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.
Wednesday, December 9, 2009
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
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