are told and follow the rules; college students are expected to make responsible choices. High school students that do not do what they are told or do not follow rules will probably be "corrected" in a variety of ways. College students that do not make responsible choices are likely to be "academically dismissed."

Nation-wide, it is common for almost half of the freshman class to drop out within that first year. Because we choose to go to college and pay for that privilege (it is expensive), adjusting to the differences between high school and college and successfully completing a degree program is important. Once we make the decision to attend college, the outcome is up to us.

In high school, instruction is directed - teachers are clear about what is being taught, what students should be able to do, and what will be on tests. In college, it is up to each student to read and understand assigned material. High school classes will "re-teach" areas that students have trouble with. College professors will move on - those that are not ready will have to accept failing grades and try again, if they can.

Does this sound unfair or harsh? That depends on your point of view. Those that earn college degree have something of value and have demonstrated that they are independent learners, able to accept responsibility for their lives, and are ready to work with others to achieve goals. Many employers value this. 

To those with degrees, the higher expectations at universities make their diplomas more valuable. To those that are academically dismissed, yes, it might seem unfair. The real question is this, does anyone really care who I choose to blame if I flunk out of college?  College demands more of students and requires that students achieve these higher demands by taking responsibility for their learning. 

The good news is that students are "accepted" into college because they have demonstrated academic skills that indicate they can succeed. Most campuses have a variety of support services and programs to help students earn degrees.
The sad news is that these services are often underutilized. Stop by a campus tutorial center the first few weeks of classes - the place may be empty! College professors all know that some of their students need extra help - they also know that some students are not seeking it. 

Students that are not ready for the transition to college get a double-whammy: not only are the learning standards and expectations higher, but it is the professor's job to let some students fail. Students that are not ready to meet expectations in lower level classes are unlikely to be ready for the higher level classes where professional skills and standards are taught.

Demanding degrees, like a Bachelors of Business Administration with and emphasis on Accounting, cannot possibly accommodate students that are not ready to accept responsibility for their learning. It holds the rest of the class back - remember, everyone chose to be there and paid for that privilege. 

In high school, effort counts a great deal. It is rare for a student that actually tries to fail. In college, professors expect students' "best effort." By itself, this is probably not enough. Students are expected to demonstrate higher levels of understanding and apply learning to a variety of new situations.

Colleges try to structure their programs so that all students can succeed if they are ready to accept responsibility for their learning and seek appropriate help when needed. At the university level, it is accepted that some students will not be successful. This is part of life - sometimes, failure is what we need to make changes to move us towards our goals. At a university, this is considered part of the "learning process."

Once we make the decision to continue our education, are accepted into college, and pay tuition; the "smart choice" is to accept the responsibilities that go along with being a student. Professors want to see their students succeed - many find it difficult to watch students struggle. It is part of their job, however. 

Professors hope that all students will take advantage of opportunities at their schools. They are expected to "dismiss" students that are not ready to take advantage of these opportunities.

Whether a student achieves an outstanding education, barely squeaks by, or fails is up to the student. This is true in both high school and college. In high school, teachers and administrators are happy if students do what they are told and follow the rules. 

College professors expect more - isn't that really what a good education is all about? 

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Key Differences between High School and College

High School Responsibilities

• By law, carefully identify student needs, write a plan to accommodate those needs, and monitor the effectiveness of this plan (IEP).
• Provide a structured learning environment where ALL students can achieve academic success.
• Parents or guardians make many decisions.
• Students' main responsibility is to attend, do what they are told, and follow the rules - the school accepts virtually all other responsibilities.
• Document student achievement by administering standardized tests.

College Responsibilities

• Inform students of rights, responsibilities, and maintain confidential student records (separate from the college's educational records). 
• Provide reasonable access to programs/ services that are offered. 
• Accept and identify the impairment that causes the substantial limitation based on documented student needs. 
• Make reasonable accommodations based on the qualifying criteria.
• Apply academic standards uniformly and fairly. Students that are ready to move forward cannot be held back because of other students that are not prepared.

Colleges Are NOT Required To:

• Reduce or adjust the essential requirements of a course/program.
• Identify or test for exceptional needs. 
• Supervise students.

Student Responsibility To:

• Meet the college's qualifications and essential technical, academic, and institutional standards, including the community standards and the code of academic integrity. 
• Act as an independent adult. 
• Advocate for their learning needs, utilize appropriate services when offered, and accept responsibility for those outcomes. 

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College Expections

• Students are responsible for monitoring their own progress and for recognizing when they need additional help.
• Classes meet less often and for fewer hours per week.
  Instruction is mainly by lecture, note taking skills are essential. 
• An entire course is completed in 16 weeks or less. There is more work and less time to do it in.
• Final grades may be determined by just 2 or 3 test scores.
• Writing assignments will be much more involved and the expectations for quality will be much higher. 
• Students need to be able to manage all of their responsibilities and commitments, including job, social, and family matters along with sports or extra-curricular activities.

High School & College

High School - highly structured classes and schedules
College - more flexible schedules and less structured classes 

High School - attendance checks
College - no attendance checks, you're on your own. 

High School - courses less demanding
College - courses more demanding 

High School - grades go to parents
College - student is held responsible for their grades 

High School - teachers ask if you need help
College - students must seek professors' assistance 

High School - your classes are free
College - you're paying for it so get the most you can out of each class

High School - you stay in school even if your grades are poor
College - you can be dropped for poor academic performance 

High School - small classes, individual attention
College - bigger classes, less individual attention 

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Different Laws Apply

IDEA (Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act of 1973 are very different, leading to miscommunication between college and high school staff who have studied only the statutes applying to their institution. In high schools, for example, under IDEA, special education program procedures may apply primarily to learning disabilities. 

High school students who are in wheelchairs, may fall under a subpart of Section 504 of the Rehabilitation Act and be referred to as "504" clients. They will develop IEPs (Individual Education Plans) for these students simply because that is the procedure they have been required to follow under the IDEA mandated program. 

However, Section 504 does not create a requirement for IEPs in either high school or post-secondary institutions.  Misunderstanding can result if one assumes that the "504 Plan" developed at a high school will be binding on a college or university.  Different aspects of Section 504 apply to high schools and colleges.

High schools have responsibilities which include the following:

• Identify students with disabilities 

• Provide assessment of learning disabilities 

• Classify disabilities according to specified diagnostic categories 

• Involve parents or guardians in placement decisions 

• Provide certain non-academic services 

• Place students in programs where they can benefit (in any way) by placement committee with parent participation and approval

• Structure a large part of the student's weekly schedule 

• Modify educational programs 

• Prepare Individualized Education Plans (IEPs) 

• Provide a free and appropriate education 

• Provide appropriate services by the school nurse or health service 

The post-secondary level institutional role changes as follows:

• Protect a student's right to privacy and confidentiality 

• Provide access to programs and services which are offered to persons without disabilities 

• Inform students of office location and procedures for requesting accommodations 

• Accept and evaluate verifying documentation 

• Determine that a mental or physical impairment causes a substantial limitation of a major life activity (see definition of disability) based on student-provided verifying documents 

• Determine whether students are otherwise qualified for participation in the program or service, with or without accommodations, and if so, whether a reasonable accommodation is possible 

• Make reasonable accommodations for students who meet the above qualifying criteria 

• Provide reasonable access to program and service choices equal to those available to the general public 

• Make reasonable adjustments in teaching methods which do not alter the essential content of a course or program 

• Assure that off-campus and contracted program facilities also comply with Section 504 (Subpart E) and ADA

• Inform students of their rights responsibilities 

Other differences may exist for post-secondary institutions which provide housing programs, health services, psychological counseling services, and extensive international programs.

In contrast to their K-12 educational experience where many responsibilities were assumed by the school, student responsibilities at the post-secondary level change as follows:

Student's Responsibilities:

• Self identify or disclose their disability to the designated office for disability services

• Provide verifying documentation to that designated office

• Obtain assessment and test results and provide them to that office

• Act as independent adults 

• Arrange their own weekly schedules 

• Contact their instructors to activate and adopt accommodations for each class

• Arrange for and obtain their own personal attendants, tutoring and individually fitted or designed assistive technologies

Post Secondary Institutions Are Not Required To:

• Reduce or waive any of the essential requirements of a course or program 

• Conduct testing and assessment of learning, psychological or medical disabilities 

• Provide personal attendants 

• Provide personal or private tutors (but tutoring services normally available to persons without disabilities must be accessible to persons with disabilities who are otherwise qualified for those services) 

• Prepare "Individual Education Plans" (IEPs) 

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College Privacy Issues

Students in colleges and universities are considered adults, with privacy and confidentiality protections. College staff cannot talk with parents and guardians about a student's academic activities as was typical in K-12.  Eligibility for special education services in high schools is diagnosis driven (i.e., the student must be diagnosed as having one of eleven specified conditions). 

Eligibility for reasonable accommodations in post-secondary institutions, while also requiring a diagnosis, is actually driven by the severity of impact on a major life activity.  This is why documentation for a post-secondary institution has to provide more information than just a diagnosis. It must address the issue of severity of impact.

Documentation requirements may vary from institution to institution. Each institution has the right to establish its own guidelines for documentation requirements. You will need to speak to each institution you are considering regarding their institutional documentation requirements.

College students must structure and plan their own study time; colleges do not arrange study periods or provide for time to do homework during classes.  Professors and classes may differ regarding attendance requirements, assignment due dates, and exams. The student must study each professor's syllabus for each class. Attendance may be considered an essential requirement of some courses and therefore not subject to waiver or reduction.

Students with disabilities must take the initiative to identify themselves as a person with a disability. This is a major change from high school.  They must take a specific action to request those accommodations for their disabilities and must provide verifying documentation such as psycho-educational test results, medical documents, and doctor's statements.  

The documentation must verify the disability, describe the extent/severity of the impairment, and provide information regarding the functional impact of the disability which supports the need for a specific accommodation.

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