I was going back through some of my notes from our college search process with Devin, and here are a few things we were told that I found interesting:

First, regarding athletic scholarships: 118 colleges play NCAA Division I football, and 238 play Division III. Certainly, we hear more about the NCAA teams, because so many more people attend those games. From a practical standpoint in the recruiting arena, though, the biggest difference is that Division III schools can’t offer athletic scholarships. They tend to pride themselves on the fact that their athletes really are scholars first—that they’re student-athletes, not just athletes. My bank account wishes that weren’t the case, because I know some of these Div III coaches would give Devin money if they could; but from a philosophical standpoint, I like that value system much better.

Second, regarding football longevity: Nationally, only 1 out of 4 guys who start out playing college football actually play all 4 years. 75% of them quit. That’s a staggering number to be, but it makes me that much more glad that we’re primarily focusing on schools that’ll provide need-based aid and merit-based scholarships rather than athletic scholarships. That way, if Devin becomes one of those statistics (even though I don’t think he will), the funding for college will still be there.

Third, regarding majors: 7 out of 8 freshmen change their majors at least once before they graduate. I figured it was pretty high, but I wouldn’t have guessed it’s that high. I still think it’s a good idea that we’re focusing on schools that have the program Devin is interested in–but it also means that the other academic areas need to be strong, too.

Fourth, regarding overall skills: It seems the three most important skills that lead to success in college are:

• Time management skills
• Study skills
• Test-taking skills

I would’ve probably guessed that the first two were in there, though the third makes sense, too. In fact, back in the day when I substitute taught (3 days a week while I attended classes 2 days a week), I developed a time management seminar I could use when classroom teachers didn’t leave lesson plans. That way, it would be appropriate for physics, algebra, history, English–you name it.

In fact, when I was asked to substitute for multiple days in the same classroom (and I still didn’t have lesson plans from the classroom teacher), I did some study skills stuff, though my seminar wasn’t quite as well thought out as the time management one.

I think I need to do a better job working with my kids (and my students) to help them develop all of those skills.