Parents, Read This if Your Child Is Applying to College
USA News December 09, 2009 02:33 PM ET Lynn F. Jacobs, Jeremy S. Hyman
Holiday time is family time. And family time, in many families, is apply-to-college time. Many parents, despite their best intentions, do more harm than good to their collegebound children during this anxiety-ridden time. So we invited visiting blogger Marilee Jones, former dean of admissions at MIT and coauthor of the book, Less Stress, More Success: A New Approach to Guiding Your Teen Through College Admissions and Beyond, to offer some advice to parents of children caught up in the college application maze. Here are her eight "guiding principles":
1. Understand the college admissions process for what it is. Many parents think of college admissions as a competitive battle to be won. But, in truth, it is a key developmental phase to be experienced. This is your child's initiation into adulthood and, at the same time, an important moment in parenting. Your job now is to become your child's "grounding cord"—the calm and confident adult who keeps things safe as your child is exposed to the judgment and serendipity of college admissions officers.
[For more on the process, see the Complete Guide to College Admissions.]
2. Realize it isn't happening to you. We are so connected to our children that we sometimes lose the boundaries between our own issues and theirs. You are not applying to college; your child is. Being clear about this affords you the distance to help him or her calm down when he or she is most scared. When your own anxiety spikes, walk away and firmly remind yourself that the college admission process is not happening to you.
3. Watch those pronouns! Think carefully about the messages you are sending your child. You may think it's OK to refer to your child's application as "our application." But chances are your child will hear something like, "You aren't mature enough to get into college on your own, so I have to help you." This is your child's initiation into adulthood. Your job is to lift your child up, not bring him or her down.
4. Keep your anxiety to yourself. Parents of college applicants have much to worry about, such as, "How can we afford this?" "What if my son or daughter gets rejected?" "How can I be old enough to have a child going to college?" While your worries are real, it's important that you do not share them with your child. Your fears will only amplify his or her own. Keeping a peaceful household is the goal now, so share your feelings with a trusted friend or peer. And if you're really at your wits' end and have no trusted friend, buy one: Now could be the perfect time to get professional short-term counseling.
5. Work with your team. Never act as your child's one and only adviser. The most effective parents team up with their child's guidance counselor and follow his or her lead. Even if that counselor is a 20- or 30-something, he or she still knows more about college admissions than you do.
6. Teach self-soothing. Sometimes we collect information because it helps us feel more in control. We ask our child such questions as "What did you get on that test last week?" or "How do your SAT scores compare with your classmates'?" These questions imply judgment to our child, something that teachers, school administrators, college admissions officers, and peers might already be offering in large amounts. When your child is expressing anxiety, offer reassuring responses—"Don't worry, things always work out for you," "Everything is going to be OK," "It seems scary now, but better days are ahead."
7. Look for the grief—yours. It may surprise you to know that some of the upset you feel about the college application experience may actually be grief over your child's leaving home soon. Because grief is about loss, it's more comfortable for many people to turn it into another emotion that's easier to feel, such as anger. Rather than create more turmoil for you and your family, it is best to recognize the grief for what it is, feel it, and then move on.
8. Develop Plan B. It's not surprising that the main source of anxiety in the college admissions process comes from being unable to control the result. So here's a secret: In order to maintain an inner sense of calm, prepare yourself in advance for your worst case scenario—e.g., your child gets rejected or wait-listed everywhere—and work out a plan to deal with that. Then file the plan away somewhere and get back to focusing on success. Knowing that you have a backup plan in place will keep you more relaxed throughout the process so you can be that positive, steady influence for your child during the anxious moments ahead.
Monday, December 14, 2009
Wednesday, December 9, 2009
A New Look for Graduate Entrance Test
(By Tamar Lewin, New York Times, December 5, 2009)
After two false starts, the Graduate Record Exam, the graduate school entrance test, will be revamped and slightly lengthened in 2011 and graded on a new scale of 130 to 170.
Skip to next paragraph The Educational Testing Service, which administers the G.R.E., described its plans Friday at the annual meeting of the Council of Graduate Schools in San Francisco, calling the changes “the largest revisions” in the history of the test.
Although the exam will still include sections on verbal reasoning, quantitative reasoning and analytical writing, each section is being revised. The new verbal section, for example, will eliminate questions on antonyms and analogies. On the quantitative section, the biggest change will be the addition of an online calculator. The writing section will still have two parts, one asking for a logical analysis and the other seeking an expression of the student’s own views.
“The biggest difference is that the prompts the students will receive will be more focused, meaning that our human raters will know unambiguously that the answer was written in response to the question, not memorized,” said David G. Payne, who heads the G.R.E. program for the testing service.
For security reasons, he said, new content would be introduced and the sequence of questions scrambled every two hours. The new test will be three and a half hours.
The G.R.E., required for admission to a range of graduate programs, is a “computer adaptive” test, so that a correct answer to one question leads to a more difficult subsequent question, while a wrong answer leads to a simpler one. Another change is that the computer adaptively will no longer be question by question but section by section, so that, within a section, students can skip a question and return to it.
“That’s going to be a real boon to test takers because once you see a question wrong, it’s almost impossible to unsee it, but if you skip and come back a few questions later, it’s more likely that you’ll get it right,” said Neill Seltzer, who is in charge of G.R.E. for Princeton Review.
Generally, Mr. Seltzer said he saw the changes mostly as a marketing effort, to compete with the GMAT test, used for admission to business schools. The Educational Testing Service lost the contract for administering the GMAT in 2006 to Pearson. Since then, E.T.S. has been increasingly successful marketing the G.R.E. to business schools as an alternative admissions test.
The current G.R.E. scoring scale runs from 200 to 800, with 10-point increments that may represent only one additional correct answer. The new scoring scale will have one-point increments.
“We know that some faculty saw a 20- or 30-point difference on the 200-800 scale as more significant than it really was, and we hope that the new scale will make things clearer,” Dr. Payne said.
The service first announced in 2005 that it would revise the G.R.E. and lengthen it to four hours, to take effect in October 2006. In early 2006, it put off the changes until the fall of 2007 because of delays in setting up enough Internet-based test centers. Then in 2007, it canceled the planned changes.
More than 600,000 students take the G.R.E. each year. In areas of the world where Internet-based testing is easily available, the G.R.E. lasts three hours. A paper version of the test, lasting about 3 hours 45 minutes, is offered in other places.
(By Tamar Lewin, New York Times, December 5, 2009)
After two false starts, the Graduate Record Exam, the graduate school entrance test, will be revamped and slightly lengthened in 2011 and graded on a new scale of 130 to 170.
Skip to next paragraph The Educational Testing Service, which administers the G.R.E., described its plans Friday at the annual meeting of the Council of Graduate Schools in San Francisco, calling the changes “the largest revisions” in the history of the test.
Although the exam will still include sections on verbal reasoning, quantitative reasoning and analytical writing, each section is being revised. The new verbal section, for example, will eliminate questions on antonyms and analogies. On the quantitative section, the biggest change will be the addition of an online calculator. The writing section will still have two parts, one asking for a logical analysis and the other seeking an expression of the student’s own views.
“The biggest difference is that the prompts the students will receive will be more focused, meaning that our human raters will know unambiguously that the answer was written in response to the question, not memorized,” said David G. Payne, who heads the G.R.E. program for the testing service.
For security reasons, he said, new content would be introduced and the sequence of questions scrambled every two hours. The new test will be three and a half hours.
The G.R.E., required for admission to a range of graduate programs, is a “computer adaptive” test, so that a correct answer to one question leads to a more difficult subsequent question, while a wrong answer leads to a simpler one. Another change is that the computer adaptively will no longer be question by question but section by section, so that, within a section, students can skip a question and return to it.
“That’s going to be a real boon to test takers because once you see a question wrong, it’s almost impossible to unsee it, but if you skip and come back a few questions later, it’s more likely that you’ll get it right,” said Neill Seltzer, who is in charge of G.R.E. for Princeton Review.
Generally, Mr. Seltzer said he saw the changes mostly as a marketing effort, to compete with the GMAT test, used for admission to business schools. The Educational Testing Service lost the contract for administering the GMAT in 2006 to Pearson. Since then, E.T.S. has been increasingly successful marketing the G.R.E. to business schools as an alternative admissions test.
The current G.R.E. scoring scale runs from 200 to 800, with 10-point increments that may represent only one additional correct answer. The new scoring scale will have one-point increments.
“We know that some faculty saw a 20- or 30-point difference on the 200-800 scale as more significant than it really was, and we hope that the new scale will make things clearer,” Dr. Payne said.
The service first announced in 2005 that it would revise the G.R.E. and lengthen it to four hours, to take effect in October 2006. In early 2006, it put off the changes until the fall of 2007 because of delays in setting up enough Internet-based test centers. Then in 2007, it canceled the planned changes.
More than 600,000 students take the G.R.E. each year. In areas of the world where Internet-based testing is easily available, the G.R.E. lasts three hours. A paper version of the test, lasting about 3 hours 45 minutes, is offered in other places.
Monday, December 7, 2009
To Disclose or Not: Dealing with Learning Differences
A critical element of just about every application is the student’s ability to bring clarity to the interpretation of his/her academic record. In other words, when there are irregularities in a student’s program and/or performance, s/he has a “story” to tell. The context for such stories, or explanations, often rests in factors that are beyond the student’s control i.e. injury, illness, family moves, parental difficulties, etc. In the absence of explanations, though, admission officers must guess about the circumstances—and that rarely bodes well for the candidate as admission folks are more often cynical than charitable in their estimations!
A circumstance frequently raised in this regard is that relating to a student’s documented learning difference. Specifically, families often wonder if or how the presence of “Individual Educational Plans” (IEPs) in the student’s academic experience should be conveyed in the application for admission without prejudicing the candidacy. While there are few solutions that fit every situation, it is important to consider the manner in which information is shared with the institution, first, with regard to the student’s candidacy for admission and, then, as it relates to securing necessary support for the student once enrolled.
In terms of admission, I would err on the side of meaningful disclosure. Give the admission committee the full picture so it can make a balanced evaluation of your credentials. Places that value you for what you do well will try to find ways to admit and support you. Providing an awareness of a learning difference for which you are compensating may give them greater confidence in their respective abilities to help you find success. On the other hand, you can’t worry about schools that might not admit you. The odds are that they would not have been good fits for you in the long run anyway.
That said, you cannot count on the admission office to pass along the documentation of academic support needs to folks in the academic program. While such information might indeed be passed along on a “need to know” basis, it is routinely purged from applicant files (in the spirit of confidentiality) after a student makes the decision to enroll. Regardless, plan to present documentation of your learning difference and need for support to the counseling center/disability office after you have enrolled. Don’t assume they will have gotten the information from the admission office.
According to educational consultant, Allen Tinkler, in a note to colleagues on the National Association of College Admission Counseling (NACAC) listserve, “one of the biggest errors kids/ families make…is the assumption that just because the documentation was sent, whether to admissions or to disability support services, the college will provide accommodations and services. This is not true. The student must…self-identify and go through some kind of intake interview, discuss accommodations requested, sometimes negotiate, and learn the procedures at the college. This is done with CURRENT, COMPLETE and APPROPRIATE documentation.”
Allen further observes, and I agree wholeheartedly, that students need to learn to be “strong self-advocates.” At his former school, “each student with an IEP or 504 plan was given a complete set of documentation…at a final meeting with parents present (and) instructed that it was now up to them to take the responsibility of receiving accommodations at college. They were instructed that sometime between the distribution of those papers and the beginning of classes at college they needed to contact the disability coordinator, present themselves and their papers. We were literally passing the baton over to them.”
Ownership and the assumption of personal responsibility are vital to your success in all aspects of life. So seize the opportunity! During the senior year, and certainly by the time you graduate, step forward and accept responsibility. Make a difference with regard to the direction you will take during your college years and beyond!
Source: The Admission Game
A circumstance frequently raised in this regard is that relating to a student’s documented learning difference. Specifically, families often wonder if or how the presence of “Individual Educational Plans” (IEPs) in the student’s academic experience should be conveyed in the application for admission without prejudicing the candidacy. While there are few solutions that fit every situation, it is important to consider the manner in which information is shared with the institution, first, with regard to the student’s candidacy for admission and, then, as it relates to securing necessary support for the student once enrolled.
In terms of admission, I would err on the side of meaningful disclosure. Give the admission committee the full picture so it can make a balanced evaluation of your credentials. Places that value you for what you do well will try to find ways to admit and support you. Providing an awareness of a learning difference for which you are compensating may give them greater confidence in their respective abilities to help you find success. On the other hand, you can’t worry about schools that might not admit you. The odds are that they would not have been good fits for you in the long run anyway.
That said, you cannot count on the admission office to pass along the documentation of academic support needs to folks in the academic program. While such information might indeed be passed along on a “need to know” basis, it is routinely purged from applicant files (in the spirit of confidentiality) after a student makes the decision to enroll. Regardless, plan to present documentation of your learning difference and need for support to the counseling center/disability office after you have enrolled. Don’t assume they will have gotten the information from the admission office.
According to educational consultant, Allen Tinkler, in a note to colleagues on the National Association of College Admission Counseling (NACAC) listserve, “one of the biggest errors kids/ families make…is the assumption that just because the documentation was sent, whether to admissions or to disability support services, the college will provide accommodations and services. This is not true. The student must…self-identify and go through some kind of intake interview, discuss accommodations requested, sometimes negotiate, and learn the procedures at the college. This is done with CURRENT, COMPLETE and APPROPRIATE documentation.”
Allen further observes, and I agree wholeheartedly, that students need to learn to be “strong self-advocates.” At his former school, “each student with an IEP or 504 plan was given a complete set of documentation…at a final meeting with parents present (and) instructed that it was now up to them to take the responsibility of receiving accommodations at college. They were instructed that sometime between the distribution of those papers and the beginning of classes at college they needed to contact the disability coordinator, present themselves and their papers. We were literally passing the baton over to them.”
Ownership and the assumption of personal responsibility are vital to your success in all aspects of life. So seize the opportunity! During the senior year, and certainly by the time you graduate, step forward and accept responsibility. Make a difference with regard to the direction you will take during your college years and beyond!
Source: The Admission Game
Friday, December 4, 2009
Checking "Yes" to Financial Aid on the Admission Application
It’s time to fill out applications and a big concern for many families this fall is, “Should we check ‘yes’ or ‘no’ to the question about financial aid on the admission application?”
While it’s understandable that students would want to avail themselves of as much financial assistance as possible, uncertainty over whether the family’s ability to pay will have an impact on the admission decision has folks on edge. There are three issues worth noting in addressing the concern.
One, the “ability to pay” is increasingly a factor in the admission process, especially for students on the competitive margin. There was a lot of discussion at the end of the admission process last spring about “full-pay” students with modest credentials getting the nod over students with somewhat stronger credentials but demonstrated financial need. With that in mind, you need to go into the admission process with your eyes wide open and make sure you are focusing on schools that value you-they’ll admit you and give you what you need.
The second matter is more practical. It has to do with how colleges use the information they glean about your financial need from the admission application. Checking “no” that you don’t need financial assistance means that a hurdle goes down—the question of your financial need has been answered. If you check “yes,”colleges still don’t have enough information to be able to discriminate in the admission process. You see, approximately one-third of the students who indicate that they will be applying for financial aid either never apply—they know they don’t need it, or they do apply and demonstrate that they don’t need it!
Colleges that discriminate based on “ability to pay” in the admission process will wait until they have seen the academic credentials and the financial aid data for most if not all of the potentially admitted students before making their final decisions.
Checking “yes” does, however, allow the admission officers to be on the alert for your financial aid application materials. That can be important if you encounter delays or problems with the processing of the latter.
Finally, you need to know that the financial aid question on the admission application is intended to reflect your intent to apply for need-based assistance from the institution itself. Period. Your eligibility for merit scholarships awarded by the college does not require you to check “yes” unless you are specifically instructed to do so on the application.
The bottom line, then, is that you should check “yes” if you know you want to be considered for need-based financial aid. That check mark should not compromise your application for admission.
Source: The Admission Game
While it’s understandable that students would want to avail themselves of as much financial assistance as possible, uncertainty over whether the family’s ability to pay will have an impact on the admission decision has folks on edge. There are three issues worth noting in addressing the concern.
One, the “ability to pay” is increasingly a factor in the admission process, especially for students on the competitive margin. There was a lot of discussion at the end of the admission process last spring about “full-pay” students with modest credentials getting the nod over students with somewhat stronger credentials but demonstrated financial need. With that in mind, you need to go into the admission process with your eyes wide open and make sure you are focusing on schools that value you-they’ll admit you and give you what you need.
The second matter is more practical. It has to do with how colleges use the information they glean about your financial need from the admission application. Checking “no” that you don’t need financial assistance means that a hurdle goes down—the question of your financial need has been answered. If you check “yes,”colleges still don’t have enough information to be able to discriminate in the admission process. You see, approximately one-third of the students who indicate that they will be applying for financial aid either never apply—they know they don’t need it, or they do apply and demonstrate that they don’t need it!
Colleges that discriminate based on “ability to pay” in the admission process will wait until they have seen the academic credentials and the financial aid data for most if not all of the potentially admitted students before making their final decisions.
Checking “yes” does, however, allow the admission officers to be on the alert for your financial aid application materials. That can be important if you encounter delays or problems with the processing of the latter.
Finally, you need to know that the financial aid question on the admission application is intended to reflect your intent to apply for need-based assistance from the institution itself. Period. Your eligibility for merit scholarships awarded by the college does not require you to check “yes” unless you are specifically instructed to do so on the application.
The bottom line, then, is that you should check “yes” if you know you want to be considered for need-based financial aid. That check mark should not compromise your application for admission.
Source: The Admission Game
Wednesday, December 2, 2009
Biggest Mistakes Made When Applying to College
(1) Wait to last minute
· Senior year is tough because you are juggling many activities (school work, sports, clubs, and community service).
· Give those writing letters of recommendation ample time- ask early so that you don’t put them in a bind.
· For you top schools don’t wait until campus visit or interview before applying. Applying early is a strong indicator to college that you have strong commitment to school.
(2) Failure to adequate research college option
· Ask yourself “How have I researched the school?”
· Be “student centered”- is the school the best fit for you.
· You must know why you are going to a college and how this decision will affect you. Ask yourself “what will I get out of this college?” “How has the college sold itself too me?”
· Limit the number of schools that you apply (ideally 5-7)
(3) Students allow themselves to be distracted by what others are doing and saying
· Look at your priorities and values.
· Make decisions that are smart for you.
· Don’t get caught in the “hype” of where everyone else is going to college, stay focus on finding the “best” fit for you.
(4) Students try to be someone they are not
· Don’t create credentials to make yourself “look” good for admissions committee.
· Manage expectations- who you are, what you expect to get out of college.
· Colleges looking for “authentic” you which will be evident in your essay questions and interviews.
(5) Senioritis
· Colleges are watching to see what you do when you think you don’t have to do anything. Many seniors “slack” off once they apply to college.
· Colleges want to see how you challenge yourself- what efforts are you putting forward?
· For some students, colleges will wait until March to make admissions decision which allows them to see your efforts.
· Senior year is tough because you are juggling many activities (school work, sports, clubs, and community service).
· Give those writing letters of recommendation ample time- ask early so that you don’t put them in a bind.
· For you top schools don’t wait until campus visit or interview before applying. Applying early is a strong indicator to college that you have strong commitment to school.
(2) Failure to adequate research college option
· Ask yourself “How have I researched the school?”
· Be “student centered”- is the school the best fit for you.
· You must know why you are going to a college and how this decision will affect you. Ask yourself “what will I get out of this college?” “How has the college sold itself too me?”
· Limit the number of schools that you apply (ideally 5-7)
(3) Students allow themselves to be distracted by what others are doing and saying
· Look at your priorities and values.
· Make decisions that are smart for you.
· Don’t get caught in the “hype” of where everyone else is going to college, stay focus on finding the “best” fit for you.
(4) Students try to be someone they are not
· Don’t create credentials to make yourself “look” good for admissions committee.
· Manage expectations- who you are, what you expect to get out of college.
· Colleges looking for “authentic” you which will be evident in your essay questions and interviews.
(5) Senioritis
· Colleges are watching to see what you do when you think you don’t have to do anything. Many seniors “slack” off once they apply to college.
· Colleges want to see how you challenge yourself- what efforts are you putting forward?
· For some students, colleges will wait until March to make admissions decision which allows them to see your efforts.
Tuesday, November 17, 2009
When the "Early" Answer is No...
When the "Early" Answer is No...
(Guest blog by Terry Cowdrey, Dean of Admissions and Financial Aid at St. Lawrence University and The Admission Game)
As someone who has always believed that carrying an umbrella will prevent rain, I am concerned about the number of high school seniors who apply Early Decision to their first choice college and don’t formulate a Plan B. Perhaps they worry that having a contingency plan will somehow jinx their admission to the school of their dreams—that college admissions karma will question their real commitment—that somehow declaring a school as their top choice is not adequate because the Early Decision school should be their only choice. The reality is that Early Decision (ED) good news or bad news will come regardless of whether the student has a Plan B. The bad news is a lot more difficult to deal with, however, when there is no alternate plan.
Many ED candidates who hope for the “big envelope” in December are sorely disappointed. Lots of them get letters that tell them that the college is not yet able to make a decision on their application. Their ED applications have been deferred and they will be considered with the rest of the applicant pool in the spring. The letter encourages students to send updated academic information and assures them that their application will receive full consideration later in the year. Students wonder what more they can do to demonstrate their talents and commitment. Still, there is a glimmer of hope for admission to “First Choice College” making it hard for some students to look beyond and make alternate plans.
Yet other students who set their hearts on one college as ED candidates will receive a letter of rejection in mid-December. There will be no reconsideration of the application in this case—the admissions office is clear in saying that “First Choice College” will not be a college choice for the student whose Early Decision application is rejected. Although the temptation may be to give in to self-pity and to imagine no college in one’s future, the more productive reaction is to put the disappointment aside, try to remember that everything happens for a reason, and get additional applications submitted as quickly as possible. Now is the time to put your best self forward—to be sure that applications are completed thoughtfully, thoroughly, and on time.
Although it may be hard for some high school seniors to believe, some of the most successful, happiest college students are those who were not admitted to their Early Decision colleges and were forced to look more deeply at other schools, ultimately finding places that were better matched to their interests and talents.
So if you are a high school senior who has declared your love for a college through an Early Decision application, and you are waiting to hear whether you have been embraced or rebuffed, get out that proverbial umbrella. If you are not admitted Early Decision, you will need to be ready to move quickly because many Regular Decision deadlines will be only a few weeks away. Make sure you have applications ready to be submitted to other colleges that you have identified as good matches. And make sure you have had conversations with your guidance counselor and teachers so that the documents they need to send in support of your applications are ready to go if needed. Don’t worry about what you will say to your friends and relatives whom you told so proudly about your decision to apply Early—you can always tell them that you have had second thoughts and are relieved to have more time to consider other colleges—the more you say it, the more you will believe it.
And remember—you might get good news in mid-December. If you do, enjoy it—wear your college sweatshirt with a smile. But remember how attractive gratitude is. Thank your counselor, your teachers and your parents for their support through the process. Commit yourself to doing your best work for the remainder of your senior year. Getting admitted to college is an accomplishment of which you should be proud. Now, it is your responsibility to prepare yourself for the opportunities and challenges that college will bring.
Terry Cowdrey is the vice president and dean of admissions and financial aid at St. Lawrence University. Her career in college admissions spans three decades and includes experience at Vanderbilt University, the University of New Hampshire, and Wesleyan University.)
(Guest blog by Terry Cowdrey, Dean of Admissions and Financial Aid at St. Lawrence University and The Admission Game)
As someone who has always believed that carrying an umbrella will prevent rain, I am concerned about the number of high school seniors who apply Early Decision to their first choice college and don’t formulate a Plan B. Perhaps they worry that having a contingency plan will somehow jinx their admission to the school of their dreams—that college admissions karma will question their real commitment—that somehow declaring a school as their top choice is not adequate because the Early Decision school should be their only choice. The reality is that Early Decision (ED) good news or bad news will come regardless of whether the student has a Plan B. The bad news is a lot more difficult to deal with, however, when there is no alternate plan.
Many ED candidates who hope for the “big envelope” in December are sorely disappointed. Lots of them get letters that tell them that the college is not yet able to make a decision on their application. Their ED applications have been deferred and they will be considered with the rest of the applicant pool in the spring. The letter encourages students to send updated academic information and assures them that their application will receive full consideration later in the year. Students wonder what more they can do to demonstrate their talents and commitment. Still, there is a glimmer of hope for admission to “First Choice College” making it hard for some students to look beyond and make alternate plans.
Yet other students who set their hearts on one college as ED candidates will receive a letter of rejection in mid-December. There will be no reconsideration of the application in this case—the admissions office is clear in saying that “First Choice College” will not be a college choice for the student whose Early Decision application is rejected. Although the temptation may be to give in to self-pity and to imagine no college in one’s future, the more productive reaction is to put the disappointment aside, try to remember that everything happens for a reason, and get additional applications submitted as quickly as possible. Now is the time to put your best self forward—to be sure that applications are completed thoughtfully, thoroughly, and on time.
Although it may be hard for some high school seniors to believe, some of the most successful, happiest college students are those who were not admitted to their Early Decision colleges and were forced to look more deeply at other schools, ultimately finding places that were better matched to their interests and talents.
So if you are a high school senior who has declared your love for a college through an Early Decision application, and you are waiting to hear whether you have been embraced or rebuffed, get out that proverbial umbrella. If you are not admitted Early Decision, you will need to be ready to move quickly because many Regular Decision deadlines will be only a few weeks away. Make sure you have applications ready to be submitted to other colleges that you have identified as good matches. And make sure you have had conversations with your guidance counselor and teachers so that the documents they need to send in support of your applications are ready to go if needed. Don’t worry about what you will say to your friends and relatives whom you told so proudly about your decision to apply Early—you can always tell them that you have had second thoughts and are relieved to have more time to consider other colleges—the more you say it, the more you will believe it.
And remember—you might get good news in mid-December. If you do, enjoy it—wear your college sweatshirt with a smile. But remember how attractive gratitude is. Thank your counselor, your teachers and your parents for their support through the process. Commit yourself to doing your best work for the remainder of your senior year. Getting admitted to college is an accomplishment of which you should be proud. Now, it is your responsibility to prepare yourself for the opportunities and challenges that college will bring.
Terry Cowdrey is the vice president and dean of admissions and financial aid at St. Lawrence University. Her career in college admissions spans three decades and includes experience at Vanderbilt University, the University of New Hampshire, and Wesleyan University.)
Tuesday, November 3, 2009
Ways High School Students Can Help Pay For College
Ways High School Students Can Help Pay For College
- Take AP(Advanced Placement) courses in high school. Taking five AP courses and scoring well on exams, can help you earn college credit and the possibility of graduating from college early. Benefits of graduating a semester early- job market not as competitive.
- Limit the number of colleges to which you apply, keep it to 3-5 colleges. College applications fees average between $25-$60. By limiting your list of colleges could save several hundred dollars.
- If you don't know what you want to study, consider starting at Community College. Community Colleges are good source for taking general education courses and have excellent University Transfer program with many Four Year Universities.
- Live in dorm instead of apartment. Dorm living includes all utilities/expenses and provide an excellent opportunity to build lasting friendships.
- Buying used books can trim semester expenses. Try private bookstores, located off campus, rather than purchasing at campus bookstore. To save more money, sell back books that aren't in your major and that you will not use in the future. In return, take the money you receive for selling books to purchase next semester's books.
- Always take a full load of classes. Figure out how many hours are required to graduate. Divide that number by 8 semesters. Take at least that number of hours every semester, in order to graduate on time. Usually the range is 15-17 hours per semester.
Monday, November 2, 2009
Middle School Parent's College Guide
A middle school parent's college prep guide
Counselors, colleges and organizations like the National Association for College Admission Counseling and ACT emphasize that parents should start planning for college no later than middle school. Their reasoning is simple:
(1) Your child needs strong preparation in middle school to take the high school classes that colleges require.
(2) You need to do your homework to make college affordable for your family. There are lots of options to cut college costs — scholarships, low-interest loans, work-study, spending the first two years at a community college — but it takes time to research them and get the information you need to meet application deadlines.
College planning is important for all families, whether parents attended college or not. The college process has changed, even from four years ago - the forms have changed, there are Web sites where your child can take a virtual tour of a college.
Here are seven steps you can take to jump start your planning:
(1) Talk about college
As a parent, your expectations have a huge influence on what your child expects of herself, even if she doesn't want you to know it. You can help her envision her future at a time when the social anxieties and opportunities of middle school loom larger than life after high school. This doesn't mean having an "I expect you to go to Harvard" conversation. Talk to your child about her interests, how they might translate into a college major and career.
(2) Make the school your partner
Middle school is the time parents tend to be less involved, but it's the very time your child needs encouragement and guidance. Meet your child's teachers, if you haven't already done so, and make it clear that you want to be kept up to date about any changes in your child's work or behavior. Go over your child's standardized test results with the counselor to identify strengths and weaknesses. Talk to the counselor about your child's interests to see if there are electives and extracurricular activities that will help him develop his talents. If your child needs extra help or more challenging assignments in a subject, talk to the counselor about how to arrange it.
(3) Get very involved in your child's choice of classes
The research is clear: Kids who take algebra by the eighth grade and geometry by ninth grade are much more likely to go to college than those who don't. These math classes are required to take more advanced math classes in high school and to take science classes like chemistry and physics. In addition to taking math every year in middle school, your child should take:
* English: Every year
* History (including geography) and science: As many classes as possible
* Foreign language: Many colleges require at least two years of a language, which your child can begin in middle school.
Because college work and many jobs now require computer skills, your child should also try to take advantage of any computer science classes offered in middle and high school. He'll gain new skills and may discover a career path.
Bottom line: Your child will need to satisfy more than the basic high school graduation requirements to be prepared to succeed in college. And he won't be prepared for college prep classes in high school unless he starts now.
(4) Get savvy about college costs
Experts emphasize that there are lots of ways to finance a college education, but you have to do your homework. Researching the way the system works, saving options such as 529 plans, and creative financing ideas will keep you from the last-minute panic that leads families to take out high-interest loans.
There are also other cost-cutting measures you'll uncover: Your child can get college credits by taking Advanced Placement (AP) classes in high school or in summer classes at your local community college. That can save you a year's tuition — but your child must be academically prepared to take advantage of these options.
(5) Encourage your child to read, read, read
It's simply the best preparation for the SAT, ACT or college reading assignments that your child can have.
While you're at it, why not make vocabulary building a family game by learning a word a day? There are lots of free subscription services that will email a word of the day, like this one from Dictionary.com . Your child can teach the daily word to the rest of the family at dinner and quiz you at the end of the week.
(6) Look ahead to high school
High school is the launch pad to college. How does yours measure up? Does the school offer AP or honors courses? These classes put students at an advantage when applying for college. Will your child have access to them? Can anyone take them or do the students have to have a certain grade-point average or be selected by their teachers? Are there electives and extracurricular activities that will motivate and engage your child? If not, do you have other school options? Or do you need to find community resources — music groups, sports clubs, tutors — to supplement what the school offers? Research your child's future high school now, contact the parent group and visit classes to help insure a successful high school experience for your child.
(7) Don't wait to get your child help with study skills
Your child will need time-management, organizational and study skills to succeed in high school and college. It's easier to address these issues now than it will be when the work gets more challenging. Make sure your child has a quiet place to do homework and the necessary paper, pens and other materials close by. Help him get into a regular routine and monitor the results. If you need to, talk to your child's counselor about how to get extra help - after school, at a community center or in a tutoring program.
Best wishes as you plan for high school and college.
A2Z College Planning
http://www.a2zcollegeplanning.com/
Source: Greatschools
Counselors, colleges and organizations like the National Association for College Admission Counseling and ACT emphasize that parents should start planning for college no later than middle school. Their reasoning is simple:
(1) Your child needs strong preparation in middle school to take the high school classes that colleges require.
(2) You need to do your homework to make college affordable for your family. There are lots of options to cut college costs — scholarships, low-interest loans, work-study, spending the first two years at a community college — but it takes time to research them and get the information you need to meet application deadlines.
College planning is important for all families, whether parents attended college or not. The college process has changed, even from four years ago - the forms have changed, there are Web sites where your child can take a virtual tour of a college.
Here are seven steps you can take to jump start your planning:
(1) Talk about college
As a parent, your expectations have a huge influence on what your child expects of herself, even if she doesn't want you to know it. You can help her envision her future at a time when the social anxieties and opportunities of middle school loom larger than life after high school. This doesn't mean having an "I expect you to go to Harvard" conversation. Talk to your child about her interests, how they might translate into a college major and career.
(2) Make the school your partner
Middle school is the time parents tend to be less involved, but it's the very time your child needs encouragement and guidance. Meet your child's teachers, if you haven't already done so, and make it clear that you want to be kept up to date about any changes in your child's work or behavior. Go over your child's standardized test results with the counselor to identify strengths and weaknesses. Talk to the counselor about your child's interests to see if there are electives and extracurricular activities that will help him develop his talents. If your child needs extra help or more challenging assignments in a subject, talk to the counselor about how to arrange it.
(3) Get very involved in your child's choice of classes
The research is clear: Kids who take algebra by the eighth grade and geometry by ninth grade are much more likely to go to college than those who don't. These math classes are required to take more advanced math classes in high school and to take science classes like chemistry and physics. In addition to taking math every year in middle school, your child should take:
* English: Every year
* History (including geography) and science: As many classes as possible
* Foreign language: Many colleges require at least two years of a language, which your child can begin in middle school.
Because college work and many jobs now require computer skills, your child should also try to take advantage of any computer science classes offered in middle and high school. He'll gain new skills and may discover a career path.
Bottom line: Your child will need to satisfy more than the basic high school graduation requirements to be prepared to succeed in college. And he won't be prepared for college prep classes in high school unless he starts now.
(4) Get savvy about college costs
Experts emphasize that there are lots of ways to finance a college education, but you have to do your homework. Researching the way the system works, saving options such as 529 plans, and creative financing ideas will keep you from the last-minute panic that leads families to take out high-interest loans.
There are also other cost-cutting measures you'll uncover: Your child can get college credits by taking Advanced Placement (AP) classes in high school or in summer classes at your local community college. That can save you a year's tuition — but your child must be academically prepared to take advantage of these options.
(5) Encourage your child to read, read, read
It's simply the best preparation for the SAT, ACT or college reading assignments that your child can have.
While you're at it, why not make vocabulary building a family game by learning a word a day? There are lots of free subscription services that will email a word of the day, like this one from Dictionary.com . Your child can teach the daily word to the rest of the family at dinner and quiz you at the end of the week.
(6) Look ahead to high school
High school is the launch pad to college. How does yours measure up? Does the school offer AP or honors courses? These classes put students at an advantage when applying for college. Will your child have access to them? Can anyone take them or do the students have to have a certain grade-point average or be selected by their teachers? Are there electives and extracurricular activities that will motivate and engage your child? If not, do you have other school options? Or do you need to find community resources — music groups, sports clubs, tutors — to supplement what the school offers? Research your child's future high school now, contact the parent group and visit classes to help insure a successful high school experience for your child.
(7) Don't wait to get your child help with study skills
Your child will need time-management, organizational and study skills to succeed in high school and college. It's easier to address these issues now than it will be when the work gets more challenging. Make sure your child has a quiet place to do homework and the necessary paper, pens and other materials close by. Help him get into a regular routine and monitor the results. If you need to, talk to your child's counselor about how to get extra help - after school, at a community center or in a tutoring program.
Best wishes as you plan for high school and college.
A2Z College Planning
http://www.a2zcollegeplanning.com/
Source: Greatschools
Friday, October 30, 2009
The College's Admission Decision
THE COLLEGE’S ADMISSION DECISION
A well done and thoughtfully presented application is crucial to the admission process. Admissions officers can tell when a student has spent time on the application. This sends a signal that the student is truly interested in their college/university. Although all colleges may vary in how they review applications for most schools the following criteria will be essential in their decision.
Rigor of High School Curriculum
Colleges will look closely at the courses you have chosen to take across your four years of high school. Admission officers want to see you challenging yourself within your high school curriculum, which means taking advantage of advanced courses such as Advanced Placement (AP) and honor courses. Most colleges will want you to take 4-5 solid academic courses each year. Most school require at least two years of a foreign language, however, it is more important to continue in the same foreign language beyond the first two years if your high school offers more. In addition, it is important to continue taking math and science throughout your four years of high school. Don’t believe the myth that you can slack off your senior year. College admission officers will pay particular attention to the courses you have chose to take as a senior. Colleges may interpret a weak senior schedule as a lack of interest or motivation, so continue to work hard your senior year.
Performance in High School
Admission officers will pay close attention to the actual grades you have made in your course work throughout your four years in high school. They will notice both upward and downward trends in your grades, as well as consistent performance. In some cases a college may recalculate your GPA based solely on your academic course work. The combination of the rigor of your high school curriculum and your performance in your course work is one of the best predictors of how well you will succeed in college course work.
Writing Sample
Most colleges will require that you submit at least one essay as a part of the application. The essay will be examined closely to see if you have solid technical writing skills. In addition, they will look closely at content and hope that they will learn something about you that has not been revealed in other parts of your application. Thus, it is important to spend time and thought on your college admission essays. At the point of applying to colleges, it is the one thing you have total control over and a well written essay can make a difference in your application. There is no magic for college essays. Make sure that you read the instructions to see if the college gives a page length or word count. If no length is specified essays need not to be more than two pages.
Your Contributions to your Home, School, and Community
Most colleges will ask that you list the activities, jobs, and special programs which you have been involved. They are usually looking beyond simply the breadth of your activity to determine the depth of commitment that you have to your activities. It is much more important to be committed and involved, serving as leader and receiving recognition in several activities, than to simply join numerous activities and approach them in a half-hearted manner. In addition, admission officers will closely examine your recommendations from teachers and others who know you will to gain further insights on how you have made an impact inside and outside classroom.
Your Standardized Test Scores
Most colleges require that you submit either SAT I or ACT. In some cases, you may be required to submit SAT II scores. You need to check with college/universities to which you are applying to determine their exact standardized test requirements. While standardized test scores play a role in the admission process because they give admission officers a standard by which you can be compared with students from very different high schools from across the US and world, remember that they do not have data on motivation, self-discipline, concern for others, sense of humor and all qualities of mind and heart that are extremely important when a college is selecting a first year class.
The best preparation for standardized tests is consistent work in academic courses. Reading is essential to the preparation for the tests because they all emphasize skills such as vocabulary and reading comprehension. Understanding and being familiar with what the test looks like and what types of questions may be asked can be also be important.
Other Admission Selection Criteria
The following may also be considered when admission decision is made.
· The impact that a student may have on an area of the college such as athletics or music.
· Family ties to the college/university.
· Early Decision or Regular Decision: student’s degree of expressed interest.
· Whether or not the application deadline was met by the student.
· The overall appearance of the complete application.
A well done and thoughtfully presented application is crucial to the admission process. Admissions officers can tell when a student has spent time on the application. This sends a signal that the student is truly interested in their college/university. Although all colleges may vary in how they review applications for most schools the following criteria will be essential in their decision.
Rigor of High School Curriculum
Colleges will look closely at the courses you have chosen to take across your four years of high school. Admission officers want to see you challenging yourself within your high school curriculum, which means taking advantage of advanced courses such as Advanced Placement (AP) and honor courses. Most colleges will want you to take 4-5 solid academic courses each year. Most school require at least two years of a foreign language, however, it is more important to continue in the same foreign language beyond the first two years if your high school offers more. In addition, it is important to continue taking math and science throughout your four years of high school. Don’t believe the myth that you can slack off your senior year. College admission officers will pay particular attention to the courses you have chose to take as a senior. Colleges may interpret a weak senior schedule as a lack of interest or motivation, so continue to work hard your senior year.
Performance in High School
Admission officers will pay close attention to the actual grades you have made in your course work throughout your four years in high school. They will notice both upward and downward trends in your grades, as well as consistent performance. In some cases a college may recalculate your GPA based solely on your academic course work. The combination of the rigor of your high school curriculum and your performance in your course work is one of the best predictors of how well you will succeed in college course work.
Writing Sample
Most colleges will require that you submit at least one essay as a part of the application. The essay will be examined closely to see if you have solid technical writing skills. In addition, they will look closely at content and hope that they will learn something about you that has not been revealed in other parts of your application. Thus, it is important to spend time and thought on your college admission essays. At the point of applying to colleges, it is the one thing you have total control over and a well written essay can make a difference in your application. There is no magic for college essays. Make sure that you read the instructions to see if the college gives a page length or word count. If no length is specified essays need not to be more than two pages.
Your Contributions to your Home, School, and Community
Most colleges will ask that you list the activities, jobs, and special programs which you have been involved. They are usually looking beyond simply the breadth of your activity to determine the depth of commitment that you have to your activities. It is much more important to be committed and involved, serving as leader and receiving recognition in several activities, than to simply join numerous activities and approach them in a half-hearted manner. In addition, admission officers will closely examine your recommendations from teachers and others who know you will to gain further insights on how you have made an impact inside and outside classroom.
Your Standardized Test Scores
Most colleges require that you submit either SAT I or ACT. In some cases, you may be required to submit SAT II scores. You need to check with college/universities to which you are applying to determine their exact standardized test requirements. While standardized test scores play a role in the admission process because they give admission officers a standard by which you can be compared with students from very different high schools from across the US and world, remember that they do not have data on motivation, self-discipline, concern for others, sense of humor and all qualities of mind and heart that are extremely important when a college is selecting a first year class.
The best preparation for standardized tests is consistent work in academic courses. Reading is essential to the preparation for the tests because they all emphasize skills such as vocabulary and reading comprehension. Understanding and being familiar with what the test looks like and what types of questions may be asked can be also be important.
Other Admission Selection Criteria
The following may also be considered when admission decision is made.
· The impact that a student may have on an area of the college such as athletics or music.
· Family ties to the college/university.
· Early Decision or Regular Decision: student’s degree of expressed interest.
· Whether or not the application deadline was met by the student.
· The overall appearance of the complete application.
Sunday, October 25, 2009
College Application Essays- Do's and Don'ts
Ten Do's and Don'ts for Your College Admissions Essay
The Do's
1. Unite your essay and give it direction with a theme or thesis. The thesis is the main point you want to communicate.
2. Before you begin writing, choose what you want to discuss and the order in which you want to discuss it.
3. Use concrete examples from your life experience to support your thesis and distinguish yourself from other applicants.
4. Write about what interests you, excites you. That's what the admissions staff wants to read.
5. Start your essay with an attention-grabbing lead--an anecdote, quote, question, or engaging description of a scene.
6. End your essay with a conclusion that refers back to the lead and restates your thesis.
7. Revise your essay at least three times.
8. In addition to your editing, ask someone else to critique your essay for you.
9. Proofread your essay by reading it out loud or reading it into a tape recorder and playing back the tape.
10. Write clearly, succinctly.
The Don'ts
1. Don't include information that doesn't support your thesis.
2. Don't start your essay with "I was born in...," or "My parents came from..."
3. Don't write an autobiography, itinerary, or resume in prose.
4. Don't try to be a clown (but gentle humor is OK).
5. Don't be afraid to start over if the essay just isn't working or doesn't answer the essay question.
6. Don't try to impress your reader with your vocabulary.
7. Don't rely exclusively on your computer to check your spelling.
8. Don't provide a collection of generic statements and platitudes.
9. Don't give mealy-mouthed, weak excuses for your GPA or SAT scores.
10. Don't make things up.
Source: Accepted.Com
The Do's
1. Unite your essay and give it direction with a theme or thesis. The thesis is the main point you want to communicate.
2. Before you begin writing, choose what you want to discuss and the order in which you want to discuss it.
3. Use concrete examples from your life experience to support your thesis and distinguish yourself from other applicants.
4. Write about what interests you, excites you. That's what the admissions staff wants to read.
5. Start your essay with an attention-grabbing lead--an anecdote, quote, question, or engaging description of a scene.
6. End your essay with a conclusion that refers back to the lead and restates your thesis.
7. Revise your essay at least three times.
8. In addition to your editing, ask someone else to critique your essay for you.
9. Proofread your essay by reading it out loud or reading it into a tape recorder and playing back the tape.
10. Write clearly, succinctly.
The Don'ts
1. Don't include information that doesn't support your thesis.
2. Don't start your essay with "I was born in...," or "My parents came from..."
3. Don't write an autobiography, itinerary, or resume in prose.
4. Don't try to be a clown (but gentle humor is OK).
5. Don't be afraid to start over if the essay just isn't working or doesn't answer the essay question.
6. Don't try to impress your reader with your vocabulary.
7. Don't rely exclusively on your computer to check your spelling.
8. Don't provide a collection of generic statements and platitudes.
9. Don't give mealy-mouthed, weak excuses for your GPA or SAT scores.
10. Don't make things up.
Source: Accepted.Com
Sunday, October 18, 2009
Learn about North Carolina Colleges
Learn about NC colleges/universities- visit CFNC.org (College Foundation of North Carolina). NC Colleges/Universities provide excellent education opportunities at a very reasonable cost.
College Planning Tips for High School Seniors
Senior Students
- Don't get senioritis- your senior year counts
- Most colleges request a midyear and final grade report/transcript
- Spend time developing your college admissions essays/personal statements
- Schedule appointment with Guidance Counselor to discuss: scholarships, letters of recommendations, college admission and financial aid action plan
- Develop calendar and mark with registration, admissions, financial aid deadlines and fees
- Meet with college representatives who visit your school.
- Visit you top schools- make an appointment to meet with faculty, staff and students in your intended career major.
- Attend College Fairs, College Planning and Financial Aid information night hosted by school or community organizations.
Senior Parents
- It is important to attend financial aid presentations and career day functions WITH your student. Many of these events will be held in the evenings and on weekends. If you don't know when they're scheduled, contact your son or daughter's high school counselor. (Attend these events even if you did so last year or with a different student - there is new information all the time!)
- Ask them monthly, "What are you working on and what scholarships have you applied for?"
- Sit down with your student and prepare a list of what he/she is looking for in a college and then help him/her sort through the information they receive from the different institutions to decide which ones offer what's on the list.
- Complete applications with the student.
- In November, register for a PIN so you can assist your student with financial aid forms.
- In January or February, you will need to help your student complete the FAFSA. Your PIN will help speed up the process.
- In March, the award notices will start coming in. Look at the financing carefully and contact the schools with any questions. Make comparisons!
- Go on trips with your student to as many of his or her top school choices as possible. A visit to the campus is invaluable to making a decision.
Best wishes in the application process.
A2Z College Planning
http://www.a2zcollegeplanning/. com 919-450-0171
Sources: A2Z College Planning and Mapping Your Future
Tuesday, October 13, 2009
College Planning Tips for High School Juniors
College planning tips for juniors
Your high school junior year is the best time to explore the possibilities ahead of you - whether those possibilities include college, travel, or a career. Now is the time to ask questions about your future, shadow a job, visit colleges, take interest surveys, and set up a checking and/or savings account.
Your junior year is the last complete year that colleges may review, so it's important to maintain good grades. Keep in close touch with your guidance office about your grades and course selection.
Month-specific tips
A few of the steps you'll take to prepare for college during your junior year should be done during a specific month:
October
Register for and take the PSAT/NMSQT Test that will be held in October. By taking the PSAT/NMSQT, you can gain knowledge that will assist you when it comes time to take the SAT I and II. Also, by taking this test, you will be eligible for the National Merit Scholarship Competition.
May
Set up a savings plan for summer earnings.Are you planning to work during the summer before your senior year of high school? Set up a plan, determining the portion of your earnings you'll save to reduce the amount you may have to borrow for college expenses.
Tips for the entire year
The majority of the things you'll want to do to prepare for college aren't specific to a period of time.
Selecting a school
Start/continue your college search. This includes attending college fairs and college financial aid sessions. Start to think about visiting some college campuses to see which ones suit you. Continue to research colleges through their websites, college fairs, admissions representatives and applications, books, and college guides. By doing this you will get an idea of what's required and take the mystery out of the process. You may want to research military academies and colleges. Review websites and meet with military representatives when they visit your school or visit the schools. Most military academies and colleges start the admissions process earlier than traditional colleges and universities. You may need to take the ASVAP test as part of the admissions process.
Careers
Explore career interest paths. Discuss possible career paths with your guidance counselor, based on your interests. Ask your counselor about a computer-based career and educational guidance system.
Create a resume
Your high school junior year is the best time to explore the possibilities ahead of you - whether those possibilities include college, travel, or a career. Now is the time to ask questions about your future, shadow a job, visit colleges, take interest surveys, and set up a checking and/or savings account.
Your junior year is the last complete year that colleges may review, so it's important to maintain good grades. Keep in close touch with your guidance office about your grades and course selection.
Month-specific tips
A few of the steps you'll take to prepare for college during your junior year should be done during a specific month:
October
Register for and take the PSAT/NMSQT Test that will be held in October. By taking the PSAT/NMSQT, you can gain knowledge that will assist you when it comes time to take the SAT I and II. Also, by taking this test, you will be eligible for the National Merit Scholarship Competition.
May
Set up a savings plan for summer earnings.Are you planning to work during the summer before your senior year of high school? Set up a plan, determining the portion of your earnings you'll save to reduce the amount you may have to borrow for college expenses.
Tips for the entire year
The majority of the things you'll want to do to prepare for college aren't specific to a period of time.
Selecting a school
Start/continue your college search. This includes attending college fairs and college financial aid sessions. Start to think about visiting some college campuses to see which ones suit you. Continue to research colleges through their websites, college fairs, admissions representatives and applications, books, and college guides. By doing this you will get an idea of what's required and take the mystery out of the process. You may want to research military academies and colleges. Review websites and meet with military representatives when they visit your school or visit the schools. Most military academies and colleges start the admissions process earlier than traditional colleges and universities. You may need to take the ASVAP test as part of the admissions process.
Careers
Explore career interest paths. Discuss possible career paths with your guidance counselor, based on your interests. Ask your counselor about a computer-based career and educational guidance system.
Create a resume
Your resume should talk about yourself outside of school. The school to which you are applying will already know your grades and test scores since these are included on your school transcript.
Items that should be included are: school activities, community activities, community service, sports, awards and recognition, hobbies, and work experience.
Admissions and preparation
(1)Make note of registration deadlines and prepare for the upcoming SAT I and SAT II tests and the ACT assessment. When researching colleges, be sure to note whether they require the SAT I, SAT II test or the ACT assessment. Some colleges will require or recommend one or the other, others accept either. Your counselor also can provide guidance. Prepare for the test(s) you plan to take. Some states (e.g., Colorado and Illinois) require all public school eleventh-grade students to complete the ACT assessment. For more information, talk with your high school guidance counselor.
(2) Meet with your counselor to ensure you are on track for college with your course selection. Are the courses you are taking or are scheduled to take in high school meeting college admission requirements? Talk to your counselor about taking more challenging courses such as honors, college prep, or Advanced Placement courses. Ask about any courses that you can take that may help you decide if a particular career direction is right for you. Discuss whether or not you should take the College Level Examination Program (CLEP) tests. Also, remember to maintain good grades.
(3) Read, read, and read some more!
(4) Stay active in extracurricular activities. While your grades in high school are important, colleges also look at what you do outside the classroom. They like to see that you are involved in sports, student government, and community activities, and that you take on leadership roles when available.
Paying for school
Discuss college finances with your family. When performing your college search, you need to know how much your family will be able to contribute towards your college education. Always remember, just because a college may seem expensive and out of your reach, never assume anything. There are several types of financial aid that may enable you to attend a college that may seem too expensive.
(1)Save, save, save money for college!
(3)Start to build good credit. Open a checking and savings account if you have not already done so.
Advice for parents of juniors
As parents of high school age students, you may question if you have any degree of influence in their decision-making processes. Be reassured that they are listening to you, probably much more often than you think. So what can you do to help them in their search and preparation for college?
(1) First, show them your support in their quest to gain knowledge, experience and expertise beyond high school.
(2) Attend financial aid and scholarship presentations while they are juniors.You will be more prepared, and have fewer surprises, than if you wait until they are seniors to take advantage of these presentations.
(3) Encourage them to build their resume by:
taking college prep classes, participating in extracurricular activities, and volunteering at programs outside of school.
(4) Explore other FREE websites for information on careers, colleges, and ways to pay for college.
Source: Mapping Your Future
Saturday, October 10, 2009
PSAT
PSAT- Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)
The 2009 PSAT/NMSQT test dates are Wednesday, October 14 and Saturday, October 17. Check with your School Guidance Counselor for registration information. This test is administered by high schools, not through College Board test centers. Visit http://www.collegeboard.com/
10th Graders-It's a standardized test that provides firsthand practice for the SAT.
11th Graders- Remember your 11th grade PSAT scores are used as qualifier for National Merit Scholarship.
Sincerely,
The A2Z College Planning Team
http://www.a2zcollegeplanning.com/ 919-450-0171
The 2009 PSAT/NMSQT test dates are Wednesday, October 14 and Saturday, October 17. Check with your School Guidance Counselor for registration information. This test is administered by high schools, not through College Board test centers. Visit http://www.collegeboard.com/
10th Graders-It's a standardized test that provides firsthand practice for the SAT.
11th Graders- Remember your 11th grade PSAT scores are used as qualifier for National Merit Scholarship.
Sincerely,
The A2Z College Planning Team
http://www.a2zcollegeplanning.com/ 919-450-0171
Wednesday, October 7, 2009
CFNC-College Application Week
The College Foundation of North Carolina (CFNC) and the Carolinas Association of Collegiate Registrars and Admissions Officers (CACRAO) are pleased to announce that College Application Week is November 16-20, 2009. The goal of the College Application Week is to provide every graduating high school senior the opportunity to apply to college online using CFNC.org. However, the focus is placed on first-generation students and students who may not otherwise apply to college.
To register visit www.cfnc.com and on home page look for "Register for CFNC Events." For more information, please see your School Guidance Counselor.
Best wishes in the college application process.
A2Z College Planning
www.a2zcollegeplanning.com
To register visit www.cfnc.com and on home page look for "Register for CFNC Events." For more information, please see your School Guidance Counselor.
Best wishes in the college application process.
A2Z College Planning
www.a2zcollegeplanning.com
Monday, October 5, 2009
ACT vs SAT- 10 Major Differences
Preparing for college is a trying time for students, and the emphasis on standardized testing does not make this time any easier. Some students are not sure whether to take the SAT or the ACT or both—or what criteria colleges seek. Enclosed is a concise description of ten major differences between the SAT and ACT, which may help students in making their test-taking decisions:
(1) ACT includes trigonometry (typically 4 questions); SAT does not.
(1a) ACT has occasional questions on Matrices, Logarithms, Radians, and unreal numbers; SAT does not.
(2) ACT includes “science reasoning”, which is logical reasoning based on data and scientific terms, but not based on classroom science.
(3) SAT deducts points for wrong answers. However with coaching, students can actually use this to their ADVANTAGE.
(4) SAT Math demands scrutinizing the English aspect of math questions. ACT is more straightforward, making it a more comfortable test, but not necessarily easier.
(5) SAT directly tests high level vocabulary. This rewards students who are big readers or are good vocabulary absorbers.
(6) SAT Critical Reading relies more on inference; ACT Reading asks questions that rely more on retrieving information from the text.
(7) SAT Writing includes a written 25 minute essay. The ACT essay (30 min.) is optional, though most colleges require it.
(8) The SAT Essay is more likely to ask about abstract topics; the ACT Essay will ask a practical question usually relating to high school life.
(9) The ACT is more fast-paced; there are more questions to be done in a shorter amount of time.
(10) One difference that could be considered “major” is colleges’ USE of the SAT vs. ACT: Almost all competitive colleges “cherry-pick” SAT sub-scores, meaning they consider the best combination of Math, CR and Writing earned on different dates. Very few colleges do this with the four ACT sub-scores. Thus for most competitive colleges, a student who does not ping strong scores on all ACT sections on the same day, is being dragged down by one or more weaker sections, whereas the cherry-picking of the SAT scores means one weak section on one day does not hurt.
Our suggestions: Make a comparison. Buy The Official SAT Study Guide ISBN # 0-87447-852-9 and take any of the first three full length tests under timed conditions. Buy The Real ACT Prep Guide ISBN # 076891-9754 and take any of the three tests therein under timed conditions. If you really need to save time, you need not do the Writing sections for either (they compare almost the same). Score them and use the accompanying table to compare the non-Writing sections (1600 SAT scale) with one another.
Absent a comparison (or if the comparison shows nearly identical scores): most students seeking admission to competitive colleges who are capable of absorbing vocabulary should study for SAT and disregard ACT if scores are strong. Add ACT prep if you have time or if after two SATs the scores are unlikely to impress your target colleges.
Our equally important suggestion: START EARLY. Colleges credit the best score, so it’s important to have three or more opportunities to take these tests. With vacations, proms, and graduations, that means the students who plan in advance will have the best opportunities. This is especially true for families that want to take advantage of Early Decision. For students who’ve had a semester each of Algebra and Geometry by the end of sophomore year, the summer before junior year and/or the fall of junior year are usually the best times to prep.
Bottom Line: the tests are similar. ACT remains a bit broader in content.
No college requires one over the other, and to our knowledge, no college has a preference.
The conversion table between ACT and SAT scores can be found at: http://www.act.org/aap/concordance/pdf/reference.pdf
(1) ACT includes trigonometry (typically 4 questions); SAT does not.
(1a) ACT has occasional questions on Matrices, Logarithms, Radians, and unreal numbers; SAT does not.
(2) ACT includes “science reasoning”, which is logical reasoning based on data and scientific terms, but not based on classroom science.
(3) SAT deducts points for wrong answers. However with coaching, students can actually use this to their ADVANTAGE.
(4) SAT Math demands scrutinizing the English aspect of math questions. ACT is more straightforward, making it a more comfortable test, but not necessarily easier.
(5) SAT directly tests high level vocabulary. This rewards students who are big readers or are good vocabulary absorbers.
(6) SAT Critical Reading relies more on inference; ACT Reading asks questions that rely more on retrieving information from the text.
(7) SAT Writing includes a written 25 minute essay. The ACT essay (30 min.) is optional, though most colleges require it.
(8) The SAT Essay is more likely to ask about abstract topics; the ACT Essay will ask a practical question usually relating to high school life.
(9) The ACT is more fast-paced; there are more questions to be done in a shorter amount of time.
(10) One difference that could be considered “major” is colleges’ USE of the SAT vs. ACT: Almost all competitive colleges “cherry-pick” SAT sub-scores, meaning they consider the best combination of Math, CR and Writing earned on different dates. Very few colleges do this with the four ACT sub-scores. Thus for most competitive colleges, a student who does not ping strong scores on all ACT sections on the same day, is being dragged down by one or more weaker sections, whereas the cherry-picking of the SAT scores means one weak section on one day does not hurt.
Our suggestions: Make a comparison. Buy The Official SAT Study Guide ISBN # 0-87447-852-9 and take any of the first three full length tests under timed conditions. Buy The Real ACT Prep Guide ISBN # 076891-9754 and take any of the three tests therein under timed conditions. If you really need to save time, you need not do the Writing sections for either (they compare almost the same). Score them and use the accompanying table to compare the non-Writing sections (1600 SAT scale) with one another.
Absent a comparison (or if the comparison shows nearly identical scores): most students seeking admission to competitive colleges who are capable of absorbing vocabulary should study for SAT and disregard ACT if scores are strong. Add ACT prep if you have time or if after two SATs the scores are unlikely to impress your target colleges.
Our equally important suggestion: START EARLY. Colleges credit the best score, so it’s important to have three or more opportunities to take these tests. With vacations, proms, and graduations, that means the students who plan in advance will have the best opportunities. This is especially true for families that want to take advantage of Early Decision. For students who’ve had a semester each of Algebra and Geometry by the end of sophomore year, the summer before junior year and/or the fall of junior year are usually the best times to prep.
Bottom Line: the tests are similar. ACT remains a bit broader in content.
No college requires one over the other, and to our knowledge, no college has a preference.
The conversion table between ACT and SAT scores can be found at: http://www.act.org/aap/concordance/pdf/reference.pdf
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