Mini Diagnostic

Completing the Mini Diagnostic will generate a brief but actionable report that summarizes where your high school falls in terms of postsecondary student preparation.

To learn how you can participate in the complete CampusReady and get a detailed analysis of what your teachers and students need to succeed, contact


  1. My school ensures that the majority of students have the opportunity to visit a college campus or meet with college representatives from a range of postsecondary institutions.


    Requiring students to visit colleges or speak with college representatives demonstrates the expectation that all students can attend college, particularly to students who may not have considered college as a possibility or who are not taking realistic steps to prepare for college.

  2. The majority of core academic courses at my school are organized around the “big ideas” of their subject areas and not just on the transmission of factual information in isolation of these big ideas.


    Encouraging students to make connections across courses related to the “big ideas” prepares them for the type of analytical thinking required at the college level.

  3. The majority of core academic courses at my school incorporate learning strategies and skills that require students to apply content knowledge in complex, non-routine ways.


    Incorporating school wide learning strategies and skills that require students to apply content knowledge in complex, non-routine ways ensures that the majority of students are engaged in activities that challenge them cognitively.

  4. Students at my school are familiar with the content of local college placement exams and with local placement policies.


    Understanding how placement exams and placement policies affect college acceptance and financial aid options can encourage students to take challenging courses and work hard during high school. Students need to be informed early in high school about what these tests are and how scores are used to ensure that their performance on these exams opens, rather than closes, doors.

  5. Teachers at my school know the admissions requirements for local 2- and 4-year colleges and universities.


    Understanding college admissions requirements can help teachers align their expectations and classroom activities with college expectations. This can help students understand that high school transcripts affect college options and can encourage students to take challenging courses and work hard.

  6. My school has a publicly stated vision or goal to promote college readiness.


    A publicly stated vision and strategy is necessary to underscore the school's commitment to preparing students to meet college expectations which may exceed eligibility requirements. Students surrounded by high expectations and provided a challenging curriculum can succeed in college.

  7. My school encourages students to set goals focused on college and career readiness and gauge their progress toward achieving those goals and becoming college and career ready.


    Goal setting is a powerful way to help adolescents take more control of their own lives. By encouraging students to identify incremental goals for high school and beyond, teachers and counselors can help students develop a realistic plan for attaining their goals.

  8. Students at my school have frequent opportunities to complete assignments that require research, interpretation, and writing skills.


    The academic requirements of college demand strong research, interpretation, and writing skills in all courses. Providing multiple opportunities for students to practice and refine these skills in high school is imperative to future success at the college level.

  9. When students in my school get accepted to college, my school publicly acknowledges and celebrates this achievement.


    Acknowledging college acceptances emphasizes that college admission is a worthy and desired goal and sets the expectation that all students can and will attend college.

  10. My school has implemented a consistent policy for teachers to require students to keep and maintain a calendar of assignments and key events for the academic term, and to review this in class frequently.


    When students reach college, they will have to be very adept at managing their time. Teaching students how to record assignments and holding them accountable for doing so will help them develop time management skills early so that they become ingrained by the time they reach college.

Please answer all questions before proceeding.