Académique Documents
Professionnel Documents
Culture Documents
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Contents
Preface and acknowledgments.........................................................................................................xv Editorial advisory board. .................................................................................................................... xvii How to use this book...............................................................................................................................xx
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Extracurriculars........................................................................................................................................ 2-15 Working with parents........................................................................................................................... 2-15 The senior year. ........................................................................................................................................ 2-15 Resources...................................................................................................................................................... 2-16
Web sites......................................................................................................................................................... 2-16 Publications..................................................................................................................................................... 2-17 Curriculum. ...................................................................................................................................................... 2-17
Organizing a college fair......................................................................................................................3-6 Organizing a presentation on college majors. .......................................................................3-8 Creating newsletters and handbooks.........................................................................................3-9 Advising students on fit................................................................................................................. 3-11 Working with parents........................................................................................................................... 3-13
Explain admissions factors............................................................................................................................ 3-13
The transcript..............................................................................................................................................4-5
GPAs. ..................................................................................................................................................................4-5 Transcripts and the law (FERPA)................................................................................................................... 4-6 Transcripts for student athletes......................................................................................................................4-7
Early Decision (ED) and Early Action (EA)............................................................................ 4-11 Resources...................................................................................................................................................... 4-12
Books................................................................................................................................................................ 4-12
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Chapter 5: Recommendations
Overview.........................................................................................................................................................5-1 The counselors role. ................................................................................................................................5-1 Counselor recommendations.............................................................................................................5-2 Teacher recommendations. ................................................................................................................5-2
Chart: Advice from a college admissions dean on the counselor recommendation..................................5-3 Chart: Letters of recommendation: Advice from the Minnesota Office of Higher Education...................5-4
How counselors and teachers obtain the information they need. ..........................5-5 How students request recommendations................................................................................5-6 Students right to see the recommendations.........................................................................5-6
Article: Counselor and Teacher Letters of Recommendation, by William C. Hiss.....................................5-8 Chart: Recommendations chat room. ............................................................................................................ 5-10
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Chapter 7: Tests
Overview......................................................................................................................................................... 7-1 The counselors role. ................................................................................................................................ 7-2 Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). ................................................................................................7-4
When is the test given?....................................................................................................................................7-4 When should students take the test?. .............................................................................................................7-4 How is the test used by schools?....................................................................................................................7-5 How is the test used by colleges?...................................................................................................................7-6 Test format . ......................................................................................................................................................7-6 Scoring ..............................................................................................................................................................7-8 Preparation........................................................................................................................................................7-8 How schools share results with students and families.................................................................................7-8 Costs and fee waivers. ......................................................................................................................................7-9 Accommodations for students with disabilities............................................................................................7-9 Chart: Strategies for distributing PSAT/NMSQT scores.......................................................................... 7-10 How the PSAT/NMSQT is used by the National Merit Scholarship Corporation. .................................... 7-11 For more information ..................................................................................................................................... 7-11
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Practice............................................................................................................................................................ 7-14 Registration, fees and fee waivers................................................................................................................ 7-15 Accommodations for students with disabilities.......................................................................................... 7-16 Reports............................................................................................................................................................. 7-16 Free online information for SAT takers......................................................................................................... 7-17
Resources...................................................................................................................................................... 7-22
Publications..................................................................................................................................................... 7-22
How to conduct financial aid events: One schools approach . ............................... 8-19 Resources for counselors....................................................................................................................8-21
Web sites.........................................................................................................................................................8-21 Scholarship search engines...........................................................................................................................8-22 Books................................................................................................................................................................8-22
Undocumented students......................................................................................................................9-8 Working with students in foster care........................................................................................ 9-10 The college choice and application process......................................................................... 9-10
Self-assessment. .............................................................................................................................................. 9-10 College search and selection......................................................................................................................... 9-11 x
Giving advice about registering for college classes....................................................... 9-16 Explaining what college will be like.......................................................................................... 9-17 Working with other organizations............................................................................................... 9-18
Middle schools ............................................................................................................................................... 9-18 Local community colleges............................................................................................................................. 9-19 Community groups and outreach organizations. .........................................................................................9-20 Programs for first-generation and other at-risk students.........................................................................9-20
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Working with your school coach. ............................................................................................... 10-13 Working with student athletes beginning in grade 9................................................. 10-14
Strategies for working with ninth- and 10th-graders................................................................................ 10-14 How some high schools provide information to student athletes............................................................ 10-15
Athletic scholarships. ......................................................................................................................... 10-15 Walk-ons.................................................................................................................................................. 10-16 Letters of interest. ................................................................................................................................. 10-17 Topics to cover when discussing the college application process..................... 10-17 The college application process for athletes. ..................................................................... 10-19
Registering with the NCAA........................................................................................................................ 10-19 The athletes rsum.................................................................................................................................... 10-19 The videotape. ............................................................................................................................................... 10-19 Spring sports athletes ................................................................................................................................. 10-19 Early Decision. ...............................................................................................................................................10-20 Coded applications.......................................................................................................................................10-20 Postgraduate year.........................................................................................................................................10-20 Transfer.......................................................................................................................................................... 10-21 Scouting and recruiting services................................................................................................................ 10-21
Resources....................................................................................................................................................10-22
Publications...................................................................................................................................................10-22 Web sites.......................................................................................................................................................10-22
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Helping students become self-advocates............................................................................... 11-8 How counselors can learn what colleges offer students with special needs.............................................................................................................................................. 11-8 College research and college choice.........................................................................................11-11
Housing...........................................................................................................................................................11-13 Registration....................................................................................................................................................11-13
Foreign language, math and other course requirements...........................................11-13 The college application. .....................................................................................................................11-14
Disclosure.......................................................................................................................................................11-14 Documentation...............................................................................................................................................11-15 The essay........................................................................................................................................................11-15 Standardized tests.........................................................................................................................................11-15 Separate applications....................................................................................................................................11-16
Advising students who do not want to request accommodations in college. .....................................................................................................................................................11-16 Standardized tests accommodations.......................................................................................11-17 Financial aid..............................................................................................................................................11-19 The transition to college................................................................................................................... 11-20 Resources.................................................................................................................................................... 11-21
General disabilities....................................................................................................................................... 11-21 Autism spectrum, Asperger syndrome, pervasive developmental disorders (PDD).............................. 11-22 Blindness/visual impairment. ...................................................................................................................... 11-22 Deafness and hearing difficulty.................................................................................................................. 11-22 Learning disabilities and attention deficit/hyperactivity disorder (ADHD)........................................... 11-23 Psychiatric disorders.................................................................................................................................... 11-23
Appendixes
A: B: C:
Family Educational Rights and Privacy Act (FERPA). ............................................................................. A-1 Glossary.........................................................................................................................................................B-1 Activities for grades 9-12............................................................................................................................ C-1
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2007
Vivian Jo Fiallo Guidance Resource Specialist Freedom High School Tampa, Fla. David Forecki Guidance Counselor Rufus King International Baccalaureate High School Milwaukee, Wis. Peggy Hock Co-Director of College Counseling, Notre Dame High School, and independent college consultant San Jose, Calif. Carol Lemmon Counselor DeSoto High School DeSoto, Texas Laura Malmstrom School Counseling Program Facilitator Christina School District Wilmington, Del. Sue Ullram School Counselor Pomperaug High School Southbury, Conn.
2006
Debra M. Aplin Guidance Resource Specialist Chamberlain Senior High School Tampa, Fla. Mike Bair College Counselor Basic High School Henderson, Nev. Sandy Farris Counselor Indian Hills High School Cincinnati, Ohio Allen Tinkler Educational Consultant for Students with Special Needs Syosset, N.Y., and Monroe Township, N.J. Anita Young Secondary Counseling Specialist Fairfax Public School District Fairfax, Va.
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2005
Carroll Davis Counselor North Central High School Indianapolis, Ind. Connie Decker Counselor John W. North High School Riverside, Calif. Kathy Dingler Counselor Rich East High School Park Forest, Ill. Karen Gengenbach Counselor Blair High School Blair, Neb. Tim Lucas Counselor Stonebridge High School Ashburn, Va. Lesli Myers Coordinator, Student Support and Enrichment Greece Central School District North Greece, N.Y. Nancy Nitardy GEAR UP Director McCallum High School Austin, Texas Carlene Riccelli College Advisor Amherst Regional High School Amherst, Mass. Alejandra Rincn Immigrant Students College Coordinator Austin Independent School District Austin, Texas Susan Rusk Counselor Coordinator Washoe County School District Reno, Nev. Susan Staggers Counselor Cary Academy Cary, N.C. Linda Sturm Counselor South Portland High School South Portland, Maine Scott White Counselor Montclair High School Montclair, N.J.
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2004
Joy A. Ahmad Counselor Del City High School Del City, Okla. Nancy Boyd District Director of Guidance and Counseling Plano Independent School District Plano, Texas Kathy Dingler Counselor Rich East High School Park Forest, Ill. Eileen Doctorow College Counselor North Hollywood High School North Hollywood, Calif. Cynthia K. Doran Director of College Counseling Oregon Episcopal School Portland, Ore. Linda Mays Jones College Advisor and School Administrator Jefferson County International Baccalaureate School Birmingham, Ala. Gary Meunier Guidance Coordinator Daniel Hand High School Madison, Conn. Pat Rambo College and Career Counselor Springfield High School Springfield, Pa. Carlene Riccelli College Advisor Amherst Regional High School Amherst, Mass. Susan Rusk Counselor Robert McQueen High School Reno, Nev. William Yarwood Guidance Services Administrator Moorestown High School Moorestown, N.J.
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Handouts
Each chapter (except Chapter 1) ends with handouts. The handout number is in small type at the bottom of each handout page. Tabs at the top of each handout indicate the primary audience. Some handouts, however, have multiple audiences (for example, students and parents). In some cases there are multiple handouts for a given purpose: Use the one that you feel best suits your student body. All handouts, unless otherwise noted, may be reproduced and distributed to students, teachers and parents. The College Board has obtained permission to reprint the material from the handout creators and to give purchasers the right to copy the material and hand it out. You may write your school name on it. We ask that when photocopying, the copyright line and creator information be retained.
Updates
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Overview
This chapter provides a short overview of some of the key dimensions of college counseling:
The responsibilities you may have Monthly activities related to college counseling Professional associations that assist counselors and the offerings that counselors find particularly valuable Useful books and Web sites related to college counseling
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Whether your school sends many students to college or only a small number, you need to know how to put students on the path to college. As you counsel students, you will emphasize the development of strong academic and personal skills as the bases for sound educational planning. You will advocate for students who other school staff may not consider to be college material. The college counseling you provide will help students acquire the skills needed for college and for life after college; encouraging your students to enhance their abilities in reading, writing, listening, speaking and thinking should enable them to achieve their goals more quickly.
In schools that have more than one counselor, duties can vary among the counseling staff. If youre unsure what your responsibilities are, the best thing to do is to get clarification. In some cases, you should discuss the question with the principal or school head; in other situations, an agreement might be made among the counseling staff. Frequently, the best solution is to have a written description of everyones role. To provoke discussion and yield clarification, you might ask some of the following questions: Will all counselors be responsible for some aspect of college counseling? Will the same counselor be called on to provide college information, schedule classes, and give personal/crisis counseling? Will the job of writing comments to accompany college applications be solely the responsibility of the counselor? Who will meet and greet college representatives when they visit the school? What is the relationship between the school registrar and the college counselor? Who will keep data on college admissions results (by college) over time? Who will design and print the school profile? Who will be the liaison to administrators on college admissionsissues? Will large groups of students be divided alphabetically among several counselors? Or divided by year/cohort?
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Will each counselor assume responsibility for a single area of information becoming, for example, the office expert on financial aid forms or test preparation?
Job descriptions
You may have a written job description, but it might be a good idea to create or refine your job description with the counseling office supervisor or the principal. The following college advising responsibilities could be included in a counselor job description: Schedule individual counseling sessions with students to help them focus on personal needs and goals. Hold group guidance sessions to discuss the college exploration process and procedures, including the role of testing. Meet with parents to discuss college planning. Maintain a library of resource information (guidebooks, college catalogs and videos). Use computer software to help in decision making, college choice and career planning. Welcome individual visits by college admissions representatives to talk with students and to update counselors; in turn, secondary school counselors will interpret the school and its curriculum to college counselors. Host panels or workshops with college admissions and financial aid counselors to present general information.
Tip
I find that the easiest way to see every student is to go through appropriate classes (I am assigned the 10th grade, so sophomore English classes are a good place to start). The teacher sends four or so students to me initially, and as one returns to class, another is sent to me. This is somewhat of an assembly-line approach, but it does allow me to see everyone without keeping a great number of students waiting.
Beverly L. Childs, Cooper City High School, Florida
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Tip
Here are the four things I would tell a new counselor to remember above all else: 1. Recognize the fact that each student is a unique individual, living in a complex time and in a competitive environment. 2. Provide students and families with reliable, accurate and current information about all postsecondary opportunities so that appropriate application decisions can be made. 3. Help students develop research, problemsolving, critical thinking and evaluation tools that can be applied to the college admissions process as well as everyday life experiences. 4. Support each students sense of dignity and self-worth through the college process so that a student will remember that ones value as a person is neither enhanced nor diminished by any college admissions decision.
Tina Segalla-Grant, St. Margarets-McTernan School, Connecticut
Sponsor a local or regional college night (or day) and participate in a national college fair, bringing hundreds of college admissions representatives to the area. Invite recent graduates to return to the school and discuss their college experiences. Prepare school materials (transcripts, recommendations and profiles) to be sent to colleges on behalf of students. If you do need to create a job description, on the following pages are two samples that might help you craft your own task list one is from a public school and one is from a private school.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Promote an educational climate in which students can grow intellectually and emotionally.
In conferences with members of the professional staff, work toward a cooperative effort on the part of counselors, teachers and administrators to achieve the objectives of the guidance and counseling program. Demonstrate a commitment to the individual student and to a student-centered approach to learning and development. Function as a facilitator of good human relations between students and their parents, their teachers and all others who make up the school community. Assist students in gaining a sound knowledge of themselves and in developing a positive self-image.
Examples of key duties: Provide counseling for students with personal concerns.
Counsel students individually and/or in small groups. Provide appropriate referral information to students and parents.
Qualifications: Education
Graduate of a masters degree program with a specialization in guidance and counseling.
Certification
Appropriate certification for the state in which the counselor will practice.
Organizational relationships
Ultimate accountability to the high school principal. Day-to-day accountability to the guidance department chairperson or supervisor. Staff accountability to the director of student services at the school district level.
Collaborate with and serve as a resource person to faculty, staff and administration.
Engage faculty, staff members and administrators in regard to the educational and emotional needs of students and parents.
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Sample private school job description Position: College placement and 11-12 counselor
Under the supervision of the director of guidance and counseling and of the high school principal, the college placement and the 11th- to 12th-grade counselor will complete the following duties: 1. Counsel and schedule 11th- and 12th-grade students in academic and social areas. Serve as the case manager for each student and monitor the students academic progress. Hold comprehensive counseling sessions with each 11th- and 12th-grade student. 2. Coordinate and direct all aspects of college placement and career guidance services. This includes the following:
Meet with individual students and parents regarding posthigh school placement. Publicize relevant information regarding post-highschool placement (dates of college admissions tests, scholarships,etc.). Function as information and resource center on colleges andcareers. Conduct college and career guidance advisory groups. Write an individual counselor recommendation for each applicant. Review and process students college applications. Give workshops on college essay writing, test-taking skills, etc., in English classes and advisory meetings. Conduct college-night programs. Serve as liaison to universities, the College Board, ETS and other relevant organizations and institutions. Coordinate college fairs and visits from university admissions officers. Assist with career-day or career-speaker programs. Help students identify their strengths and the relevance of these attributes to their future. Develop and update college counseling publications distributed to students and families dealing with all aspects of the college admissions process, essay writing, financial aid, test-taking practices and other topics.
4. Oversee the scheduling process for each student and individually schedule each student; each spring, meet with teachers and students to plan schedules for the coming year. 5. Meet with 11th-graders regularly to discuss issues pertaining to students futures (careers, college selection). 6. Oversee the grading process by reviewing report cards and progress reports written by teachers and by producing deans lists each grading period. 7. Maintain updated records for all 11th- and 12th-grade students to monitor their progress toward graduation; include updated transcripts and credit sheets. 8. Initiate parent contact when appropriate. 9. Serve as the Advanced Placement Program Coordinator. This includes ordering AP Exams and materials; providing teachers and students with relevant AP information; maintaining contact with the College Board; organizing the setting, scheduling and proctoring of the AP Exams. 10. Supervise and coordinate PSAT/NMSQT testing. 11. Serve as a member of the team that coordinates delivery of services to students with special needs. 12. Coordinate and use the services of specialists and agencies when appropriate. 13. Serve as a member of the crisis response team. 14. Perform other duties as assigned.
3. Coordinate and oversee the admissions process for all new 11th- and 12th-grade students in the school. This includes interviewing all new students, meeting with new parents, administering placement testing, gathering all relevant information from previous schools and records, assuring that new student records and pertinent information are received from previous schools, making recommendations for admissions, and implementing an orientation program for new students. Source: Porter-Gaud School, South Carolina
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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June Hold awards ceremonies to recognize students receiving scholarships, service academy appointments and other academic awards. Submit final SSD eligibility forms for students. Send final transcripts to colleges. Review summer school applications, especially for students who will be graduating. Survey seniors to gather postgraduation plans. Promote college visits over the summer break. Remind junior athletes to send NCAA release form to NCAA Clearinghouse. Prepare map or list of college acceptances. Prepare scholarship report. July/August Attend professional conferences. Visit colleges. Take a vacation where there are no phones and no mail to open. Pamper yourself for a week or two. Take a deep breath and get ready to begin the process all over again.
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Resources
Professional organizations
School counselors are supported by numerous state and national associations. National organizations that can provide valuable resources include the College Board, the National Association for College Admission Counseling and the American School Counselor Association. Each organization convenes membership meetings, provides professional development activities, and is active in Washington on behalf of school counselors. Individuals may join NACAC and ASCA; schools or districts may become members of the College Board. The College Board www.collegeboard.com In the organizations own words: The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the College Board is composed of more than 5,600 schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,800 colleges through major programs and services in college readiness, college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT, the PSAT/NMSQT and the Advanced Placement Program (AP). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities and concerns. Of special interest to counselors: Fall Counselor Workshops: Each year the College Board conducts live and informative workshops throughout the United States to update counselors on changes to its products used by schools, such as the PSAT/NMSQT, the SAT Reasoning Test and SAT Subject Tests, and the Advanced Placement Program. These free half-day workshops are open to College Board members and nonmembers. The schedule for the workshops is posted on the College Board Web site in the spring. Web site: The College Board Web site (www.collegeboard.com) has a wealth of information on just about every aspect of college counseling. Some highlights:
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Extensive information about the PSAT/NMSQT, the Advanced Placement Program, CLEP, the SAT and CSS/Financial Aid PROFILE, much of it in PDF format for easy download. Important dates for counselors: This comprehensive list provides key dates for tests, deadlines for filing SSD accommodation appeals, and more. Robust, free college and scholarship searches. PDFs in Spanish: Spanish language publications are available on a range of topics, including a guide for juniors and seniors on the college process, and information for families on the PSAT/NMSQT, the SAT, the AP Program and the CSS/ Financial Aid PROFILE. Various easy-to-use financial aid-related tools and calculators, among them the Estimated Family Contribution calculator, the college savings calculator and a Compare Your Aid Award tool for use in comparing financial aid awards from colleges. Counselor Resource Center with a PowerPoint presentation of the college planning process. Counselors can customize the Professional section to bring them to a K-12 counselor home page each time they visit the site. Regional and national forums: Members may participate in the regional forums (held in all six regions in February) and in the national Forum (held in late October or early November). The National Office for School Counselor Advocacy promotes the value of school counselors as leaders in advancing school reform and student achievement. NOSCA works with preservice training programs and K-12 schools and systems to: Build capacity of school counselor leaders and practicing school counselors to contribute to major districtwide goals for student achievement. Transform districtwide school counseling programs and practices. Help districts define, structure and implement strategies for counselors roles in advancing the academic agenda so that greater numbers of students graduate college ready/work ready. Establish a framework for accountability for transformed work that can be expressed in measurable outcomes.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
The office hosts an annual conference in April at which those in the school counseling profession and other educators get a national perspective on the impact of school counselors on equity in education and education reform in the 21st century. The National Association for College Admission Counseling www.nacacnet.org In the organizations own words: The National Association for College Admission Counseling, founded in 1937, is an organization of 9,000 professionals from around the world dedicated to serving students as they make choices about pursuing postsecondary education. NACAC is committed to maintaining high standards that foster ethical and social responsibility among those involved in the transition process, as outlined in the NACAC Statement of Principles of Good Practice. Of special interest to counselors: College fairs: NACAC sponsors college fairs in major cities throughout the United States in the spring and the fall. Fairs are free to the public, and you can easily find the upcoming fairs on the NACAC Web site and alert your students to dates and locations. ThePerforming and Visual Arts College Fairs bring together colleges of interest to students who would like to pursue performing or visual arts in college. Statement of Principles of Good Practice: This statement of ethical guidelines lays out the principles that govern the actions of the NACAC membership; you may print a copy from the NACAC Web site. The statement, now organized into Mandatory Practices, Interpretation of Mandatory Practices, and Best Practices, covers admissions promotion and recruitment, admissions procedures, standardized admissions testing, financial aid, and advanced standing of students and the awarding of credit. State of College Admission: This annual publication has good information on admissions benchmarks and trends. The 94-page PDF can be printed from the NACAC Web site. Electronic discussion group (EDG): Members may participate in an online discussion group. The EDG allows counselors to get advice on global, national and local issues related to college counseling.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Guiding the Way to Higher Education: Families, Counselors and Communities Together. Formerly called PACT, this manual provides materials for counselors to use in working with families on college awareness and planning. Activities cover five facets of the process. Web site: NACAC has an easily navigated Web site, with much information available to members and nonmembers alike. Numerous articles for students can be downloaded. Application fee-waiver form: NACAC members can make use of a college application fee-waiver form. The form provides income guidelines for the counselors use in determining which students qualify for an application fee waiver. List of professional development activities: The Web site has an upto-date listing of professional development activities nationwide. Summer institutes, regional and national conferences, and college tours sponsored by numerous organizations are listed here. The American School Counselor Association (ASCA) www.schoolcounselor.org In the organizations own words: ASCAs Vision The American School Counselor Association is the foundation that expands the image and influence of professional school counselors through advocacy, leadership, collaboration and systemic change. ASCA empowers professional school counselors with the knowledge, skills, linkages and resources to promote student success in the school, the home, the community and the world. ASCAs Mission The mission of ASCA is to represent professional school counselors and to promote professionalism and ethical practices. Of special interest to counselors: ASCA National Model: ASCA has developed the National Model for School Counseling, a comprehensive approach to program foundation, delivery and management accountability. When implemented, the program not only answers the question What do school counselors do? but also allows schools to respond to the question How are
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
students different as a result of what we do? Nonmembers can download an executive summary at no charge; the book is $39.95. Position statements: ASCA has easily accessed position statements on a range of topics counselors confront, among them dealing with at-risk students, test preparation, special needs students, and much more.
Web sites
American School CounselorAssociation; www.schoolcounselor.org The College Board; www.collegeboard.com The Education Trust; www.edtrust.org Family Educational Rights and Privacy Act (FERPA); www.ed.gov National Association for College Admission Counseling; www.nacacnet.org
Books
American School Counselor Association. The ASCA National Model: A Framework for School Counseling Programs. Alexandria, VA: ASCA, 2003.
Gives a detailed explanation of each element of the ASCA National Model for School Counseling programs.
Avery, Christopher. The Early Admissions Game: Joining the Elite. Cambridge, MA: Harvard University Press, 2004.
Provides an analysis of early admissions, based on more than 500,000 college applications to 14 elite colleges, and hundreds of interviews with students, counselors and admissions officers. The 2004 edition includes a new chapter.
Center for Higher Education Policy Analysis. Getting There and Beyond: Building a Culture of College-Going in High Schools. University of Southern California Rossier School of Education. Los Angeles, CA: 2007.
This slim brochure lays out the challenges to building and sustaining a college culture, and provides a road map for creating one. The PDF can be printed from the University of California Web site: www.usc.edu/dept/chepa.
Matthay, Eileen R. Counseling for College. Princeton, NJ: Petersons Guides, 1991.
Out of print, but an excellent resource for college counseling.
Mayher, Bill. The College Admissions Mystique. New York: Noonday Press, 1998.
Covers practical issues, including discovering colleges, narrowing down the search, finding financial aid and using college counselors to the best advantage.
National Association for College Admission Counseling. Fundamentals of College Admission Counseling, 2nd edition. Alexandria, VA: NACAC, 2008.
A textbook for practicing counselors covering college counseling in chapters written by respected practitioners.
Rainsberger, Richard. FERPA and Secondary Education. Washington, DC: AACRAO and NACAC, 1997.
A useful reference when dealing with issues concerning the Family Educational Rights and Privacy Act of 1974.
Steinberg, Jacques. The Gatekeepers: Inside the Admissions Process of a Premier College. New York: Viking Press, 2002.
Over the course of nearly a year, Steinberg accompanied a Wesleyan admissions officer on a tour to assess and recruit the most promising students in the United States. The Gatekeepers follows a diverse group of prospective students as they compete for places in the nations most elite colleges.
Thacker, Lloyd. College Unranked: Ending the College Admission Frenzy. Cambridge, MA: Harvard University Press, 2005.
Essays by numerous admissions deans who want colleges and students to rediscover what college is really for a chance to explore new worlds of knowledge.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
School achievement grade point average and the rigor of courses taken has been the single most important factor in college admissions since the College Board began tracking this information in the early 1980s. Counselors, as academic advisers and class schedulers, need to understand the vital importance of encouraging all students to take college-level courses. And students and parents need to understand that colleges look at the transcript of all high school course work and that students need to choose collegepreparatory course work starting in ninth grade. Not only that, new research (summarized later in this chapter) indicates that the rigor of high school course work is directly connected to college graduation as well. Specific guidance for students is available in a handout at the end of this chapter. See Handout 2A: Create a solid academic
portfolio.
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Make sure students know the importance of taking collegepreparatory classes starting in ninth grade, even if they are not sure they will go to college. Algebra in particular is key to college entrance and college success. Schedule students into college-prep courses; help all students keep their options open. Know the course work requirements for the state institutions and other colleges to which your students may apply, and ensure that students know what these requirements are. Explain the difference between high school graduation requirements and college entrance requirements. Explain what community colleges require. Encourage all students even those who are not sure they will go to college to take the most challenging courses available to them. Advocate for a policy that allows any interested student who has completed the prerequisites open access to the Advanced Placement Program (AP), honors and other challenging courses. Analyze course enrollments to see whether the diversity of your school population is reflected adequately in advanced courses. Work with faculty members to ensure that all students, regardless of their economic, cultural or linguistic backgrounds, may take challenging courses. Stress that you want students not only to be accepted into college but also to succeed when they get there: Thats why they need to take the most challenging course load they can handle. Provide teachers with relevant and timely information about college preparation and college requirements so they can provide students with accurate information, too. Provide a schoolwide mechanism for academic assistance, tutoring or teacher-monitored extra help for those students struggling to meet academic course requirements.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Behave as if you expect all students to achieve at a highlevel. Actively work to remove barriers to learning. Teach students how to help themselves (e.g., teach them organizational skills, study skills and test-taking skills). Teach students and their families how to successfully manage the bureaucracy of the system (e.g., teach parents how to enroll their children in academic courses that will lead to college). Teach students and their families how to access support systems for academic success. Use local, regional and national data to promote system change. Work collaboratively with all school personnel. Offer staff development training for school personnel promoting high expectations and high standards for all students. Challenge the existence of low-level and unchallenging courses. Highlight information that negates myths about who can and who cannot achieve success in rigorous courses. Organize community activities to promote supportive structures for high standards for all students. Help parents and the community organize efforts to work with schools to institute higher standards for their children. Work as a resource broker within the community to identify all available resources to help all students achieve.
Source: Reese M. House and Patricia J. Martin, Advocating for Better Futures for All Students: A New Vision for School Counselors (Education 119, 284-91).
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Tip
I visit life skills classes, which all ninth-graders must take. I tell them what they need to do to graduate and point out how the requirements parallel what they need to do to get into college. And I tell them that the more highly selective the college they hope to attend, the further beyond the minimum they need to go in each academic area.
Eileen Doctorow, North Hollywood High School, California
8 credits (4 years) of English 6 credits (3 years) of math, including Algebra I, geometry and Algebra II 2 additional credits (1 or more years) of math beyond Algebra II (trigonometry or calculus) 6 credits (3 years) of laboratory science, such as biology, chemistry, physics or earth science 6 credits (3 years) of social studies, such as U.S. history, world history, government or economics 4 to 6 credits (2 to 3 years) of a second language
(If your school offers integrated math, you can assume that colleges know that Integrated Math I, II and III correspond to Algebra I, geometry and Algebra II.) Counselors should stress the differences between fulfilling high school graduation requirements and taking college-prep classes (for example, most colleges expect applicants to have taken at least two years of a foreign language, but few high schools list foreign languages as a necessity for graduation). You might prepare a handout that shows high school graduation requirements, the requirements for admission to colleges your students often attend and admissions requirements for highly selective institutions (you can adapt the following sample chart). There is no one definition of selective or highly selective. Most four-year colleges (more than 80 percent) accept more than half of their applicants, and in fact nearly half of all colleges accept more than 75 percent of applicants. In general, selective colleges consider course work, grades, test scores, recommendations and essays. At very selective colleges, these factors are considered very carefully by the admissions committee, and more students are rejected than are accepted.
Tip
We meet all ninthgraders and plot their course work for all four years. We stress the importance of keeping their options open. Each student leaves the meeting with a written plan showing the academic subjects he or she will take each year of high school.
Linda Sturm, South Portland High School, Maine
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
English
Math
2 years
Social studies
2 years
2-3 years, including 1 year of U.S. history and 1-2 years from other social sciences
3-4 years, to include 1 year of U.S. history and 1 year of world or European history
Science
1 year
3 years of lab science: biology, chemistry or physics 2 years of foreign language 3 units
3-4 years of lab science, with 1 year each of biology, chemistry and physics 3-4 years or more of one language 3 units
* Students seeking admission to highly selective institutions should take as many courses at the honors and/or AP level as the schedule permits, complete four years of the same foreign language, pursue calculus, and take advanced course work in science. Source: Gloria Mueller, Glenbrook South High School, Illinois
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Tip
It matures a student to participate in activities and maintain good grades. This demonstrates good organizational skills, the ability to prioritize, leadership skills, and so on. Time management issues are crucial for success in college.
Linda Sturm, South Portland High School, Maine
Tip
Counselors can reassure students that a passion unrelated to school counts: The avid equestrian or ice skater does not need to add on a school activity to look well rounded.
Dorothy Coppock, Evanston Township High School, Illinois
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Tip
New counselors can get into a bind if they dont recognize the importance of rigorous high school course work. A ninthgrader might say he wants to drop algebra. The counselor should say, Lets get you tutoring or Stick it out get the D. Retake it in summer school. But keep at it algebra is important.
Susie Rusk, counselor coordinator, Washoe County School District, Nevada
The longer students wait to enter college, the less likely they are to finish a degree Part-time attendance is hazardous to degree completion health. Formal transfer from a two-year college to a four-year, and from one four-year to another, were positively associated with degree completion, but wandering from one school to another was not. In college, earning grades in the top 40 percent of first-year GPA is a strong contributor to completion. Finishing a course beyond Algebra II (for example, trigonometry or precalculus) more than doubles the odds that a student will graduate from a four-year college. Taking AP courses is more strongly correlated with the completion of a bachelors degree than with college access.
Tip
The counselor needs to advocate for students who are not performing well in college-prep classes. I advocated for the creation of learning labs in our school, which students use during study hall. The labs are in the library and are staffed with teachers and National Honor Society students.
Linda Sturm, South Portland High School, Maine
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Tip
I ask students to imagine that they are a college admission representative and have two candidate files in front of them. One applicant has taken a course called Fun with Numbers and has received an A. The other has taken Algebra II and received a C. I ask them which student is likely to be admitted. We then spend several minutes talking about minimum requirements of fouryear colleges, methods for pursuing reasonable challenges in high school, and ways to improve study skills.
Carlene Riccelli, Amherst Regional High School, Massachusetts
college especially the lack of continuity in course work. Many applicants and parents do not know what is expected of students when they enter college. In the five states that the Bridge Project surveyed, for example, fewer than 12 percent of the students were familiar with the course requirements for admission to the specified colleges. (For an activity intended to build awareness of college requirements, see Appendix C, Activity 1.) Other findings:
Teachers play a major role in helping students prepare for college, yet many do not have the resources they need to give students accurate information. Students are generally unaware of the content of postsecondary course-placement exams. The distribution of information to parents about college preparation is inequitable.
Key recommendations of this report (which is easily downloaded from the aforementioned Web site):
Provide all students, their parents and educators with accurate, high-quality information about, and access to, courses that will help prepare students for college-level work. Focus on the institutions that serve the majority of students. Shift the attention of the media, policymakers and researchers from the nations elite schools to the colleges and universities attended by most students (approximately 80 percent). Emphasize the fact that getting into college is not the most difficult part of earning a bachelors degree.
Tip
The six-year graduation rate at all four-year colleges is 52 percent, and has been about that for more than 15 years. Keep this in mind when using the College Results Online feature at the Ed Trust Web site.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
which lets users research the six-year graduation rates at colleges nationwide. One can research individual college graduation rates (by total student body, ethnic group and gender) or create customized groups of colleges for comparison purposes.
College-level curriculum in high school: Advanced Placement and community college courses
Colleges favor students who have participated in the most challenging academic program available to them. In general, honors courses, AP courses, and/or community college course work on a transcript indicate that the student is likely to succeed in college. Admissions officers will use the school profile (discussed in Chapter 4) to determine how many advanced courses a high school offers and to what extent a student took advantage of those classes. This section provides information on ways in which high schools can offer highlevel courses (in addition to their own honors courses).
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AP Course Audit The AP Course Audit is an annual, collaborative effort among secondary schools, colleges and universities, and the College Board to confirm that courses labeled AP provide an appropriate level and range of college-level course content, along with the resources needed to deliver that content. All schools wishing to label a course AP must complete and submit documentation for each teacher of that AP course. Each fall, college and university admissions offices and the public will be provided with a ledger listing all schools offering authorized AP courses, as well as the names of all courses authorized at each school. For more information about the AP Course Audit, visit apcentral.collegeboard.com/courseaudit. Certification Teachers do not need any formal professional certification to offer AP courses, but teachers are urged to attend AP Summer Institutes and workshops. The AP Central Web site (apcentral.collegeboard.com) has extensive information (including sample lessons) for AP teachers. Cost to students
Tip
Not long ago, our school made a big push to encourage our Hispanic students, who make up more than two-thirds of our population, to take the AP Spanish Language class or the exam after completing a year or two of Spanish for Spanish speakers. This gave the students the confidence to look for challenges in other academic areas as well, and was probably the greatest factor in building our very large AP program.
Eileen Doctorow, North Hollywood High School, California
Students do not pay a fee to take an AP course but do pay an exam fee ($86 in 2009). Fee reductions are available; many states and districts subsidize AP Exam costs. Benefits to students There are numerous benefits to students in taking AP courses:
Students may earn credit, advanced placement, or both, in college. Admissions officials know that an academically impressive high school record is a good indicator of college success. AP courses prepare students for the rigor of college. Students enjoy the insightful discussions and challenging course work. They also learn good study skills.
Students may sit for an AP Exam even if they havent taken a course designated as AP if the school is willing to administer the test. At some schools there are rigorous courses that prepare students for AP Exams. A handout at the end of this chapter answers common questions about AP. See Handout 2B: FAQs about the Advanced
Placement Program (AP).
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How colleges view AP Most of the colleges and universities in the United States, and several universities in more than 45 other countries, have a policy for granting incoming students credit, advanced placement or both if they receive qualifying grades on AP Exams. That is, through acceptable grades on the exams, students may earn credits toward their college degree, or they can skip introductory courses and be placed directly into higher-level courses. Decisions on credit and placement are made by individual colleges and universities (there is an AP policy search tool at www.collegeboard.com/ap/creditpolicy). On the following page is an actual AP policy for a large research university. AP course work is used by admissions staff as well. The three main ways admissions staff use information about a students AP participation and performance are:
as an indication of a students motivation to challenge himself or herself in evaluating how prepared a student is for the rigors of college in evaluating candidates credentials within the contents of their high school
Admissions staff often do not see AP Exam grades, so much of this insight is provided by the information on the transcript about the courses taken and the grades earned.
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Languages
Math
Calculus AB Calculus BC Statistics Psychology Biology Chemistry Computer Science A Computer Science AB Environmental Science Physics B2 Physics C, Mechanics Physics C, E, & M
Psychology Science
1. Students earning a grade of 4 on Computer Science AB may request a personal interview with a departmental representative to determine whether credit will be given for CPSC 102. 2. Students enrolling in curricula requiring calculus-based physics (PHYS 122, 221, 222, 223, 224) but who earn a grade of 5 on Physics B will be asked to meet with a departmental representative for further evaluation and placement counseling.
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Realize that they can do college work. Take courses not offered in their schools honors or AP program. Experience college and become comfortable with it. Learn that community colleges are an affordable way to begin college. Start their college curriculum while completing high school.
Tip
I hang this sign over my office door: Attention Juniors! If you want to get into the most competitive college that is right for you, then as a SENIOR you want to take English, history, math, science and a foreign language. See your counselors for details. Its propaganda, but it works!
Bev Taylor, Massapequa High School, New York
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CLEP
The College-Level Examination Program of the College Board, commonly known as CLEP, is a widely accepted credit-by-examination program. About 2,900 accredited colleges and universities award credit for qualifying scores on CLEP exams; 1,500 administer the exams. CLEP offers 34 exams in composition and literature, foreign languages, history and social sciences, sciences and mathematics, and business. Students of all ages use CLEP to demonstrate competency in a subject area and to earn college credit. All exams (listed below) are computer based. Students who are interested in CLEP can find a list of test centers at www.collegeboard.com/clep and the specific CLEP policies for each exam, at every participating college, in the College Search section on www.collegeboard.com.
Business Financial Accounting Information Systems and Computer Applications Introductory Business Law Principles of Management Principles of Marketing Composition and Literature American Literature Analyzing and Interpreting Literature English Composition (with or without essay) English Literature Freshman College Composition Humanities Foreign Languages French Language (Levels 1 and 2) German Language (Levels 1 and 2) Spanish Language (Levels 1 and 2) History and Social Sciences American Government Human Growth and Development Introduction to Educational Psychology Principles of Macroeconomics Principles of Microeconomics Introductory Psychology Introductory Sociology Social Sciences and History U.S. History I U.S. History II Western Civilization I Western Civilization II Science and Mathematics Calculus College Algebra Precalculus College Mathematics Biology Chemistry Natural Sciences
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Extracurriculars
To create a vibrant campus atmosphere, colleges seek to attract a diverse student body, one that includes athletes, musicians, artists, community leaders and others with special interests, talents and skills. As they examine applications, colleges look for quality, commitment and depth in students nonacademic pursuits rather than a scattershot approach (e.g., a short-term, casual involvement in several activities). Admissions officers also use participation in extracurricular activities to gauge how a student has balanced academic, cultural, recreational, social and other interests.
Tip
Its important to let parents know what the counseling office provides and when and how they can talk with you. We have a brochure that we hand out at eighth-grade parent night. Our goal is to make parents feel comfortable contacting us to talk about their child.
Linda Sturm, South Portland High School, Maine
Tip
We dont have a studyskills program, but our counselors talk to parents about when to study, where, and how parents can monitor their childrens study habits. For example, many kids have computers in their rooms, but then parents dont know if students are doing homework or are in chat rooms. I suggest that parents bring the computer into the family room so they can monitor whether homework is getting completed.
Linda Sturm, South Portland High School, Maine
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and will expect students to maintain the rigor and academic success they have previously achieved. In addition, students should begin college well prepared to do college-level work. Even students planning to attend a community college and then transfer to a four-year institution should be encouraged to take as challenging a course load as possible: first, because they may be able to fulfill requirements (for a foreign language, for example) now and not have to address them later and, second, because they will still have to pass placement tests in math and English. They need to stay in shape in order to keep their academic skills sharp. Colleges can revoke offers of admission if senior-year grades indicate a slump. The point is well stated in a letter the University of Illinois sent to admitted students recently: We remind everyone of the obligation that goes with our admission offer: Your senioryear courses are part of the admission decision. A final high school transcript is required. . . . [W]e will see your final transcript and we do rescind admission when our high expectations for our students are compromised by a bad senior year. Associate Provost Stanley E. Henderson goes on to offer excellent advice that you might want to pass on to your students:
Yes, the quality of the work you do at Illinois will be determined in no small part by your tremendous talent, but it will also be determined by the strength of your academic habits. Just as you would want to be in top condition for the start of an athletic season, so, too, do you want to be in top condition for the academic season that begins in August. The habits you form now your academic strength conditioning will either help or hurt you in your transition from high school to college. Keep in shape for the rest of the year. Were counting on your success next fall and beyond.
Tip
I keep a copy of a letter revoking an offer of admission that was sent to one of our seniors who, despite counseling, had developed a case of terminal senioritis. All identifying information about the student was removed from the letter. Our counselors show this letter to seniors who are considering any major changes to their academic program in the senior year. Additionally, if any changes are made in the senior year after midyear reports are sent to colleges, we send an academic update to offices of admission. This policy has reduced the number of requests we receive from students to lighten the academic load in the second half of the senior year.
Carlene Riccelli, Amherst Regional High School, Massachusetts
Resources
Web sites
The Education Trust: www2.EdTrust.org Pathways to College Network. Provides research-based information and resources for improving college preparation, access and success for underserved populations, including low-income, underrepresented minority, and firstgeneration students. Site has profiles of successful programs that increase college access. www.pathwaystocollege.org.
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Occupational Outlook Handbook. This online publication, found at the Department of Labors Bureau of Labor Statistics Web site, is a good source of career information.Describes employees duties, working conditions, the training and education needed, earnings and expected job prospects for hundreds of occupations. Revised every two years; www.bls.gov/oco and http://online.onetcenter.org. Department of Education Web site. Highlights No Child Left Behind (NCLB) legislation, including a section about guidance and regulations on parent involvement. Other features include: information for parents, teachers, students and administrators information centers for financial aid, policy, programs, and research and statistics links to state departments of education, K-12 schools, school districts, and colleges and universities; libraries; and education organizations
All information can be found at www.ed.gov/index.jhtml.
Publications
Haycock, Kati. Closing the Achievement Gap, Educational Leadership 58, no. 6 (March 2001).
Article summarizes research indicating that all students must have a challenging curriculum.
Rigol, Gretchen. Admissions Decision-Making Models: How U.S. Institutions of Higher Education Select Undergraduate Students. New York: The College Board, 2003. Venezia, Andrea, Michael W. Kirst, and Anthony L. Antonio. Betraying the College Dream: How Disconnected K12 and Postsecondary Education Systems Undermine Student Aspirations. Policy Report from the Bridge Project: Stanford University, 2004. Can be downloaded as an Adobe Acrobat file at www.stanford.edu/group/bridgeproject/betrayingthecollegedream.pdf.
Curriculum
CollegeEd is an innovative college-preparation course designed to motivate and prepare all students for a college education. The high school edition of CollegeEd provides materials for each grade 9-12, empowering students through gradeappropriate knowledge and information, as well as through self-exploration and skill building. The program, which is aligned to ASCA National Standards for School Counseling Programs and NCLB goals, includes: Instructional units (in English and Spanish) that allow for flexibility in scheduling and implementation Access to MyRoad and MyRoad.com, an interactive Web site that includes a validated personality assessment, in-depth profiles of more than 175 majors and 3,500 colleges A comprehensive teachers guide that offers lesson direction, as well as advisory options, making the program a perfect fit for advisories or guidance curricula. For more information, and to download samples, go to www.collegeboard.com/collegeed.
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Chapter 2 handouts
Number 2A Title Create a solid academic portfolio FAQs about the Advanced Placement Program (AP) How best to utilize the services of the school counselor Brief Description Specific information about what classes college admissions officers look for on a transcript. Explains how colleges award credit and placement for AP courses. Advice on ways to use the high school counseling office for help with college admissions and other issues.
2B
2C
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Students
One semester of world history or geography To succeed on college entrance exams, in college math classes, and in most careers, you need algebra and geometry. One additional semester of these or other areas Take them early on, and youll be able to enroll in advanced science and math in high school and youll show colleges Foreign Languages youre ready for higher-level work. Solid foreign language study shows colleges youre willing to stretch beyond the basics. Many colleges require at least Algebra I two years of foreign language study, and some prefer more. Geometry Algebra II Trigonometry and/or calculus Science Science teaches you to think analytically and to apply theories to observations of the natural world. Laboratory classes let you test what youve learned through hands-on work. Six semesters are recommended. Biology Chemistry and/or physics Earth/space sciences, advanced biology, advanced chemistry or physics Source: collegeboard.com The Arts Research indicates that students who participate in the arts often do better in school and on standardized tests. The arts help you recognize patterns, discern differences and similarities, and exercise your mind in unique ways, often outside of a traditional classroom setting. Computer Courses More and more college courses and jobs require at least a basic knowledge of computers. Computer skills also can help you do research and schoolwork better and faster.
Handout 2A
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
The AP Exams provide colleges and universities with additional information about your ability to succeed in college-level study. Some scholarship awards consider AP Exam grades. Many colleges use AP Exam grades to place students into honors classes. The AP Exams give you a clear understanding of what you need to succeed on a college exam.
Source: The Value of AP Courses and Exams. 2007 The College Board.
Handout 2B
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
TITLE the services How best to utilize TITLE of the school counselor
Meet with the school counselor to discuss your childs strengths, weaknesses, interests and goals. Make an appointment with the school counselor to create a program of study, grades 9-12, that matches your childs academic strengths, interests and future plans. Contact the school counselor to set up a parent/teacher conference. Call the school counselor with any concerns about recent changes in behavior, attitude and/or academic performance. Use the expertise of the school counselor, along with resources in the counseling office and/ or career center, to assist your child in postsecondary (after high school) planning. Ask the school counselor for resources within and outside the school to assist with social/ emotional issues. Seek information from the school counselor about standardized test results. Attend evening programs sponsored by the counseling office. Read any information sent from the counseling office to your home; there will be valuable information for you and your student.
Handout 2C
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Provide your students with the tools for researching colleges books, Web sites, lists of resources. Emphasize to your students that the first step in researching colleges is to examine their own interests, goals and plans for the future. Communicate often with students and, if possible, with parents through newsletters, e-mails and parent nights.
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Conduct college fairs or participate in local fairs organized by other schools or organizations. Distribute handouts and calendars that will help guide students along the college search. Employ various means of learning as much as you can about the colleges to which many of your students will apply: Talk with the college representatives, study the college catalogs, observe the admissions process and take campus tours. Include parents in the college search whenever possible.
College tours. Most experienced counselors agree that the best way to familiarize yourself with a college is to make an inperson visit. In addition to contacting schools in your area to arrange a tour, you can ask college reps if their schools have counselor tour programs. Reps may not offer the information, but they should have it available if you ask. You can also check the Professional Development sections of the National Association for College Admission Counseling Web site (www.nacacnet.org, which has links to NACACs regional affiliate organizations). Note: Individual college Web sites are usually not a good source of information on campus tours. Visits by college representatives and college fairs. You can make use of the resources your school provides for students to research colleges. Many counselors suggest that you sit in on as many college rep visits to your school as you can. Not only will you be able to assist students with information they missed or didnt understand, you can help them distinguish between the marketing hype and the useful facts. College fairs also offer counselors (as well as students) the opportunity to talk to several reps in one night.
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Counselor days/reverse college days. Some colleges and counseling organizations sponsor programs that bring the school counselors to the college rather than the college representatives to the high schools. Counselors spend the day at various colleges talking to admissions deans. New and experienced counselors often like these programs because you can learn about quirks in a specific colleges admissions requirements. Also, local colleges sometimes ask school counselors to sit in on a typical admissions session to observe how the application packet is reviewed. Join NACACs electronic listserv. There, college admissions professionals and counselors post questions and discuss information related to the college admissions process. To read the purpose and ground rules of this listserv, and to sign up, go to www.nacacnet.org, and find Professional Resources and then Elist.
Tip
I meet with every student every year (310 students). Many have special needs. For several years we have gone to the local community college and used computers there to research colleges its an all-morning activity. And, of course, the college wants us there! This year the community college decided to bring its new mobile lab to our school. Every junior is required to participate. Of course, some students forget what they learned about colleges within a week, but for many, its a great way to start this exploration.
Pat Rambo, Springfield High School, Pennsylvania
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A counselor should be available, whenever possible, to greet the college rep. In a recent discussion on the NACAC listserv on the topic of whether college Web sites have reduced the need for college rep visits, many college representatives said not only did they value the visit, but a chief goal was to meet the counselors, and to create or perpetuate a relationship with them. Students should be encouraged to meet with a number of college representatives. Quite often, the rep will be a reader of their application, and putting a face to a name is always helpful. Students might decide a college is not right for them after the rep visit that helps them better define the type of school they are looking for. If possible, sit in on the reps presentation. Often, students are shy, and the counselor can ease the tension by asking a few questions to get the discussion going. In addition, attending presentations is an excellent way to know what a college is really like. Be sure to get copies of recent materials from the rep to update your files. Make sure all college reps receive each of these items:
A school profile A college statistics list (colleges that students from your school have attended in recent years) Your business card Directions to other local high schools
Finally, make sure the representative feels welcome and appreciated. If possible, provide a quiet location in which they can meet with students (not the cafeteria during lunch). A convenient parking spot should be arranged if possible, and lunch or a snack should be provided if they are coming at midday. All of this can go a long way toward leaving reps with a positive impression of the school and its students. You and your students can prepare for a reps presentation. See
Handout 3E: Questions to ask college representatives.
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I go on college tours (usually the counselor pays the air fare, and the colleges provide transportation, housing and meals). And whenever Im near a college, I take the student tour. If its a college my students are typically interested in, I contact the person in admissions who will be reading the applications from my school and talk with them.
Peggy Hock, co-director of college counseling, Notre Dame High School, California
Combine brief college visits with your family vacation plans. If you are on a tight budget over the summer, ask about an overnight stay in a dormitory. Many colleges will be happy to accommodate you and your family in return for an hour or two of your time.
William Yarwood, Moorestown High School, New Jersey
When I was a new counselor, I read the big college directories to learn about the colleges my kids had an interest in. And of course, I visited the local colleges.
Pat Martin, head of the National Office for School Counselor Advocacy of the College Board and a former counselor
Its really important for counselors to visit colleges. They learn a lot about one college specifically, but they also learn about colleges in general, even from a single visit. And, of course, the bonding that occurs with the other counselors is of lasting value.
Lynda Molyneaux, Central High School, Nebraska
If there is a college that you need to learn more about because your students are applying or plan to apply there, call the admissions office and schedule a visit. You are all in the same business they want to get to know counselors and prospective students.
Susie Rusk, counselor coordinator, Washoe County School District, Nevada
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Choose the date early. Counselors who hold their own college fairs suggest a lead time of nine months. (In January, choose the date for a mid-September fair.) Work with your state counseling association and register your fair with NACAC to avoid conflicts with other key events. College reps schedule their lives in early summer. If you wait until the last minute to invite reps, you wont get the college participation you would like. Coordinate scheduling with all other events and activities at your school. Youll probably need to use the entire building for a fair at your school. Make sure there will be no athletic events, night classes or other extracurricular events during your fair. Careful planning ensures that youll have enough parking and enough room in the building. Set up a budget immediately. Allow for table rental if you are planning on hosting the fair at your school. In many areas, it is standard to provide food and bottled water for the college reps. If your budget is tight, look for help from the community (e.g., from restaurants or caterers).
Tip
In my experience, parents dont read letters, but they read postcards. One important postcard I send has the dates and locations of all local college fairs. We mail that out early in the fall.
Pat Rambo, Springfield High School, Pennsylvania
3-6
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Before inviting colleges, determine how much space you have available. Remember that the more popular colleges might need a larger space (you might position them at the end of a row). Some may even request a separate room. Expect a response rate of approximately 75 percent. Decide which colleges to invite. Include colleges in your immediate area, ones that have sent reps to your school, colleges you have visited and colleges that the students are applying to (you can survey students to see which colleges they are interested in learning more about). Send invitations to colleges four months before the fair (end of May for the mid-September fair). Note that some colleges will send alumni rather than college staff. Your school must decide beforehand if this policy is acceptable. Some high schools allow alumni to represent colleges at their fairs, but others want only colleges that are willing to send employees. It is helpful to provide suggestions if you know that alumni are coming and to give them an idea of how many students they may see, so they will have enough materials to hand out. When the college responds that it would like to participate in the fair, it usually sends the contact information for the rep who will attend; you can then communicate directly with the rep. Ask reps to come an hour early, so they can get a good parking spot and unload their materials. Have student volunteers on hand to help set up the tables. Make announcements about the college fair at college planning nights in February and in your newsletter (if you issue one). Send a reminder to parents in June. Send formal invitations approximately three weeks before the event. (Postcards work well, too.) If you are collaborating with several schools, you might use other community resources (newsletters, marquee at the local arena, local newspaper) to get the word out. Provide signage for colleges that dont have proper identifying banners.
Tip
I devised an exercise that makes kids really investigate the schools theyre applying to. . . . I ask them to go through the entire catalog and viewbook of one college and describe a course, major, minor, club or special experience that is not available at any of the other colleges theyre considering. Some go as far as calling a department to speak with professors. (Obviously, those are the ones wholl be looking at lots of fat envelopes in the spring.) Im amazed at what they find, and I always learn something new about what the schools have to offer.
Marcia Rubenstein, Edufax.com
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
3-7
Have a guidebook/directory for families when they arrive. List each school and its location at the fair. Be sure to point out if a particular school is in its own room. Give a detailed description of each school, including size, location, religious affiliation (if any), most popular majors and mid-50 percent admission test. Distribute a list of suggested questions for the students and families to ask of the reps (you can use Handout 3E). Provide an evaluation form so that college reps, students and families can give you feedback to use in planning the next fair.
A handout can help your students prepare for the fair. See Handout
3F: How to get the most out of a college fair: Tips for students from the Associated Colleges of the Midwest.
academic strengths needed for success in the area of study a list of courses required in the first two years of a typical program such as general education courses and prerequisites for the major the kinds of jobs the major frequently leads to, and with which types of companies or other employers (including government agencies) it is associated employment forecast for graduates in the area of study the variety of career paths that graduates in the major can pursue personal experiences of the presenter that would be helpful to a student considering this major
3-8
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Pat Clipp, director of guidance at Plano West, offers these tips for schools that might conduct similar events:
Survey students to find out the majors in which they are most interested. Include others that students may be interested in but havent considered. Research colleges in your area to determine which ones have programs for the majors you would like to include. Include community colleges. They have excellent programs. Query department heads at least six months before the program. Provide them with the type of information (listed above) to include in the presentation. Let them know how often they will be giving their presentations during the evening. Determine the audiovisual requirements three months in advance. If possible, open the program to the families of ninth- and 10th-graders as well. This will give them a head start on picking the right major and will help them choose high school courses wisely. Prepare students by giving them a list of appropriate questions to ask the presenters. Have students sign in at each session they attend to determine which majors attract the most interest. Survey students, parents and presenters for their feedback.
Tip
I make good use of viewbooks in advising activities. Early in the exploration process, I send a set of five to seven viewbooks, representing a range of college opportunities, to each junior-class advisory group. The students are divided into small groups, each of which is given a viewbook. They use it to answer a set of questions and then market the college to the whole group. This activity seems to be effective at broadening horizons.
Peggy Hock, co-director of college counseling, Notre Dame High School, California
Information on the counselors and others in the counseling office and how to work with them. A timetable for the college-choice process. General college-choice information (how to research colleges). College preparation: minimum requirements, requirements at selective colleges.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
3-9
College admissions policies: in general and for colleges frequently attended by your students. College testing information. Financial aid: explanation of need and of types of aid (scholarships, loans, work-study programs). Key resources: useful Web sites and books.
Handbooks are updated annually; most run between 30 and 60 pages. Some schools prepare handbooks on special topics, including:
Advice for student athletes. Services for students with special needs (e.g., learning disabilities). Parent information. The college interview. Applying to highly selective colleges. The transition to college.
Tip
We publish a guidance newsletter each marking period. A four-page newsletter may not look as if it requires much effort, but you need to start several weeks before your deadline. I try to line up volunteer parents to fold and mail it. Bulk mailing is the way to go if money is tight, but you will get fewer complaints about delays if you can mail it firstclass. Moorestown was already communicating very effectively with e-mail and a Web site, so I wasnt sure theyd want a newsletter. As it turns out, parents love it. They put it on their refrigerators and find it pretty useful.
William Yarwood, Moorestown High School, New Jersey
Many counseling offices also issue newsletters. Some are geared to students, others to parents. Newsletters for parents are generally mailed home, whereas newsletters for students are distributed in homerooms or classrooms. A typical newsletter is two to eight pages and covers topics such as:
Important upcoming events. Local scholarship information and deadlines. Detailed information on tests and test preparation. Dates and times of visits from college reps. Dates and times of local college and financial aid events. Information on avoiding scholarship scams. Tips for preparing a high school rsum (list of activities, interests and special circumstances). Tips for preparing the personal essay or statement. Guidelines on planning college visits. Deadlines for key points in the application process (e.g., when requests for recommendations must be in the counseling office). National and school award announcements. Recognition of outstanding student achievement.
3-10
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Summer programs, camps, internships. News about outstanding alums or kids in college.
If your guidance office has limited resources (time, money), consider piggybacking college counseling information on the schools general newsletter or working with another department that issues newsletters. You can also distribute handouts on these topics.
Tip
E-mail communication can be cumbersome at large schools. We use the Web site for all announcements of college visits, scholarship information and all forms and newsletters.
Carlene Riccelli, Amherst Regional High School, Massachusetts
Tip
If you give students a list of useful Web sites, be sure to devote some time each summer to updating that list. Not only will many sites have new Web addresses and new features, but some sites go from good to bad, and you will not want to direct your students to those. It takes another counselor and me many hours during the summer to update our list of Web sites.
Kathy Dingler, Rich East High School, Illinois
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3-11
I spend a whole period having this conversation. I insist on meeting first with the student alone, no parents. Then I send a letter to parents saying that Ive met with their child and this is what she said was important to her. Several handouts are designed to help students think carefully about their long-term plans and their dreams, and to assist them in choosing the college that will best help them achieve their goals. See
Handout 3E: Questions to ask college representatives; Handout 3G: How to make the most of a college interview; Handout 3H: College questionnaire for students; and Handout 3I: Assessing your list of colleges.
My College QuickStart is an easy-to-use, online, personalized college and career planning kit available free of charge to all students who take the PSAT/NMSQT. This useful tool incorporates student responses that were provided when they took the test, and it presents their data back to them in four main parts:
My Online Score Report My SAT Study Plan My College Matches My Major & Career Matches
3-12
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courses taken ethnicity geographic location grade point average alumnus relationship (if any) rank in class activities outside the classroom major/college applied to admission-test results special talents and skills
At Cary Academy, counselors ask students and parents to fill out brief questionnaires that describe the parents and the students ideas about
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
3-13
Tip
In the college-choice process, there is some degree of mediation between what the student wants and what the parents desire. Its important to help parents understand what is realistic and whether the student is a good candidate for a particular school. Often, students are more open to accepting the truth than the parents are. Its good to use historical data from the college to show the student what that college has decided with students of a similar background. Directories that show acceptance rates and mid50 percent test scores are helpful. It is best to wait until the fall of senior year to discuss this, because things can change over the summer between junior and senior years.
Teri Tippitt, The Kinkaid School, Texas
college and to return both to the counselors before the counselors first meeting with juniors. The questionnaires included in the handouts for this chapter can be used for this purpose. See Handout 3J: College questionnaire for parents or guardians. (At Cary Academy, completed forms are due in January that way the family can work on them over the holiday break.) Among the benefits, says counselor Susan Staggers, is that sometimes this is the first time the parents realize that their child is going to leave home. The key thing is to urge students, when applying and when dealing with acceptance letters, to focus on their own interests and goals and to choose the college that is the best fit.
See Handout 3K: Tips for parents on finding a college match.
One or two safety colleges: colleges to which they will almost certainly be admitted. Some probables: colleges where their GPA, test scores and other features look very similar to those of recent entering classes. A reach (or two): colleges where they meet the criteria for admission but may not have the stellar qualifications of most first-year students.
I still tell students to have safeties, likelies, and a reach college on their list, but they dont listen. Most students think they will be the exception. But parents listen. Thats the experience of Nadine Maxwell, former coordinator of guidance services for Fairfax County Public Schools, Virginia. Students (and parents) can use college guidebooks to assess the statistics of first-year students at a number of colleges and can compare their grades, course work, test scores and other features with those of applicants who have been admitted.
3-14
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
The last handout in this chapter provides a useful listing of Web sites and printed materials. See Handout 3L: College resources for
students and families.
Tip
I use peer college counselors to get college information out. I train juniors and seniors to help in this capacity. Teachers are willing to let them make announcements in class. When kids hear information from other kids, they take it seriously.
Eileen Doctorow, North Hollywood High School, California
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
3-15
Chapter 3 handouts
Number Title Description A one-pager that will jump-start selfassessment and provide a road map to the process; good for juniors or seniors.
3A
3B
Ideal handout for the parents; covers A planning list for parents of ninth- and the basics of getting on and staying on a 10th-graders college-bound course. Detailed, chronological listing of college-search tasks; useful for students and parents. Detailed, chronological listing of college-search tasks; useful for students and parents. Helpful for students preparing for a reps visit to your school, or preparing for a college interview. Includes questions to ask and follow-up dos and donts. Have on hand in counseling office for students preparing for an interview. Detailed form that students can complete before a one-on-one planning meeting with you.
3C
3D
3E
3F
How to get the most out of a college fair: Tips for students from Associated Colleges of the Midwest How to make the most of a college interview
3G
3H
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3-17
3I
3J
3K
Tips for parents on finding a college match College resources for students and families
3L
3-18
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Students
Handout 3A
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
Handout 3B page 2 of 2
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Students
Handout 3C page 1 of 2
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Handout 3C page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Narrow your list of colleges to 5 to 10. Meet with a counselor about them and, if youve not yet done so, download college applications and financial aid forms. Plan to visit as many of these colleges as possible. Create a master list or calendar that includes: tests youll take and their fees, dates and registration deadlines. college application due dates. financial aid application forms required and their deadlines. (Note: Aid applications may be due before college applications.) other materials youll need (recommendations, transcripts, etc.). your high schools own application processing deadlines.
If you cant afford application or test fees, a counselor can help you request a fee waiver. If you have not had your test scores sent to the college to which you are applying, be sure to contact the appropriate test organization to have your scores sent. Try to finalize your college choices. Prepare Early Decision, Early Action or rolling admissions applications as soon as possible. Ask for counselor or teacher recommendations if you need them. Give each teacher or counselor an outline of your academic record and your extracurricular activities. For each recommendation, provide a stamped, addressed envelope and any college forms required. If youre submitting essays, write first drafts and ask teachers and others to read them. If youre applying for Early Decision, finish the essays for that application now. If you have not had your test scores sent to the college to which you are applying, be sure to contact the appropriate test organization to have them sent. November 1-15: For Early Decision admissions, colleges may require test scores and applications between these dates. Complete at least one college application by Thanksgiving. Counselors send transcripts to colleges. Give counselors the proper forms at least two weeks before colleges require them.
October
November
Handout 3D page 1 of 2
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As you finish and send your applications and essays, be sure to keep copies. If your college wants to see seventh-semester grades, be sure to give the form to your counselor. If you apply to colleges online, be sure to have your high school send a transcript it goes to colleges separately, and by mail. No senioritis, please! Accepting colleges do look at second-semester senior grades. Keep active in school. If you are wait-listed, the college will want to know what you have accomplished between the time you applied and learned of its decision. You should receive acceptance letters and financial aid offers by mid-April. If youve not done so yet, visit your final college before accepting. As soon as you decide, notify your counselor of your choice. If you have questions about housing offers, talk to your counselor or call the college. May 1: Colleges cannot require a deposit or commitment to attend before May 1. By that postmarked date, you must inform every college of your acceptance or rejection of the offer of admission and/or financial aid. (Questions? Talk to your counselor.) Send your deposit to one college only. Wait-listed by a college? If you will enroll if accepted, tell the admissions director your intent and ask how to strengthen your application. Need financial aid? Ask whether funds will be available if youre accepted. Work with a counselor to resolve any admissions or financial aid problems. Ask your high school to send a final transcript to your college.
January
February
March
April
May
June
Handout 3D page 2 of 2
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Students
How would you characterize the majority of students? From what economic background are the majority of students? Are there clubs, activities or housing that are minority related? What do students like most about the college? Like least? Has the student government made any real contribution to the school? How do you get into student government? What political, social or academic issues concerned students last year? How did the administration react? What was the resolution? What do students do for fun? What is the role of fraternities and sororities on campus? If I didnt want to join, could I have a satisfactory social life? What are the dominant social groups on campus? Do the groups get along with one another? Have there been any problems? What role do team sports play in the social life of the college? What happens on football or basketball weekends? If I didnt want to join in, would I find kindred spirits? Is there a good balance of academics, social life and extracurricular activities? What were the social or cultural highlights last year? What is the role of the campus newspaper? Is there an alcohol problem and, if so, how is the college handling it? What is the incidence of binge drinking? Do students feel safe on campus?
Campus facilities Housing and dining Is there something I should know about housing that would help me in my choice? What are the types of food plans? All you can eat? Vegetarian? Kosher?
Handout 3E page 1 of 2
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What is there to do in town? How would I get there? What is distinctive about education here? What is the educational philosophy of the college? Has it changed much in recent years? Is the honor code working? How widespread is cheating? What is the most popular major on campus? Why? Do you think that students are generally enthusiastic about their classes? Do people talk about their courses outside of class? How would you characterize the academic pressure and workload? Are there research possibilities with the faculty? In what areas? What are the strengths and weaknesses of the advising system? What is the quality of student and faculty relationships? Is the faculty interested in and accessible to students after class? Do faculty members participate in student activities? Are curriculum changes in the works? How will that affect my college years? Are any departments being cut back or discontinued? If so, why? Are any new programs scheduled for the next four years?
Source: Adapted from Campus Visits & College Interviews by Zola Dincin Schneider (College Board, 2002). This book has many more questions you might ask of college representatives, plus chapters on every aspect of the interview and campus visit. Handout 3E page 2 of 2
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Students
How to get the most out of a college fair: TITLE Tips for students TITLE from the Associated Colleges of the Midwest
Going to a college fair
Take along a pen and a small notebook. Take a bag to carry the brochures you pick up. Print out some address labels with your name, address, phone number, e-mail address, high school and year of graduation. Spend your time at the college tables asking questions, not filling out contact cards! When you arrive, check out the floor plan and find out where the tables for your top-choice colleges are located so you can go directly to them. Write your most important questions down in advance so you dont forget them. Check on whether any information sessions, such as financial aid, are being offered. Interested? Budget your time accordingly. Jot down notes about a college while your memory is fresh, such as right after visiting the table. Pick up the business cards of any representatives you talk to, so you can contact them if you have any more questions. Make a point of going through the materials and your notes within one week after the fair. Youll probably remember more about your conversations with college representatives while the memories from the fair are still fresh. Follow up with any college that interests you by contacting the admissions office to ask further questions, and, if possible, plan a visit to the campus.
Handout 3F
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
The interview is primarily for you to learn about the college and to allow the interviewer to learn about you. Use it as a tool to assist your college selection. The interview can have a positive effect on your admission rarely a negative one. When you schedule an interview, check to see if it is evaluative (used as a factor in admissions decisions) or informational (used in helping an applicant learn more about the college). Knowing the purpose will help you prepare for the interview. In most cases, even if the interview is evaluative, it is not one of the most important criteria used by the college. Relax and be yourself! Your interview will usually be with an admissions staff member, but it may be with a student, alumnus or a professional interviewer. Keep this persons perspective in mind. Dont write off the college just because you think you had a bad interview. Interviewers have bad days, too. The interviewer is eager to get to know you and is almost always on your side. An experienced person knows that you may be new at interviewing and will try to put you at ease. The interviewer will answer your questions but will be more interested if you have helpful questions that show youve done some research on the college already. An important part of preparation is self-assessment. In what kind of environment do you work best? Would you take advantage of class discussions or would you rather learn by the lecture method? Know your rank, your test scores and your present areas of interest. If you are undecided about your career, feel free to say so (half of college students change their intended major). You should, however, recognize that you are going to college primarily to learn. Think through some areas you would like to explore, competencies you would like to develop and projects or situations that intrigue you. Dont go unprepared. Do your homework about the school to get the obvious questions answered. You dont want to be silent when asked, What would you like to know about our college? Questions or comments like, What if I cant decide between two majors? What kinds of internships are there, and how often do students take them? or Ive liked art, but dont wish to major in it show more maturity in your thinking than asking about the number of books in the college library. Interviewers may ask questions about your interests, extracurricular activities/jobs, books youve read, meaningful experiences, reasons for applying to this college, life at school and similar topics. Be ready to talk about these subjects. Be honest. Everyone has strong and weak points. College will help you with some of the latter and promote the former.
Handout 3G page 1 of 2
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Plan to have your interview alone. Most admissions officers prefer to speak with your parents after talking with you, rather than during the interview. Dress neatly and comfortably. When you return home, write a thank-you note to the person who interviewed you.
Source: Adapted from material prepared by Gloria Mueller, Glenbrook High School, Illinois
Handout 3G page 2 of 2
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Students
Large city
Suburb
Small town
5. Do you have a sense of what size college/university might suit you best? If so, please indicate below.
6. Do you think you know what you want to study in college? If you checked yes, what is your intended area of study?
Yes
No
7. Are there any other general preferences you have at this point? Fraternities and sororities? No frats or sororities? Colder climate? Warmer climate? Other?
Handout 3H page 1 of 4
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2. What values are most important to you? What do you care about most?
3. How do you define success? Are you satisfied with your accomplishments to date? What do you want to accomplish in the years ahead?
4. What kind of person would you like to become? Of your unique gifts and strengths, which would you most like to develop?
5. If you had a year to go anywhere and do whatever you wanted, where would you go and what would you do?
Handout 3H page 2 of 4
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Students
Your Education 1. What are your academic interests? Which courses have you enjoyed the most and which have been the most difficult for you?
2. What do you choose to learn when you can learn on your own? Consider interests pursued beyond class assignments: topics chosen for research papers, independent projects, reading on your own, job or volunteer work, etc.
3. How do you learn best? What methods and styles of teaching engage your interest and effort the most?
4. How would you describe your high school? Has the environment encouraged you to develop your interests, talents and abilities? What would you preserve and/or change about the school if you had the authority and money to do so?
5. What has been your most stimulating intellectual experience in recent years?
Handout 3H page 3 of 4
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2. Which relationships are most important to you and why? Describe the people whom you consider your best friends, your best critics, your best advocates.
3. How do you make decisions for yourself? What are the best decisions you have made recently? How much do you rely on direction or advice from others?
Handout 3H page 4 of 4
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Students
Where is the college? Can you locate it on a map? Is it too close to home? Is it too far? Is it too cold or too hot there? Have you taken the course work the college requires for admission? What size is the college? How many students are undergraduates? What is the colleges selectivity ratio (what proportion of applicants were admitted lastyear)? Does the college offer majors that interest you? Is the college coed or single sex? What percentage of students live off campus? How many of the students graduate in four years? Five years? Six years? How many first-year students return for their sophomore year? How much does the program cost? What is the total per-year expense? What type of financial aid is available? What are the admission test scores at the colleges that interest you? Where does that place you? What were the high school GPAs of most of the freshmen last year? Are freshmen guaranteed on-campus housing? If not, where do they live? Are there extracurricular activities that interest you? What are their strong academic programs? (Ask a college representative, students, graduates and teachers.) What courses are required for graduation? Are the courses you need/want available each semester? At convenient times? Are there special programs that interest you (study abroad, internships, etc.)? What is the social life like? What percentage of students join fraternities or sororities? Do the pictures and the language the college uses to describe itself attract you? What is your general impression of the college?
Handout 3I page 1 of 2
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Visit the colleges Web sites, read the guidebooks and look at their literature
Is the school accredited? If professional certification is required for employment in the field that interests you, how many students enrolled in the schools program pass the certification exam? When are applications due? Does the college accept the Common Application? If so, does it require supplemental forms? What does the application contain? Are essays required? Is an interview suggested or required? Is an interview available from staff or alumni? When may you visit the college? What is its policy regarding campus visits? What are the financial aid deadlines? What financial aid forms are required? Am I a strong candidate for admission to this college? If I am not a strong candidate, what are my chances? Do I want to visit this college? What additional information do I need?
Admissions process
Handout 3I page 2 of 2
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Parents
1. Do you have a preference for how far from home your childs college is located? 2. Do you have a preference for an urban, suburban or small-town campus? 3. Indicate any preferences you have for the location of your childs college: Southeast Southwest West Coast Northwest 4. Do you have a specific preference for: a public college/university?
5. Please list specific colleges/universities you would like your child to learn about.
Handout 3J page 1 of 2
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8. What do you believe are your childs strengths in applying for college? a. Academic strengths:
b. Other strengths:
9. You are invited to write a letter to the college counselor describing your child, specifically narrating events or anecdotes that characterize or illustrate your childs personality. What would you like us to know about your son or daughter? What experiences have shaped his or her personality? What makes your child special? Are there special circumstances you would like the college adviser to know about that would help with the college search? What do you hope your child will gain from the college experience?
Handout 3J page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
range of academic majors offered extracurricular possibilities amount of personal attention your child will receive number of academic resources (e.g., books in the library)
In considering size, your child should look beyond the raw number of students attending. For example, perhaps your childs considering a small department within a large school. Your child should investigate not just the number of faculty members, but also their accessibility to students. Location Does your child want to visit home frequently, or is this a time to experience a new part of the country? Perhaps an urban environment is preferred, with access to museums, ethnic food or major league ball games. Or maybe its easy access to the outdoors or the serenity of a small town. Academic programs If your child has decided on a field of study, your child can research the reputations of academic departments by talking to people in the field of interest. If your child is undecided, as many students are, your child may want to choose an academically balanced institution that offers a range of majors and programs. Students normally dont pick a major until their sophomore year, and those students who know their major before they go to college are very likely to change their minds. Most colleges offer counseling to help students find a focus. In considering academic programs, your child should look for special opportunities and pick a school that offers a number of possibilities.
Handout 3K page 1 of 2
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Campus life Your child should consider what college life will be like beyond the classroom. Students have to maintain a balance between academics, activities and social life. Before choosing a college, your child should learn the answers to these questions:
What extracurricular activities, athletics, clubs and organizations are available? Does the community around the college offer interesting outlets for students? Are students welcomed by the community? Is there an ethnic or religious group in which to take part? How do fraternities and sororities influence campus life? Is housing guaranteed? How are dorms assigned?
Cost In considering cost, look beyond the price tag. For most students, todays college costs make finances an important consideration. At the same time, most colleges work to ensure that academically qualified students from every economic circumstance can find financial aid that allows them to attend. Diversity Your child should explore what can be gained from a diverse student body. The geographic, ethnic, racial and religious diversity of the students can help students learn more about the world. Investigate which student organizations or other groups with ethnic or religious foundations are active and visible on campus. Retention and graduation rates One of the best ways to measure a schools quality and the satisfaction of its students is to learn the percentage of students who return after the first year and the percentage of entering students who go on to graduate. Comparatively good retention and graduation rates indicate that responsible academic, social and financial support systems exist for most students.
Source: www.collegeboard.com
Handout 3K page 2 of 2
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Students
Handout 3L page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Books
Comprehensive objective directories Barrons Profiles of American Colleges. New York: Barrons Educational Series, Inc. Updated every two years. The College Board College Handbook. New York: The College Board. Published annually. Petersons Guide to Four-Year Colleges. Princeton, NJ: Petersons Guides. Published annually. Petersons Guide to Two-Year Colleges. Princeton, NJ: Petersons Guides. Published annually. Subjective guides Fiske, Edward, and Robert Logue (contributor). The Fiske Guide to Colleges. Naperville, Ill.: Sourcebooks Trade. Updated annually. Greene, Howard, and Matthew W. Greene. Greenes Guide to Educational Planning: The Public Ivies. New York: HarperCollins, 2001. Greene, Howard R., and Matthew W. Greene. The Hidden Ivies: Thirty Colleges of Excellence. New York: HarperCollins, 2000. Pope, Loren. Colleges That Change Lives: 40 Schools You Should Know About Even If Youre Not a Straight-A Student. New York: Penguin, 2006. Staff of Yale Daily News. The Insiders Guide to the Colleges. New York: St. Martins Press. Updated annually. Specialized topics Aaron, Scott. Jewish U: A Contemporary Guide for the Jewish College Student. New York: Urj Press, 2002 College Board Book of Majors. New York: The College Board. Published annually. Detailed descriptions, written by professors, of more than 180 popular majors, plus lists of 900 majors and the colleges that offer them. Getting Financial Aid. New York: The College Board. Published annually. Mathews, Jay. Harvard Schmarvard: Getting Beyond the Ivy League to the College That Is Best For You. New York: Prima Publishing, 2003. Good insights on the college choice process from the education columnist for the Washington Post. Nelson Reference. Nelsons Complete Guide to Colleges & Universities for Christians. 2002. Princeton Review et al. (eds.). The Hillel Guide to Jewish Life on Campus. 14th ed. New York: Random House Information Group, 1999. Princeton Review et al. (eds.). K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder. 8th ed. New York: Random House Information Group, 2005. Schoem, David. College Knowledge: 101 Tips for the College-Bound Student. University of Michigan Press, 2005. Practical advice on how to become engaged in college intellectual and cultural life. Windmeyer, Shane L. The Advocate College Guide for LGBT Students. Boston: Alyson Publications, 2006.
Handout 3L page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
the application form the transcript and the school profile standardized test scores recommendations (see Chapter 5) essays (see Chapter 6) supporting documents (if needed)
Be familiar with the application process (forms, related materials, and other requirements) of the colleges that are popular with your students.
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Develop calendars and procedures to keep your students on task during the application process. Create a school profile that effectively describes your school to admissions personnel (see pages 4-8 and 4-9). Learn the application procedures for students who hope to play National Collegiate Athletic Association (NCAA) sports. (See Chapter 10: Counseling student athletes, for detailed information on this.) Explain to teachers the purposes of teacher recommendations and application essays (see Chapters 5 and 6); assist teachers in writing meaningful recommendations; give teachers useful advice on helping students prepare their essays.
Tip
For many students, planning for college may be their first experience with an application and selection process. As adviser, you must not view your role as merely that of arming students with information; you must acknowledge your responsibility as a teacher of skills that will help the students negotiate a process. Selfawareness, research, following directions, meeting deadlines, preparing high-quality documents and making decisions are fundamental skills needed across a life span. Do not assume that the skills are well developed in adolescents or adults.
From Counseling for College by Eileen R. Matthay
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
For the task of sending application materials to the college, some schools ask students to supply large envelopes with adequate postage; other schools charge a flat fee for each application processed (one school charges $5). Many schools charge for sending transcripts for example, some schools charge $1 or $2 per transcript; at other schools, the first five are sent for free, and each additional transcript costs $2; at still other schools, the first three are sent for free, and additional ones are $1.50 each. The transcript charge covers the cost of sending midyear reports and final transcripts as well.
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A handout provides useful information on the process from two experienced counselors. See Handout 4C: College application FAQs:
Students ask, counselors answer.
Online applications
Most colleges are getting the majority of their applications online. Colleges prefer online applications as they cut down on processing time, but colleges do not give preference to applicants who apply online. There are pros and cons to online applications. First, the pros:
Some colleges waive the fee for online applications. An online application is processed more quickly than a paper application sometimes more than a month sooner than the paper application. (On the other hand, the college has to wait to accurately match to the application the test scores, school transcript and letters of recommendation items that might accompany a paper application.) Many online applications have electronic checks that ensure that the student has provided all mandatory data. If a paper application is missing mandatory information, processing of the application can be delayed by weeks. There is no problem reading the text in an online application, whereas handwriting can pose challenges for even the most experienced admissions committees.
Tip
In the fall I give all juniors and their parents a copy of the Common Application. I think that it helps to see the kind of information required for applications and, also, the detailed information required on school report and teacher evaluation forms.
Linda Mays Jones, Jefferson County International Baccalaureate School, Alabama
On the downside, students sometimes apply electronically without having someone review their work and, even more problematically, fail to alert the guidance office about each college to which they have applied electronically so that transcripts and recommendations can be sent. See Handout 4H:
Online Application: Dos and Donts; this will help students avoid the pitfalls of online applications.
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One advantage of the Common Application is that it need be completed only once; photocopies or additional printouts may be sent to any number of participating colleges. The same is true of the school report and the teacher evaluation portions (those sections are automatically printed with the application). Some member colleges of the Common Application group do require supplemental forms. Students should research whether the colleges to which they are applying need such a form in addition to the Common Application. The Common Application can be obtained through the mail or by downloading it from www.commonapp.org. It may also be filled out online.
The transcript
Grades in academic subjects are the single best predictor of success in college, and colleges look for evidence that the student has undertaken rigorous course work. The transcript must clearly indicate AP, IB or honors course, as these are key indicators of rigorous course work. So for most students, the transcript is the most important document in the college application process. Do what you can to ensure that the names of courses are clear to colleges. You dont want a college admissions committee wondering why a student took Youth Conflict in his senior year instead of English, when that happens to be the name of the English class he took.
Tip
A lot of times, students dont list their part-time job in their rsum or in their applications. I point out that a parttime job explains a lot to a college admissions committee: It teaches you time management and responsibility things colleges value.
Anne Heinzeroth, Director, Upward Bound, St. Francis College, Pennsylvania
GPAs
Most colleges recalculate GPAs. In her monograph Admissions DecisionMaking Models, Gretchen Rigol explains:
Because there is no uniformity in the way high schools calculate a students overall grade point average (GPA), many institutions recalculate the GPA. In some cases, the GPAs are weighted, with extra points being given for honors or Advanced Placement courses. In other cases, the GPAs are all unweighted, with all courses treated equally and no extra points given for more challenging courses. Some institutions simply count the number of honors, AP, IB and other advanced-level courses. And still others simply
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reorganize the transcript information so that its easy to see coverage by subject and/or trends over the students school career. . . . Although labor intensive, this customization helps institutions evaluate all applicants on a similar basis. It also has the advantage of making the information easily available for use in other forms, such as in an academic index and for placement reports for individual applicants, and for general summaries of the preparation of the applicant pool as a whole.
Be sure to follow the law in releasing transcripts. Richard Rainsberger has written a book about the Family Educational Rights and Privacy Act (FERPA), passed in 1974. According to Rainsberger, transcripts cannot be released to a third party (colleges or scholarship programs) without a written request from a student who is 18 or older, or from a parent in the case of students under age 18. Your school should have a method of distributing and then collecting release forms so that your office can send transcripts to colleges. Schools need to send a midyear report in January, and a final transcript to the students selected college. Some schools have parents and students sign a form that authorizes release of documents, waives the rights to see recommendations, and asks them to acknowledge their understanding of school policies. Here is the language used on a Student/Parent Authorization form used by a private school and signed by all students and parents:
I authorize the release of my school transcript and other relevant school records to the colleges and universities to which I will apply. I understand that teacher and counselor recommendations are confidential documents and hereby waive access to them. I understand that it is the policy of (name of school) to inform colleges of serious disciplinary matters (i.e., those resulting in probation, out-of-school suspension, or dismissal) and authorize the release of that information. I acknowledge my obligation to be honest with my college counselor and with the colleges to which I am applying.
You might include some or all of these statements on your document release form.
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A transcript release form is included in the handout section. See Handout 4E: Transcript release form. A FERPA overview is included in Appendix A.
Tip
If you have questions about FERPA, e-mail the Family Policy Compliance Office at FERPA@ed.gov. They are prompt and thorough in responding to queries.
Scott White, Montclair High School, Montclair, New Jersey
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4. Recent College Admissions Test Scores Tables should show in summary: 4.1 Percent of students taking admission tests 4.2 Score bands reflecting middle range of scores on the tests mentioned in 4.1 5. Further Schooling of Graduates This can be adequately presented by a table showing the percent of graduates in the last two or three years who have enrolled in various types of postsecondary educational institutions.
6. Special Curriculum Features 6.1 Honors course, AP offerings, college study, etc., and coding used to identify level of difficulty 6.2 Independent and off-campus study 6.3 Other special features of the curriculum 7. Other Information About the Curriculum 7.1 Complete program of studies with credit values,or 7.2 Courses grouped by subject designations, or 7.3 Unusual characteristics of particular instructional areas or individual courses 7.4 Interpretation of computerized abbreviations 7.5 Special recognition of school or programs
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Make sure your six-digit College Board and/or ACT code is clearly indicated. Many colleges scan profiles for their imaging systems, so make sure that there is high contrast between ink and background color preferably light background and dark ink. Dark backgrounds and low contrast do not image well. The profile should be 8.5 x 11 inches either a single sheet or folded.Ideally, it should have no odd-size folds at the top or side.
Test scores
Colleges require official score results. Results are sent directly from the testing organizations. Some schools include copies of test results in the application packet in order to give an unofficial glimpse of a students test scores, but these are indeed unofficial. Students can arrange for the scores to be sent to a certain number of colleges when they take standardized admission tests. Most schools make it the students responsibility to have test scores sent, by the deadline, to the colleges to which they are applying. The College Board recently introduced Score Choice for SAT and SAT Subject Test scores. This program gives students the option to choose which scores they send to colleges. For information, go to www.collegeboard.com. Remember: If your transcripts contain other test scores, you need to secure permission to release them on the transcripts you are sending to colleges.
Tip
We include the names and addresses of nearby schools on our school profile because it encourages colleges to visit us too.
Kathy Dingler, Rich East High School, Illinois
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Tip
I write one letter of recommendation for each student. I have a school-generated school report form that is a composite of all the forms I have seen. I attach our school report form and my narrative to the colleges form this helps the colleges see that we have sent the proper documentation. I do not fill out checklists that evaluate students thats the colleges job.
Carlene Riccelli, Amherst Regional High School, Massachusetts
on time; while it should be the students responsibility, schools that mail all parts of the application sometimes find that students assume that the office will follow up with teachers to obtain their recommendations on time. Colleges report that applicant files are more often marked as complete in the tracking system and moved along for review in a timely fashion when recommendations and the secondary school reports come in one mailing with the transcript.
Midyear report
Most colleges require a midyear report, which reflects senior grades at the end of the first semester or second trimester. This is not an official transcript, but it can help admissions officers reach a decision about a student. It is also required of the students who have already been accepted. Some schools use a form that NACAC has developed, which can be found on www.nacacnet.org; others create their own form. (If you develop your own, be sure it is clearly labeled Midyear report.) Some schools send a midyear report to every college to which a student has applied; others ask the students to tell them which colleges require a midyear report; still others ask students to let them know which colleges do not require the report. You may want to calculate rank and GPA at this time and put the information on the form, but doing so slows down the mailing of the forms.
Tip
When students sign the original release to send transcripts and recommendations to colleges, the form also states that they are requesting a midyear report. This saves time and covers our responsibility to get a signature release.
Carlene Riccelli, Amherst Regional High School, Massachusetts
Portfolio/audition
Some colleges accept a portfolio of a students paintings, poems, or other creative work for admission. Students who are musicians or dramatic artists may need to audition. College Web sites will tell students whether auditions are required either for admission or for a
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
scholarship. Its important to be aware of the deadlines for auditions, which may be different from application deadlines.
Supplemental information
Sometimes, students wish to include supplemental information in their application, in order to strengthen their chance for admission. Advise students that the supplemental information must illuminate something that is not covered in any other part of the application, and not simply add bulk to the application. An extra recommendation may add an important dimension; a short letter may help explain a dip in grades or other weaknesses in the school record. Students should ask the college admissions staff if it will accept supplemental materials: Some simply will not, and the student should abide by that policy.
Early Decision plans are binding a student who is accepted as an ED applicant must attend the college. Early Action plans are nonbinding students receive an early response to their application but do not have to commit to the college until the normal reply date of May 1. However, colleges have developed a variety of riffs on these plans. If any of your students are considering an early plan, find out how the program works at the colleges to which they will
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be applying. A colleges Web site is a good source of information on the schools interpretation of the plans. Students, too, must research and understand the policy at the colleges they would like to attend. Colleges may change their ED or EA policies, so students should always use current information. Students who apply under ED are avowing that the college is their top choice and that they will attend if admitted. More and more students, aware that at some colleges many applicants are admitted under an early plan, feel that they, too, should apply early to increase their chances of acceptance. You must emphasize to these candidates that an ED application is binding and should not be made solely in an effort to maximize their likelihood of admission. Handout 4G: Should you apply under an Early Decision program? can help students decide whether early plans are right for them. Handout 4H: Dos and
Donts of online application.
Some Early Decision application forms require a counselors signature, and some include forms that parents or guardians are required to sign. When you, as a counselor, sign, you are averring that the student is filing only one Early Decision application. Parents who sign should also understand what they are affirming. Colleges take such declarations very seriously.
Resources
Books
Matthay, Eileen R. Counseling for College. Princeton, NJ: Petersons Guides, 1991.
Out of print, but an excellent resource for college counseling.
Rainsberger, Richard. FERPA and Secondary Education. Washington, DC: AACRAO and NACAC, 1997. A useful reference when dealing with issues concerning
the Family Educational Rights and Privacy Act of 1974.
Rigol, Gretchen W. Admissions Decision-Making Models. New York: The College Board, 2003. Using college admissions professionals as the primary source, this book
looks at how postsecondary institutions make admissions decisions.
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Chapter 4 handouts
Number 4A Title College application checklist Tips for undertaking the application process College application FAQs: Students ask, counselors answer Some typical admissions policies Transcript release form Application ethics: What students need to consider Should you apply under an Early Decision program? Online application dos and donts Brief Description Provides structure for students record keeping of documents, interviews, etc. Helpful advice for students early in their senior year.
4B
4C
4D
Brief descriptions of rolling admissions, early action and other common admissions policies. Convenient way to obtain permission from parent/guardian. Highlights some common ethical lapses; good for students and families. Lays out the pros and cons of ED; suitable for juniors and seniors. Helpful list of things to avoid, and be sure to do, when filing online.
4E
4F
4G
4H
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Students
Handout 4A page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Handout 4A page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Set up a folder for each application. Keep all material relevant to each college in its own folder. If you are filing online applications, be sure to save drafts to a disk. Review all application materials as they arrive. Set up a schedule for completing them. Completing applications is not much fun, and you may be inclined to put off this task as long as you can. Procrastination is risky. There is a lot to do, especially if you have several essays to write. You may not do the application (and yourself) justice if you leave it until the last minute. Remember: Leave enough time for correcting and revising. Make two or more copies of the whole application to use as rough drafts and extras in case you make a serious error and ruin the original. Review the application and its directions completely before you start to work on it. Work on your rough draft in pencil so that you can make changes easily. Be accurate, honest and neat. Spell correctly and use correct grammar. It may be better to type the factual sections of your application form, though typing is not required. If you believe you can do a neat, legible and accurate job completing it by hand, go ahead. Be sure to print legibly in ink. Black ink is preferred because it photocopies clearly. If possible, type your essay question responses. At your request, the College Board and ACT send the official records of your test scores directly to the colleges. Do not send a photocopy of your own test score report unless requested to do so. Sometimes, a college accepts a photocopy as a means of obtaining preliminary information, but it will need the official report to make an offer of admission. When you have completed your application, ask someone to review it and check it for errors. Keep a blank copy on hand in case you need to redo the application. If you are applying electronically, print a copy of the completed application before you send it. Your counselor will be happy to look it over before you push the send button. If you file an online application, be sure to tell your counselor when you have submitted the application and which materials the school needs to send to the college (such as recommendations or the transcript).
Handout 4B page 1 of 2
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Make sure a person whose opinion you trust reviews the application for errors before you send it. Use standard spelling and grammar not e-mail-ese: Treat this like a paper application. Spell your name the same way on the online application and on other components that are sent via mail; this will help the colleges match the components of your application in a timely way. Have your test scores sent to the colleges to which you are applying, if you havent already. Print out a paper copy for your records. Do not apply electronically and send a paper copy in the mail: Wait for confirmation that the electronic copy was received (you should get that within three or four days, if not sooner). Tell your counselor of every online application you send, so he or she can send transcripts and letters of recommendation.
Handout 4B page 2 of 2
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Students
Handout 4C page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Students
College/scholarship 1. 2. 3. 4. 5. 6. 7. 8.
Student initials
Handout 4E
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Applying to binding Early Decision programs at more than one college or university. The whole point of a binding ED program is to make a contract: If you accept me, I will withdraw all my other applications and attend your university. Many colleges now require that the college adviser sign the application along with the student and parents. The school will not send transcripts to more than one ED school or to any other schools once a student has been admitted under a binding ED program. Failing to withdraw your applications to other colleges when you have been admitted under a binding ED program. It isnt fair to those colleges or to the students who have applied to them for you to continue in the process just to see what happens. Attempting to gain release from an ED decision because you have changed your mind. The only acceptable reason for requesting release from your contract with your ED college is the inability to work out appropriate financial aid. You and your parents should discuss the cost factor when you are deciding whether to apply for ED in the first place. Having someone else write or heavily edit your essays. When you sign an application, you are indicating it is your work. If it is not, then you may be subject to the schools honor code. Submitting deposits to more than one college. If you are admitted to a college that requires a deposit by May 1 and wait-listed at your favorite college, call the college that admitted you and discuss the matter before you send your check. Your counselor can advise you how to conduct this conversation and what the appropriate behavior is. Stating an intended major that you have no intention of pursuing, because you think it might help your admission chances. Inaccurately describing your activities and accomplishments. Putting things in the best light is one thing; fabrication is something else. Stating to more than one college that it is your first choice.
Handout 4F
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
You have researched colleges extensively (visited at least three or four) and are absolutely sure that College X is your first choice. If you are accepted under an Early Decision program, you have committed yourself to attending that college and must withdraw all other applications. You meet or exceed the admissions profile of students at College X (i.e., your SAT scores, GPA, and class rank should be comparable to students at College X). You should have completed one round of the SAT and SAT Subject Tests by October of your senior year. Some colleges, however, will accept November test scores if the scores are rushed to the admissions office. You have an academic record that has been consistently solid over time.
If you know that your senior-year grades will be much better than your grades in previous years, you may wish to apply under the regular admissions program and allow the college to evaluate your improvement. What are the advantages of Early Decision programs? Your application is reviewed early and you receive notification of your admissions status by Dec. 15. If you are accepted, you avoid having to complete other applications. Your application is reviewed against a smaller applicant pool. (However, it is usually a much stronger pool than the group of candidates for regular admissions.) What are the disadvantages of Early Decision programs? Obviously, you could be rejected early. And next April, when other students receive their acceptances, you may end up wondering, Could I have been accepted to Y University? You might change your mind, but you are bound by contract to attend College X.
Handout 4G page 1 of 2
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applying to a college for ED when they have not researched/visited any other colleges applying early to a college just to avoid the paperwork and stress applying early because a friend is doing so
What about financial aid? When applying under an ED program, you fill out a preliminary financial aid form from the college. (Some colleges use the CSS Financial Aid/PROFILE form available on the Internet at www.collegeboard.com.) You will be notified of your financial aid package at the time of your acceptance. The package will be determined by the college based on an assessment of your familys economic needs. If financial aid is an essential factor for you in selecting a college, you may not wish to apply under an Early Decision program because you will not be able to compare your aid package with financial aid offers from other colleges. Questions Direct your questions about Early Decision programs to your college of choice. Institutions can and do vary in their implementation of early programs. There are also numerous Early Action programs, which are nonbinding. Contact the colleges about the regulations of each program, as they can vary widely.
Source: Carlene Riccelli, Amherst Regional High School, Massachusetts
Handout 4G page 2 of 2
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Students
Chapter 5 Recommendations
Overview
Letters of recommendation are read in conjunction with the students transcript, test scores and information provided by the student on the application. Recommendations from counselors and teachers can bring the student to life for the admissions committee. Usually, a college admissions office requires, for applicants, one of the following:
a letter of recommendation from a counselor; or a letter of recommendation from a counselor and one from a teacher; or a letter of recommendation from a counselor and two from teachers.
In addition, colleges may ask for a personal recommendation from someone not connected with the applicants school (e.g., an employer or a minister). Recommendations can play a pivotal role in the application process. In particular, students with mediocre grades or low scores on college admissions tests can benefit from an honest presentation of their potential for success in college. A clearly written, informative assessment can go a long way in establishing the students credibility with the admissions office.
Understand the difference in function between the counselor recommendation and the teacher recommendation. Educate teachers on how to write effective recommendations.
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Chapter 5 Recommendations
Tip
In junior year, we gather the following: a student questionnaire, a peer recommendation, a rsum and a parent letter. We ask each parent to tell us what they would like a college to know about their child. I may get a string of adjectives or a four-page letter, but its always invaluable, as is the peer letter, when it comes time to write recommendations.
Leigh Martin Lowe, Roland Country Day School, Maryland
Develop a way of obtaining information from your students through questionnaires, one-on-one meetings or other techniques so that you can write a complete, honest assessment. Establish procedures to ensure that students provide the information in time for you to meet college deadlines for submission.
If you need more information about the student, be prepared to ask teachers or the students parent or guardian.
Counselor recommendations
Colleges expect assessments from counselors to provide an overview of the student to discuss his or her academic, extracurricular and volunteer activities, and personal life if it is relevant. Two charts on the following pages, Advice from a college admissions dean on the counselor recommendation and Letters of recommendation: Advice from the Minnesota Office of Higher Education, should help you write effective recommendations.
Tip
I have my students write rsums at the end of ninth and 10th grade. By 11th grade, when its time for me to write recommendations, students may have forgotten some of their earlier accomplishments. I prefer a detailed list of information on the rsums: academic achievements, extracurricular activities, athletic preparation, participation in religious activities (if any) and community service.
Linda Mays Jones, Jefferson County International Baccalaureate School, Alabama
Teacher recommendations
As a counselor, you may have to emphasize to teachers the importance of the recommendation process and explain to them what colleges expect in an evaluation. You can point out the specific role of the teacher recommendation: It is intended, primarily, to convey the teachers classroom experiences with the student to give colleges an idea of how the student is likely to perform academically. You can provide teachers with one or more of the handouts developed for them. See Handout 5A: Brief outline of a teacher recommendation,
Handout 5B: Suggestions regarding teacher recommendations from Middlebury College, and Handout 5C: Teacher recommendations: What to say and how to say it. Handout 5D: Recommendation basics is a useful checklist for teachers and counselors.
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Chapter 5 Recommendations
Be concerned if you prefer to ignore check boxes or if your school prohibits rating students Realize that the counselor recommendation is sometimes used as a road map to in this way. Colleges will work interpret the transcript if there are blunders on the transcript, address those in with what they receive. the letter. Other points to ponder Students who can be most helped by a compelling recommendation include merit scholarship candidates at any college, borderline admissible candidates at any college, and competitive candidates at the most selective colleges. Explain why you think a student is a good match for a particular college and especially so for Early Decision candidates and for borderline candidates. The more history your school has with a college, the more important your letters become. In sorting through candidates from your school, colleges rely on your candor and your assistance. Your recommendations will be read thoroughly by at least one person evaluating the application. It will help that person, as well as subsequent readers, if your opening sentence commands attention and your closing paragraph summarizes your evaluation. Source: Terry Cowdrey, St. Lawrence University, New York
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Chapter 5 Recommendations
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Chapter 5 Recommendations
If you still feel you dont know the student well enough to write an evaluation, dont hesitate to ask a teacher. There is a form for this purpose. See Handout 5F: Counselors request for teacher
information.
Theres another source, one you may not have thought about. Some schools even big public schools where counselors have large caseloads obtain the most useful information from parents. A parent questionnaire is included; see Handout 5G: Recommendations: Brief questionnaire for parent or guardian. You can send the form home with the student or mail it. (Parents are not required to respond to the questionnaires, of course.) A number of students will be applying to colleges that require evaluations from teachers as well as counselors. These students can remind teachers of specific projects they did in class, or summarize challenges they faced in class, to help the teacher write an effective recommendation. Some schools ask students to create academic rsums (including classes taken and grades received) and share them with teachers; other schools ask teachers to keep notes on student achievement, as an aid in writing assessments when the time comes. Teachers and counselors alike should benefit from the good-natured, supportive advice of a pro. As a former secondary school teacher and dean of admissions at Bates College, William C. Hiss has worked on
Tip
One of our English teachers keeps folders containing writing samples by each of his students. In preparing to write a letter of recommendation, he meets with the students individually. During the interview, he asks the student to choose his or her favorite writing sample from the folder. This discussion can lead to a wealth of anecdotal information, quotations and examples that the teacher often uses in his assessments.
Carlene Riccelli, Amherst Regional High School, Massachusetts
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Chapter 5 Recommendations
both sides of the college application process. His perspective appears in this chapter. (See the article Counselor and Teacher Letters of Recommendation: An Experienced Perspective.)
Tip
Many colleges prefer to have teacher recommendations arrive with the counselor assessment and the transcript. Otherwise, teacher recommendations may not be placed in the applicants file. If they are sent separately, the teacher assessment should include the students full name and date of birth.
Carlene Riccelli, Amherst Regional High School, Massachusetts
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Chapter 5 Recommendations
records that may be disclosed, (2) states the purpose of the disclosure, and (3) identifies the party or class of parties to whom the disclosure can be made.
Source: Ferpa and Secondary Education (AACRAO and NACAC, 1997)
School policies vary widely: Some ask students to waive their rights to see a copy of their recommendations, in the belief that doing so allows teachers to write honestly about the student. As one school explains to students: Most teachers are not comfortable writing a recommendation no matter how glowing it may be for a student who has not waived the right to see his or her file. Another school advises teachers to consult with students while writing recommendations and to ensure that students have a chance to see and comment on all teacher recommendations. You will need to know your school policy and convey it to students. There is a brief overview of FERPA in Appendix A. Extensive information about FERPA is at www.ed.gov.
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ome years ago, after sixteen years as dean of admissions at Bates, I spent a few playful moments with a calculator and realized that I had read about 250,000 teacher and counselor recommendations. So, from a literally graybeard dean, here are some thoughts on the usually very different functions of counselor recommendations and teacher recommendations.
end, teachers should be quite specific, supplying precise anecdotal details to illustrate their points.
Format Preferences
Recommendations often have an introductory paragraph, one or more substantial content paragraphs, and a conclusion. For the counselor, the format of the recommendation can be quite varied. Some counselors will start with an introductory set of strong statements about the students particular or unique strengths and then lay them out in more detail in subsequent paragraphs; others have a more organized if formulaic approach, with a paragraph for academic discussions, another paragraph for extracurricular and community work, and then some type of summary. In contrast, the teacher often lets the first paragraph explain how he or she knows the student and in which courses. If the course does not have a recognizable name, this is the place to explain it. In the following paragraph (or paragraphs), the recommendation outlines the details of the students strengths: grammatical skills, scientific curiosity, term papers of interesting challenge or scope, class communication, attitudes toward learning, intellectual ambition, and the like. Quotations from students can be quite helpful, and teachers sometimes keep copies of good work so that they can cite a few sentences or a short paragraph, to support an analysis of writing ability; thought processes; ability to move back and forth between complex, concrete; and metaphorical language; or a sense of humor. Beware of a string of unsupported adjectives without anecdotal detail.
Perspective, or Lighting
A good deal of the reading of student applications is like theatrical lighting. The students are out front on center stage for a few months while the applications are being read, and their job is to turn on all the lights that apply. Some students take in more or less the whole stage as an area flood, while others focus on the particular angle of an actor like a pin spot. The counselor recommendation is a kind of area floodlight that broadly illuminates the students academic record, extracurricular and community achievements, and character and personality, all in the context of the school and the community. It explains the depth of the students academic program; the social, political and community commitments that may be normal or profound; the students high and low experiences over time, subject matter or maturation; and, if appropriate, even family issues, with the students and familys permission in areas involving confidentiality. In contrast, the teacher recommendation is far closer to a pin spot, focusing on the particular skills in the class, or classes, in which the teacher has taught the student. When the teacher has direct personal knowledge, the recommendation may extend to some of the issues that counselors must normally cover. For example, many teachers are coaches or advisers to extracurricular organizations and thereby may have insights into leadership, maturity, commitment or unique gifts that may not be apparent in the classroom. Colleges welcome these comments. But the teachers first and often sole responsibility is to explain the students competence in the discipline. To that
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Counselor and Teacher Letters of Recommendation: An Experienced Perspective (page 2) information, particularly when there is an obvious roller coaster in the students record that may be understandable once the circumstances have been explained. Many college deans will prefer the devil they know to the devil they dont know and make allowances for a student who has overcome a dreadful situation. But it is important that all appropriate legal issues be respected, from the Family Educational Rights and Privacy Act (FERPA) and the Americans with Disabilities Act (ADA) to state statutes on confidentiality of discipline records. month later to request that the recommendation be sent to another college. If you have particular comments for a certain college, write them on the bottom of the recommendation copy as a postscript. Do my recommendations count in the final decision? In many cases, both teacher and counselor recommendations will influence final decisions. It is very unlikely that recommendations will get a C student admitted to a college that accepts only A and B+ students. In many cases, the recommendation will confirm information contained in other parts of the application. Given the compression of range in most college applicant pools, it is likely that recommendations will be for students who are broadly qualified for the colleges to which they are applying. That is precisely where recommendations count the most in the close calls by highlighting students intellectual qualities and by illuminating the facets of other personality and character traits that will add to the college community. Perhaps more to the point, both teacher and counselor recommendations provide human, professional and evaluative comments that are unique information. Unlike numerical information grades, scores, rankings recommendations can describe nuances about a student that are often based on years of contact. Unlike essays or other materials submitted by the students, they have professional distance and judgment. They help us form communities as well as evaluate academic potential and, perhaps most important, they establish a continuum of caring and commitment about students from high schools to colleges. William C. Hiss is vice president for external affairs at Bates College in Lewiston, Maine.
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I suggest that students remind teachers of specific work assignments or projects they did for that teachers class, or of things they learned, challenges they had, etc. Students should give teachers as much time as possible, but no less than two or three weeks. We have a blue teacher recommendation form that students must complete, listing all colleges applied to and deadlines. They must attach the teacher recommendation forms from the colleges, as well as college-addressed, stamped envelopes to the blue form. Students are told to ask teachers at least one month in advance. The form has cleared up a lot of confusion. Teachers now feel they can prioritize recommendations more effectively. Jean Rutherford Wall, director of college counseling, Tampa Preparatory School, Florida
Some answers:
References are a major piece of the evaluation at Clark, and applications are considered incomplete without the counselor recommendation and one letter from a teacher. We prefer only academic, classroom performance information from teachers. The only exception is if the teacher also knows the student extensively through a nonacademic activity (e.g., a club or sport). It is the students responsibility to ensure that all parts of the application are received on time. Maria Furtado, director of admissions, Clark University, Massachusetts I encourage applicants to get two different kinds of recommendations: (1) from people who can attest to how hard the student works academically; (2) from people who can attest to how hard the student works period. Teacher recommendations can hit both areas: they can show me that the C the student received in a class does not reflect his or her effort or that the B obtained in a class could easily be an A if the student made more of an effort. Shorter recommendations are better than longer ones teachers should not address anything that will be in some other part of the application. Roy Fuji FuIgueras, director of admissions, Massachusetts Maritime Academy
Teachers do not need to describe students outside of the world in which they know them the classroom. They should not have to ask a student for a rsum, because well hear about extracurricular and other nonacademic activities from the counselor and the students themselves. If the teacher does know the student outside of class, he or she is welcome to talk about the applicant in that capacity, but I would much rather have one well-written, specific recommendation based on a students role in a teachers class than three general paragraphs telling us that the student volunteers in the community. Examples of how students tackled a project or dealt with an obstacle are always welcome. When its clear the teacher knows the student fairly well, these recommendations can mean a great deal. Thyra Briggs, dean of admission, Sarah Lawrence College, New York Teachers can certainly make reference to activities to highlight qualities they are emphasizing, but what we are interested in are the teachers judgments, based on personal observation, of a candidates capabilities and traits. We ask for two recommendations wed prefer one from the chosen discipline and one from another discipline. It is okay to have the recommendations sent separately, though occasionally one is lost in the mail. Ben Jones, Bennington College, Vermont
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Chapter 5 handouts
Number 5A Title Brief outline of a teacher recommendation Suggestions regarding teacher recommendations from Middlebury College Teacher recommendations: What to say and how to say it Recommendation basics Recommendations: Student self-assessment Counselors request for teacher information Recommendations: Brief questionnaire for parent or guardian Guidelines for students requesting recommendations Description Suggests details to include, paragraph by paragraph, as well as general tips. Offers specific guidelines on how to write a focused evaluation. Another form with examples of specific language to use. A brief list of expectations of admissions staff. Requests information from students about activities, awards and goals. Asks teachers to comment on specific areas, such as students character and talents. Requests anecdotal information about student, and parents idea of most suitable college for student. Gives step-by-step instructions for students to follow.
5B
5C
5D
5E
5F
5G
5H
5I
Letters of recommendation: Provides students with a guide to getting letters How to stand out from the of recommendation. crowd
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Teachers
It is okay to ask students what they would like you to emphasize in the recommendation. If you have a problem, see the counselor sooner rather than later. Do not agree to write the letter and then not write it. If you do not wish to write a letter for a student, the student has the right to know why. Your honesty could provide a learning experience for the student and could help him or her find a teacher who will write a recommendation. Be wary of giving copies of your letters to students. The copies may turn up in places you did not expect.
Handout 5A
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Teachers
Write a personal and anecdotal recommendation Qualify your adjectives Provide specifics, not so much on a Civil War paper but rather on how the student bounced back after a bad test or helped out a sick student Make the recommendation more evaluative than descriptive Tell us what the student is like outside of class, based on your observations Tell us how the applicant stacks up in the class or in your teaching career Relay their involvement in class discussions and what role they play do they take discussions to the next level? Do they play devils advocate? Give us a reason why we should admit the student Maintain your credibility by not going overboard Include a couple of weaknesses (to make the student sound real!) Take the time to write at least a page Feel free to add a handwritten line at the bottom of the letter, specifically addressing the candidacy for this college Spend half the letter telling us about your course or your credentials Mention the physical appearance or attractiveness of the student Send the same letter for many kids Merely provide a list of adjectives Write three pages Report the applicants activities, since we know them already from the application Include sweeping generalizations they dont help us much
Dont:
Handout 5B
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Teachers
1. List the course(s) you taught the candidate (include level and the grades received). 2. Provide an evaluation of the candidates academic work, especially motivation, originality of approach, intellectual depth or breadth, and capacity for independent thought. Specific examples are most helpful. 3. How do others view him/her? Describe any special personal problems or strengths. Take into account level of maturity, leadership skills and ability to handle pressure. 4. Offer an assessment of the candidates chance for success in a competitive environment. 5. Anecdotal reports are the most helpful. Cite an example of the work done for you: Tims comparison of Edith Wharton and Alfred E. Newman showed a fine grasp of. 6. Avoid global superlatives unless you really mean them; more convincing are evaluations limited to specific areas. Rather than, Merida is the best English student I have ever had, you might write, Merida is an unusual English student in that both her creative and analytical work show a penetrating understanding of human nature, or, Her questions are incisive, often getting to the essence of an issue. 7. Characterize the nature of the mind at work: assimilative, speculative, analytical, original, perceptive, inventive, pragmatic, quick, careful, deliberate, whimsical, incisive and/or precise. 8. Characterize the nature of the work rather than just praising it: intuitive, detailed, creative, thorough, engaged, objective, original, savvy, intellectual, mundane and/or sketchy. 9. Characterize the students style, manner, or interaction with other students: nonchalant, offbeat, conventional, humorous, detached, friendly and/or tolerant. 10. Be credible: Admissions officers say that many recommendations are meaningless because they add nothing or they portray idealized versions of kids. Be honest. If a student got less than an A, you can still help him by highlighting noteworthy aspects of his character and work. Recommendations are about more than just grades. Sometimes, the reasons why John did not get an A are admirable or can be turned to his advantage.
Handout 5C
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Counselors
Handout 5D
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Students
3. What do you consider your most important activities outside of school? List jobs, paid or voluntary; religious activities; hobbies; travel; music; art; and drama. Include the number of years of your involvement and the amount of time you spent on the activity weekly, and explain why this activity was significant to you.
Handout 5E page 1 of 2
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4. In or out of school, which awards and honors have you received? Which elected offices have you held?
6. Describe the academic accomplishment (major paper, science experiment and/or artistic project) you are most proud of, and tell why you take pride in it.
7. What kind of learner are you? Which academic setting or assignments make you thrive? What interests you?
8. List your three most distinguishing or most admirable qualities. Explain each in several sentences.
9. What do you hope to accomplish in college and after? Consider your career goals and your broader goals.
Counselors
Character:
Personal qualities:
Promise/aptitude:
Maturity:
Integrity/values:
Motivation:
Special talents:
Please cite specific events and unusual circumstances whenever possible. Thank you for your help. Return form to:
Source: Joy Ahmad, Del City High School, Oklahoma
Handout 5F
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Parents
Your name:_ __________________________________________________________________ Please feel free to type out your answers on a separate sheet or write on the back of this sheet if you need more space. The words that first come to mind to describe my son or daughter are:
I think he or she would do best in the following college setting (describe location, size, cost, etc.):
Please return this form no later than _________________________________________ . Thank you for your help.
Source: Jim Bell, Lick-Wilmerding High School, California Handout 5G
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Students
If you need three recommendations one from a counselor, an academic teacher and another person consider requesting one from someone who knows you well: a coach, employer, adult co-worker, or religious or youth-group leader, or an adult in the community with whom you have had regular and positive contact.
2. Ask the person if that individual would be willing to write a letter for you. Remember, the person is doing you a favor. 3. Submit information about yourself (rsum, brag sheet), the recommendation form (if there is one) and other pertinent information to the writer at least two weeks before it needs to be completed. Remember, the deadline is the last possible day the letter/application may be received by the admissions or scholarship committee, not the day you put it in the mail. 4. Set your own deadline at least one week before you need to mail your application letter. 5. If the writer is to send your letter separately, provide a stamped, addressed envelope with a note attached listing a deadline for mailing that is at least five days before the application deadline. Politely check with the writer to be certain your letter was mailed (Hows my letter coming? Do you need any more information?). 6. Write a brief thank-you note to the writer. 7. If you receive the scholarship or are accepted to the college for which the letter was written, let the writer know. 8. Copy all parts of your application, essay, letters and other materials for your own records. 9. Let the guidance office know when you have a response from the college or scholarship committee, one way or the other.
Handout 5H
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Students
Handout 5I page 1 of 2
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Dont be shy. Teachers and counselors are usually happy to help you, as long as you respect their time constraints. Include addressed and stamped envelopes for each school to which youre applying. Provide teachers and counselors with deadlines for each recommendation that you are requesting, especially noting the earliest deadline. On the application form, waive your right to view recommendation letters. This gives more credibility to the recommendation in the eyes of the college. Typically, you know your teachers well enough to know who can provide favorable reviews of your accomplishments. If in doubt, dont hesitate to ask if they feel comfortable writing a recommendation. In some cases, you may have no choice as to who to use, but when you do, make the best choice possible. Follow up with your recommendation writers a week or so prior to your first deadline, to ensure recommendations have been mailed or to see if they need additional information from you. Once you have decided which college to attend, write thank-you notes to everyone who provided a recommendation and tell them where youve decided to go to college. Be sure to do this before you leave high school.
Handout 5I page 2 of 2
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Learn how the colleges to which your students are applying use the essay, and be aware that the role of the essay at any one college may change significantly from year to year. Explain to teachers what admissions officers are looking for when they read the essay; inform teachers about materials that can help them advise students on the essay. Emphasize to students the importance of following the directions for writing the essay in particular, of sticking to the topic at hand and of providing all the information the college requests.
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and expectations of the future; and it may shed light on the students view of self and of others. More specifically, some colleges may want to determine how creative and resourceful the student can be. Bennington College, for instance, has assigned this topic: Design an experiment that attempts to determine whether toads can hear. There are many imaginative ways to approach this problem; you do not need to be a scientist or to do any special research in order to respond well. One handout provides a list of current essay topics and will give students an idea of the wide range of topics colleges may specify. See
Handout 6A: Sample college application essay questions.
Tip
If you get a chance, ask college representatives about the role of the essay at their colleges. At some colleges, the essay is used to determine fit, and at others it may be used to assure the college that the student can do the work. At any rate, find out from the rep how essays are weighted and used in their admissions process.
Sarah Myers McGinty, a former English teacher and author of The College Application Essay
In fact, students should be encouraged to write about themselves in the essay. Many kids dont appreciate the opportunity the Common Application offers them to tell which of their extracurricular activities has had the most meaning for them, says Cynthia Doran of Oregon Episcopal School. These essays provide another chance for them to get some extra, personal stuff into their application. For a close look at the way college admissions officers read the personal statement, see How Colleges Use Admissions Essays later in this chapter. Whatever the subject or the approach, however, students need to address the topic squarely. If the college asks students to explain, in the personal statement, any deficiencies in their records (a low grade or a bad semester, perhaps), students must provide a straightforward, reasonable response. In all cases, as noted, the essay is a demonstration of writing ability, and students should apply principles of good composition to the task. In particular, the essay should show, not tell; it should express ideas and information that give the reader a vivid, clear impression of the writer, rather than offer broad,
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unsupported statements about the writer. And the essay should allow the reader to draw his or her own conclusions. There are several good handouts for students preparing to draft their personal statements. See Handout 6B: Dos and donts on writing
the college application essay; Handout 6C: How to write a college application essay; and Handout 6D: Choosing an essay topic: Advice from member colleges of Associated Colleges of the Midwest.
Tip
We create a list of current essay topics and give it to our juniors during their individual academic conferences [at the end of the year]. Most students wont actually write over the summer, but we impress upon them that these topics contain the essence of what colleges want to know about them. Its thought provoking. It not only helps them shape ideas, but also helps them focus when they visit campuses and meet with college reps.
Nancy Boyd, Plano Independent School District, Texas
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Tip
Students are intimidated because this essay asks them to think about who they are. Adults can help kids with this, but kids are usually reluctant to show anyone their essays. I tell students to get something on paper. I give them the option of showing me their essay. I tell them Ill be happy to read it, but Ill be critical, so they should be prepared to accept criticism. Ask for revision lots of revision. The truth is, there are some kids whose initial essays arent very good, but they keep revising them and eventually they have a really good essay.
Scott White, Montclair High School, New Jersey
Source: A Shoal Along the Way: The College Application and Issues of Access (Alexandria, VA: NACAC, 2003).
Colleges expect students to get advice on their essays, but the finished product must be in the students words. The University of California at Berkeleys advice is to consult a friend, teacher, parent, or counselor for comments, and ask this person, What worked? What didnt? What sounds like me? What doesnt? If you didnt know me, would this essay tell you enough about me? Is it clear and understandable?
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Tip
I tell them that if looking at a blank page is too overwhelming, they should put words and thoughts on Post-it notes. It makes getting started easier for some, and can help in organizing the information into three or four clear paragraphs. I find it helpful at times to read essays out loud to the student, who will keep only the sentences that say something pointed. This helps weed out filler the next attempt is always so much better.
Kathy Dingler, Rich East High School, Illinois
Sarah Myers McGinty urges counselors to note the significance of the role of parents:
Even students whose parents may not speak English, even parents who themselves have not attended college, can contribute to the process. Increase communication about the application process with parents. Parents are an irreplaceable resource in helping their children think about their lives, talents, goals and experiences. Where discourse doesnt happen, essays suffer. Students appear to turn to people who know them in some schools, their counselors, but in others, their teachers. For many people, the person who really knows them is a parent. If parents are absent from the essay process, an enormous reservoir of insight is lost.
Source: A Shoal Along the Way: The College Application and Issues of Access (Alexandria, VA: NACAC, 2003).
Of course, its one thing to urge parents to help their child brainstorm about essay topics or the students strengths as a person; its another to have parents writing and editing essays. Counsel accordingly!
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Tip
The essay must be the students work and in the students voice. Admissions staff can tell the difference between a student voice and that of a 47-year-old mother. I tell students that if they have an essay in betterthan-draft form, I will be happy to read it and make general comments. If something is vague or needs amplification, I will point that out. But I dont correct grammar or typos.
Dorothy Coppock, Evanston Township High School, llinois
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McGinty, Sarah Myers. The College Application Essay. New York: The College Board, 2004.
McGinty shares essays that worked and provides critiques that help students learn not just what worked, but why. Includes a chapter for parents.
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Chapter 6 handouts
Number 6A Name Sample college application essay questions Dos and donts on writing the college application essay How to write a college application essay Choosing an essay topic: Advice from member colleges of Associated Colleges of the Midwest Excerpt from In the space provided: The college application essay Description A list of essay topics in recent use. Could be given to juniors so they know what lies ahead. Examples of good and poor writing styles. Covers topic choice and such basics as being specific and narrowing the topic. Tips for juniors and seniors on choice of topics. Provides useful advice on how teachers can help students with the application essay.
6B
6C
6D
6E
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Students
Handout 6A page 1 of 2
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Handout 6A page 2 of 2
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Students
DOs
Keep your focus narrow and personal Your essay must prove a single point or thesis. The reader should be able to find your main idea and follow it from beginning to end. Ask someone to read just your introduction to see what he or she thinks your essay is about. Essays that attempt to be too comprehensive end up sounding watered down. Remember, its not about telling the committee members what youve done they can pick that up from your list of activities but about showing them who you are. Prove it Develop your main idea with vivid, specific facts, events, quotations, examples and reasons. Theres a big difference between simply stating a point of view and letting an idea unfold in the details:
Okay: I like to be surrounded by people with a variety of backgrounds and interests. Better: During that night, I sang the theme song from Casablanca with a baseball coach who thinks hes Bogie, discussed Marxism with a little old lady, and heard more than I ever wanted to know about some womans gallbladder operation.
Be specific To avoid clichd, generic and predictable writing, use vivid, specific details.
Okay: I want to help people. I have gotten so much out of life through the love and guidance of my family, I feel that many individuals have not been as fortunate; therefore, I would like to expand the lives of others. Better: My mom and dad stood on plenty of sidelines until their shoes filled with water or their fingers started to freeze or somebodys golden retriever signed its name on their coats in mud. I think that kind of commitment is what Id like to bring to working with fourthgraders.
Handout 6B page 1 of 2
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Overloaded: During my junior year, I played first singles on the tennis team, served on the student council, maintained a B+ average, traveled to France and worked at a cheese factory.
Okay: Over the years, it has been pointed out to me by my parents, friends and teachers and I have even noticed this about myself, as well that I am not the neatest person in the world. Better: Im a slob.
Dont forget to proofread Typos and spelling or grammatical errors can be interpreted as carelessness or just bad writing. Dont rely on your computers spell-checker. It can miss spelling errors like the ones below.
After I graduate form high school, I plan to work for a nonprofit organization during the summer. From that day on, Daniel was my best fried.
Source: www.collegeboard.com, based on information from The College Application Essay, rev. ed., by Sarah Myers McGinty (New York: The College Board, 2004).
Handout 6B page 2 of 2
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Students
any colleges require a short essay as part of the application process. The directions for the essay vary from college to college. Most colleges offer some variation of the topic. Tell us more about yourself. Like most students, you might hate this subject and dread writing the essay. You know that it is a crucial piece of writing and that it must be done, but secretly you hope somehow to avoid the task. Like most tasks, the tension created by procrastinating is worse than the work itself in this case, just sitting down and writing the essay.
You can use the college essay to strengthen your application. In fact, your essay can be the strongest part, presenting you as a thoughtful, sincere, interesting applicant. You can use the college essay to explain mistakes of the past failed courses, low SAT scores or few extracurricular activities. Best of all, you can demonstrate that you know how to write well, an ability all colleges value.
study? What do you do with your free time? What have you done for the past two summers? What words would you use to describe your personality? Do you belong to any organizations outside high school? What jobs have you held? What have you learned about organizing your time? Who is your most unusual friend? What magazines, newspapers, columnists or authors do you like to read? What are some of the failures or disappointments in your life? What kind of plans do you have for the future? Who has been influential in your life? What responsibilities do you have at home? What do you do for other people? What does music (particularly playing or composing) mean to you? How have you changed (besides physically) in the last four years?
Be specific
Remember that the admissions board is reading hundreds of applications, and you must make yours memorable. Some students resort to gimmicks: 8-inch-by-10-inch glossy pictures of themselves hang gliding, or a videotape or a cartoon book about themselves. You may have heard stories about an ordinary student getting into an exclusive college by taking a creative or startling approach. But gimmicks are high risk. Maybe the admissions board doesnt have the time or the equipment to play the videotape of your band. Maybe you will seem egocentric or cute or, more likely, as though you are dodging the difficult task that everyone else has done: writing an essay. You can make yourself stand out from the crowd and stress your individuality by a less risky method. Your English teachers have been telling you for years to use specifics when you write. Specifics make a piece of writing memorable. This basic principle of good writing applies, as well, to writing the college essay. Be specific. Tell the truth about yourself as specifically as possible. If you claim that you like school, say exactly what you like: I like biology and got particularly interested in a three-month project I did about algae on the teeth. Always be as specific as possible.
Find a topic
Colleges genuinely want to know who you are. Although it is difficult to believe, they do not have an ideal student in mind. They want a variety of students. They understand that they cant know everything about you by your grade point average and your SAT scores. They want to know what kind of person you are, what aspirations you have, what struggles you have gone through, what is important to you. They ask you to write an essay about yourself because they want more personal information. Before you write, think about how you may be different from other applicants. What unusual experience would you bring to the college? What interests, activities, travel, struggles or situations have had a particular impact on you? You are probably thinking, Nothing is special about me; Im just an average kid. Thats what most students think. Sometimes it helps to ask other people what they think is unique about you. If you know exactly what you want to write about, you are lucky. Use that topic. Be sure to consider the traditional, but appropriate and effective, topics, such as academic achievements, extracurricular activities, travel and work experiences, and life-changing events. Also think of more subtle accomplishments. What kind of student are you? In which class did you learn to think, to
Handout 6C page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Ive traveled to Sri Lanka, Alaska, Iowa and South Africa. I play the violin. I work every weekend. I believe in responsibility. I want to be famous. Pick one, two, or at the most, three important things about yourself and concentrate on them.
You want to show colleges that you will change and grow through a college education.
Focus on yourself
If you feel self-conscious writing the essay, you may be tempted to dodge the task of writing about yourself and write, instead, about something related to you, such as a group or an organization you belong to. Avoid this approach.
Handout 6C page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Choosing an essay topic: TITLE Advice from member colleges of Associated TITLE Colleges of the Midwest
The essay personalizes your application. The essay is your chance to use your voice. The essay is the living, breathing part of your application to a college. In the essay, you can speak in your own voice and personalize your application. Heres your opportunity to show something about you that doesnt really come across elsewhere in your application. So, step back and be reflective. Think about who you are as an individual. How do you view the world? What do you care about deeply? What experiences and people have been important in shaping you as a person? What are your aspirations in life? It is in such reflection that you can find your own unique voice. Thats the voice that will help you write an interesting essay that only you could have written. Why do colleges require essays? A college application includes a lot of information about you, such as grades, recommendations, lists of your extracurricular activities, and test scores. All of that information is very important and helps admissions officers form a picture of your accomplishments and abilities. However, while it tells about how other people see you, there isnt much about how you see yourself. Its that inside view how you see yourself that colleges hope to find in your essay. The essay performs other functions, as well:
The essay can be a way of showing that you have researched and thought carefully about the college to which you are applying. It shows, in your own words, why you and the college would be a good match. An essay demonstrates your writing ability, a key component of success in college. In your essay, you can show that you are willing to put yourself into what you do. That kind of commitment is an important part of effective learning in college. And it shows the admissions committee that you are willing and able to be a contributing member of a community of learners. For selective colleges especially, the essay helps admissions committees draw distinctions and make choices among applicants. An essay will rarely take an applicant out of consideration at a college, but it certainly can elevate an applicant in an admissions committees eyes.
Handout 6D page 1 of 3
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Choosing an essay topic: Advice from member colleges of Associated Colleges of the Midwest (page 2)
Choosing and handling a topic Show your command of the basics of good writing. Here are some key points that admissions officers look for in an essay:
Make sure to answer the essay question and to follow all the instructions. Start off with a strong opening paragraph that captures the readers interest. Use a style that you find comfortable and that is appropriate for the subject matter. Use correct grammar, punctuation and spelling. Make a point and stick to it; develop your argument or narrative. Check all your facts. Do you mention a date, a place or an event in your essay? Make sure its correct. Give your reader complete information, so he or she wont be confused. In general, be succinct. If there is a recommended length for the essay, pay attention to it. The essay should be neatly typed. Remember that mistakes, especially sloppy mistakes, make it look as if you dont take the essay (and, by extension, the application) very seriously.
Good sources of essay topics Does the application ask you to choose a topic? There are as many good topics as there are applicants. Look for a topic among your interests, or among causes or events that touch you personally:
Do you have hobbies and nonschool pursuits that engage your heart and mind? Writing about your out-of-classroom interests can help reveal a part of you thats not covered or not covered to your fullest advantage elsewhere in your application. Is there a social cause that you hold near and dear? Remember, an essay is not an academic paper; however, a cause that you feel passionately about may be the basis for a strong essay. Perhaps there is an event (local, national or international) that has touched you in a personal way. Is there an academic subject that sparks your interest? Why does that subject excite you? Has it led to experiences or study outside of school?
Handout 6D page 2 of 3
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Choosing an essay topic: Advice from member colleges of Associated Colleges of the Midwest (page 3)
How to handle a topic Often, you will be asked to write about an experience youve had, an achievement in your life, or a person who has been significant to you. Go beyond the what or who and dig into the how and why:
This is a personal essay, not a travelogue. So if youre writing about a trip to another country, describe how your experiences affected you and why they were interesting or meaningful to you. The people reading the essay are interested in what makes you tick and how you got the way you are, not in how the trains run in Paris. Are you writing a tribute to your grandparents and their influence on your childhood? Be personal and specific, not just sentimental. Explain how the particular things your grandparents did or said were important to you. Did you overcome an athletic injury and recover to perform well? A description of the type of cast you wore and your rehab routine wont make a compelling essay. But a reflection on what it felt like to watch your teammates, instead of playing alongside them, just might be the ticket. Writing a poem or making a videotape in place of an essay is probably not a good idea, unless youre applying to a specialized school that encourages such a submission. Humor can be risky, so be careful how you use it. Honor code rules are in effect when you write an essay, so do your own work and dont make things up. As a practical matter, other items in the application, such as letters of recommendation, make it likely that youd be found out if you tried to give misinformation. Leave yourself time to rewrite and revise. For most people, this is not an easy assignment. You need to give yourself weeks, not days, and certainly not hours, to rework your essay. If your essay is longer than three pages (unless the instructions call for something longer), then it had better be interesting! Think hard about what you really want to focus on, and take out whatever distracts from your central point. The admissions committee will take your essay seriously. You should, too. You have a lot to gain by putting in the time and effort to write a good essay.
Handout 6D page 3 of 3
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Teachers
believe the incident means. The idea is to give the writer five or six possible constructions of meaning for the event. From the suggestions, writers set out now to build their own meaning from the story. Time and peers contributions should broaden the choices; they also maintain the appropriate passive intervention of the teacher in this particular writing assignment, leaving students free to frame the result in their own words.... You must leave students to fine-tune things on their own. You have framed the process, established a distance for them about their material, and encouraged them to look carefully and from a variety of points of view. All this should be a first step toward the reflective mode the college essay requires. The rest must be up to them. 2. An alternative is to ask for a short essay on a topic with built-in reflectiveness: questions about a change of mind a good friend who isnt a friend anymore something you believed once but dont believe now a decision youd like to make over again a choice youve regretted questions with a built-in double vision a time something or someone misled you or you acted on a misperception a time you tried to learn something and didnt learn it something you were but arent anymore
Handout 6E page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Excerpt from In the Space Provided: The College Application Essay (page 2) of mind. A little help in framing the challenge, applying known skills, developing a voice of objectivity, and working on the revision of vision will make Thanksgiving Monday a safer and easier holiday for teachers, the March reading season more pleasant for admissions counselors, and April 1 a happier day for students. We are all working together in the business of teaching, learning and growing; encouraging applicants to disengage from adolescence and move into the sense of reflection and voice that college and adult work require. This transformation takes place in the space providedeither on the application page, or later, in the quad. But it begins in the secondary classroom.
Sarah Myers McGinty was English department chair at Milburn High School, New Jersey, and associate director of admissions at Sarah Lawrence College. She is the author of The College Application Essay (The College Board, 2004). This article originally appeared, in slightly different form, in English Journal, March 1995. Reprinted with permission of English Journal.
Handout 6E page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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instead, primarily on an analysis of the transcript and other factors. (In addition to admissions, some colleges use standardized tests for course placement of enrolled students, for academic advising and in awarding scholarships and loans.) At most four-year colleges, then, the tests represent an additional tool in making predictions about an applicants likelihood of academic success in the first year of college. (Community colleges may not require admissions tests in general but may require them for certain programs, such as nursing.) The tests are useful because they apply the same standard to all applicants who take them, regardless of high school curriculum and grading practices, or personal experiences. Even so, the transcript remains the most significant document in a students file because it records his or her academic progress from grades 9 through 12. Examining the transcript along with the standardized test results, however, enables admissions officers to forecast with greater accuracy how well the student will perform academically on their campuses. Scholarship programs, both those awarded by the colleges and those administered by private organizations, frequently use standardized tests as one factor in their selection process. Because certain programs have established minimum requirements, some students take standardized tests more often than their classmates do in an effort to make or surpass the qualifying score.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Counselors should:
Advise students on what tests they may need to take in pursuing their educational objectives; when and where they might conveniently take the tests in view of institutional requirements, testing schedules and their own personal schedules; and how to interpret their scores in the context of their own situations. Explain the limitations, as well as the intended purposes, of standardized tests; that the results are not precise and should not be treated as though they are; and that admissions test scores are useful as one means of predicting academic performance in college when considered with other relevant information. Inform students that admissions test scores are intended to be used by colleges and universities as supplementary to secondary school records and/or other relevant information, with the scores providing a useful uniform measure for all students. In contrast, school records may vary widely because of different grading practices. Inform students with disabilities who have been receiving accommodations in school that they may be eligible for accommodations for testing. Use data from standardized tests to provide information to students about course selection, college majors and careers. Release the scores and other information derived from a test only with the students explicit written consent (or parents consent if the student is under 18), if the student could be identified from the released information. Encourage all potential college-bound students to take appropriate admissions tests without regard to the possibility that some students may significantly raise or lower the school or district average.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
In recent years, the number of students taking the PSAT/NMSQT in ninth and 10th grades has increased significantly (more than half of all students taking the test now are below 11th grade). The PSAT/NMSQT Score Report provides comprehensive information to help students identify academic skills that need improvement while there is still time to make a difference. Students receive score reports and other tools to encourage them to learn from this assessment. To prepare for the SAT and planning for college, PSAT/NMSQT participants can go to www.collegeboard.com/quickstart to access My College QuickStart, a free personalized planning kit based on their test results. With access until they graduate high school, students are able to take the next steps toward college with these features:
An online PSAT/NMSQT Score Report, including projected SAT score ranges, state percentiles and the power to sort answer explanations by difficulty and question type. A customized SAT study plan. Personalized lists of colleges, majors, and careers. Access to MyRoad the College Boards online major, college and career exploration program.
Many different tools to support students use of My College QuickStart are available for free at collegeboard.com/psatdownloads. There is an implementation guide for counselors describing how the tool can be used; lesson plans for teachers that they can use to engage students in the different features of QuickStart and MyRoad; and flyers, brochures and letters to parents (available in English and Spanish) describing the valuable college and career planning tools that are available through QuickStart. Students who take the PSAT/NMSQT before their junior year should be advised that they must take it again in the junior year to participate in scholarship and recognition programs.
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with state, national and a comparable group. This report, especially when used with the optional Student Data File ($50), gives teachers a thorough review of students performance in many skill areas. High schools can also use the PSAT/NMSQT results to identify students who should be encouraged to enroll in Advanced Placement courses. APPotential is a free Web-based tool available to all schools (www.collegeboard.com/appotential). This tool makes it possible to identify promising students whose PSAT/NMSQT scores indicate that they may be prepared for the challenge of AP courses. Each winter schools receive access to AP Potential data for students in their schools who took the PSAT/NMSQT the previous fall.
Tip
I see the role of the counselor as an educational leader of the faculty on the value of the PSAT/NMSQT. The counselor should not be the sole source of PSAT/NMSQT information for students the entire faculty should help. At my school, math and English teachers conduct brief reviews in ninth- and tenth-grade classes in which they explain the importance of working on skills that are tested on the PSAT/NMSQT. This motivates most of our students to take the test.
Linda Mays Jones, Jefferson County International Baccalaureate School, Ala.
Test format
The PSAT/NMSQT includes five sections: Two 25-minute critical reading sections Two 25-minute mathematics sections One 30-minute writing skills section
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
PSAT/NMSQT Item Types Critical Reading 13 sentence completions 35 critical reading questions
Covers Ability to: Recognize logical relationships among elements of a sentence Read, understand and interpret reading passages
Math
28 multiple choice Numbers and operations 10 student-provided responses Algebra and functions (but not third(grid-ins) year math that may appear on the SAT) Geometry and measurement Data analysis, statistics and probability
Tip
Heres how I suggest discussing PSAT/ NMSQT results with students who have done poorly: 1. Help students identify their areas of weakness and realistic goals for improvement. 2. Brainstorm, then suggest what can be done to improve. Offer options available at the school. 3. Encourage critical reading, not just what is required for school. 4. Stress that students must practice, practice, practice. 5. Suggest that students visit Web sites of colleges in which they are interested to identify how their results compare with admissions requirements.
Joan Murphy, North Rockland High School, N.Y.
Writing
Ability to express ideas effectively in standard written English Usage and structure Use of language with sensitivity to meaning
The test mirrors the SAT with some differences. Since the SAT now includes topics from third-year college-preparatory math, which most people know as Algebra II, the math content level of the PSAT/NMSQT has been raised, although not to the same degree. It is not reasonable to test juniors and sophomores on subject matter they have not yet taken. The SAT includes an essay, but the PSAT/NMSQT does not. Heres why: More than 3.5 million students take the test, and not enough readers are available to grade this number of essays with sufficient speed to allow timely delivery of score reports to students and schools. Also, the additional time it would take on test day for students to write an essay (80 percent of schools test on the Wednesday test date) could seriously disrupt instructional schedules in the secondary schools. And finally, the cost of scoring an essay would significantly increase the cost of this currently inexpensive test. To help schools prepare teachers and students for the essay on the SAT, each school can download ScoreWrite: A Guide to Preparing for the SAT Essay. ScoreWrite includes all the materials that teachers will need as they prepare students for writing a 25-minute essay, as well as administer and holistically score practice essays. A new practice topic is available every fall. Used as a complement to the PSAT/NMSQT, ScoreWrite enables students to prepare for the essay on the SAT.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Scoring
Each section is scored on a 20-80 scale. The scores are a good indicator of how a student will perform on the SAT. (Though students could add a zero to arrive at an approximation of an SAT score, the projected SAT score range is reported on their online PSAT/NMSQT report.)
Preparation
Rigorous course work is the best preparation for the PSAT/NMSQT. Taking the complete practice test found in the Official Student Guide to the PSAT/NMSQT (provided to schools in early fall) will familiarize students with the test expectations and question types. (For information on ordering PSAT/NMSQT materials for your school, go to www.collegeboard.com/school.)
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
class meeting, in which the students receive their test booklets and score reports at the end of the session or shortly thereafter. Some schools mail a copy of the score report and an accompanying letter to parents, or sponsor a parents night to share PSAT/NMSQT results. These approaches ensure that parents see and understand the score report and can go over the information with their student. If parents have questions about the test results, they have a copy they can refer to when discussing them with the counselor or the teacher.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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We set aside a class period for the distribution of scores. We call the students to the auditorium and give a presentation about how to read the PSAT/NMSQT scores and talk about what they should do before taking the SAT. We then break the group into three groups of about 40 kids each, and a counselor returns their scores to them. Students are told to read the results and to ask the counselor any questions. Students who did worse than expected are encouraged to make an appointment with their counselor to discuss results.
Joan Murphy, North Rockland High School, N.Y.
We mail PSAT/NMSQT results home to avoid having students compare themselves to their peers before theyve even digested what their performance on the test means. Our mailing for nonjuniors includes the tutorial from the College Board for ninth- and 10th-graders; the mailing for juniors includes the parent tutorial.
Teri Tippit, The Kinkaid School, Texas
When the PSAT/NMSQT results come in, I discuss the results with the small group of students who appear to fall in the National Merit, National Achievement and Commended Students range. I also call their parents individually. That way, when I discuss test results with the entire grade, usually in their English classes, I dont need to discuss the National Merit questions or results with the entire class. This eliminates discussions that could make the average student feel as if he or she has fallen short.
Linda Mays Jones, Jefferson County International Baccalaureate School, Ala.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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The SAT
www.collegeboard.com The SAT, made by the College Board, is a measure of the critical thinking skills students need for academic success in college. The SAT assesses how well students analyze and solve problems skills learned in school that are needed in college. The SAT is typically taken by high school juniors and seniors. Virtually all four-year colleges in the United States accept the SAT for admissions purposes. Three handouts are ideal for sophomores and juniors who will be taking the test. See Handout 7B: SAT FAQs, Handout 7C: The SAT
at a glance and Handout 7D: Strategies for success on the SAT essay.
Tip
I urge my students to take the SAT well in advance preferably in the spring of their junior year so they can take it again if they need to.
Vivian Fiallo, Freedom High School, Tampa, Fla.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
are asked to recognize sentence errors, to choose the best version of a piece of writing and to improve paragraphs.
Tip
I tell my students that colleges look at their best scores. There is no reason not to send scores from their first SAT. And in fact, they should not waste the opportunity to send those scores to four colleges for free.
Vivian Fiallo, Freedom High School, Tampa, Fla.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Practice
Students can visit the SAT Practice Center at www.collegeboard.com/srp. There are a range of options there:
The Official SAT Question of the Day a question and its answer (with explanation) are posted daily, from one of the three sections of the SAT. Students can also sign up to receive The Official SAT Question of the Day by e-mail. The Official SAT Practice Test a full-length test students can download, take and score. The Official SAT Online Course an interactive course with 18 lessons covering all SAT sections and the PSAT/NMSQT. The student version is $69.95; a school version with robust reporting features is also available at www.collegeboard.com/srp. The Official SAT Study Guide The new edition has 10 official practice tests. $21.99. SAT Skills Insight is a free online tool that demonstrates the skills students know and highlights those they need to know better, including: Skills tested on the SAT Skills typical of students who score within a particular score band Suggestions for how to sharpen those skills Real SAT questions and answers
Tip
Remind students that when it comes to the SATessay: They must write in pencil, not pen. They must write in English, not another language. They must addressthe topic. Off-topic essays will receive a score of zero.
The Question and Answer Service (QAS) is available for some administrations of the test. It gives students a chance to review a copy of the test version they took, and provides a record of their answers, the correct answers and scoring instructions. The service also includes information about the types of questions and the level of difficulty of each question. Students can order this service when they register or up to five months after they register. The Student Answer Service (SAS) provides students with a computer-generated report that indicates the difficulty of each SAT question and whether it was answered correctly, incorrectly or omitted. The service also includes information about the types of test questions. Actual test questions are not included. Students can order SAS when they register for the SAT, or up to five months after the test date. SAS is available for all test dates for which QAS is not available.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Two fee-waiver cards for SAT registrations Two fee-waiver cards for SAT Subject Tests registrations (for up to three tests per registration) Four additional flexible score reports, which can be ordered at no charge at any time after registering for the test(s), including after scores have been reported. (These flexible score reports may be used after a student has taken an SAT or for a previously taken SAT or SAT Subject Test.) Question and Answer Service (QAS) or the Student Answer Service (SAS), if ordered at registration A discount on The Official SAT Online Course, with any online registration using a fee waiver
Snack policy: Students are encouraged to bring snacks to the test to be eaten during breaks. Snacks must remain in the students book bags or backpacks under their desks during the test. Marking answer sheets: The following guidelines are published in SAT test and practice materials and are given to all test-takers:
Use a No. 2 pencil and a soft eraser. Do not use a pen or mechanical pencil.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Make sure you fill in the entire circle darkly and completely. If you change your response, erase as completely as possible.
Reports
The SAT Program score report contains detailed information about a students performance, comparing it with that of millions of graduating seniors in the previous year who took the SAT at any time during high school. Score reports include a breakdown of the students scores and information about what those scores mean. Counselors can use these reports to guide students as they make decisions about taking high school courses, applying to college and choosing a major. Paper score reports are mailed approximately five weeks after the test is administered. They are sent to the student and to the students high school if the student entered the correct high school code number on the Registration Form. Any college, university or scholarship program listed on the Registration Form or the Correction Form attached to the Admission Ticket or listed during online registration will also receive the score report. Student Reports Student reports contain the students scores and responses to the student background questionnaire. Data are sent after each test administration. High schools use the information to assist students in college planning, to counsel students on their scores and to
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
maintain accurate score records on their students. High schools receive a copy of the same report a student receives, as well as rosters and labels after each SAT administration. Students will have access to an online score report and a copy of their essay online. To help your students understand and use their online score reports, view the article available under Resources in the K-12 counselor section of collegeboard.com.
Understand specifics about how the test is structured and scored. Get detailed insights into how they performed on each section of the test, including responses by question type and difficulty. See how their scores compare to those of other test-takers. Work to improve their scores on a future test through targeted preparation. View a printable copy of their actual essay response and see sample essays that received various scores. Search for the right colleges, majors and careers based on their scores.
SAT Skills Insight Students can link from their online score report to a skills map that identifies the type of skills that are tested on the SAT so students can improve those skills. The report includes skill descriptions, suggestions for improvement by score band and sample questions for many of the skill descriptions. Sending scores online Delivery information: Students can go online to see approximate delivery timeframes for their score reports to each institution they designated, based on the delivery method used by each institution. Score Choice. Designed to reduce student stress and improve the test-day experience, the College Board has approved Score Choice, an
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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important change to the current SAT score-reporting policy. This new policy will give students the option to choose the SAT scores by test date and SAT Subject Test scores by individual test that they send to colleges (in accordance with an institutions stated score-use practice). This will allow students to put their best foot forward on test day by giving them more flexibility and control over their scores. Score Choice is optional, and if students choose not to use it, all scores will be sent automatically. Colleges will continue to set their own test requirement policies. These policies may vary from college to college. The College Board is working with colleges to provide them with best practice information and guidance on how best to formulate, clarify and/or communicate test requirements policies, given the new SAT score-reporting policy. Students are encouraged to follow the different score-reporting requirements of each college to which they apply. Customized score reports: When ordering score reports online (or by phone), students can select specific test dates to appear on their score reports sent to institutions. Only scores from the selected dates will be reported.
For SAT Subject Tests, scores from all tests taken on a selected date will be sent. The ability to select only applies to past scores if ordered as part of a registration, score reports automatically include scores from the related test date. By submitting different orders, students can select different test dates to send to various colleges. This does not add anything to the cost of sending score reports. If no selection is made, colleges will receive a cumulative report of all scores from the last six dates for the SAT and the last six dates for SAT Subject Tests.
SAT College-Bound Seniors Reports/Summary Reporting Service The SAT College-Bound Seniors Reports provide mean scores for your entire school, district or organization, as well as mean scores by gender and ethnicity. Information on the number of test-takers, their course work, GPA and many other variables are also included. Performance data over a five-year period are provided for analyzing trends.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
These reports provide a wealth of information in a manner that is clear and user-friendly. Visit www.collegeboard.com/cbs.
See Handout 7E: Helping students use the SAT Online Score Report.
The College Board conducts more than 200 Fall Counselor Workshops throughout the country in September and October to inform counselors about new features of College Board programs such as the SAT.
Tip
We encourage students who have taken honors or AP courses and received a B or better to consider taking the SAT Subject Test at the conclusion of the course. Our teachers advise students on areas of the test that the student will need to study independently, if the course does not cover all content areas of the test.
Carlene Riccelli, Amherst Regional High School, Mass.
Format
The tests are one-hour, primarily multiple-choice, curriculum-based assessments of knowledge and skills in particular subject areas. A list of colleges that require or recommend SAT Subject Tests appears in The College Board College Handbook. The exams offered in each area are as follows:
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Mathematics: Mathematics Level 1, Mathematics Level 2 Sciences: Biology E/M, Chemistry, Physics Languages: Reading Only: French, German, Modern Hebrew, Italian, Latin, Spanish Reading and Listening: Chinese, French, German, Japanese, Korean, Spanish (all offered in November only)
Students may take up to three SAT Subject Tests on the same date, but they may not take the SAT and SAT Subject Tests on the same day. It is important to check the dates on which each SAT Subject Test is given because not all are administered on all seven annual testing dates. This information, as well as a description of each test and sample questions, can be found in the SAT Subject Tests Preparation Booklet or at www.collegeboard.com/subjecttests.
Some colleges require and others recommend that you take the SAT Subject Tests. For that reason, taking a few SAT Subject Tests in grades 9 to 11 is a good strategy.
Practice
Students can go to the SAT Subject Tests preparation center at www.collegeboard.com for test-taking approaches. Among the options there: SAT Practice Booklet an overview of the SAT and SAT Subject Tests, plus sample test items from each. Students can download this PDF. The Official Study Guide for All SAT Subject Tests: This book has 20 SAT Subject Tests, plus an audio CD for the six language tests. $18.95
Fees
For 2009-2010, the fees are as follows:
$20 Basic registration (add to individual test fees below) $20 Language Tests with Listening $9 All other SAT Subject Tests
A handout provides tips for students who will be taking SAT Subject Tests. See Handout 7F: Approaches to taking the SAT Subject Tests.
Resources
Publications
Guidelines on the Uses of College Board Test Scores and Related Data. New York: The College Board, 2002. Trends in College Admission, 2000: A Report of a National Survey of Undergraduate Admission Policies, Practices, and Procedures. Jointly published by ACT, Inc.; the Association for Institutional Research; The College Board; Educational Testing Services; and the National Association for College Admission Counseling, 2002.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Chapter 7 handouts
Number 7A Title Frequently asked questions about the PSAT/NMSQT SAT FAQs Brief Description Good handout for students and parents. Answers to commonly asked questions about the SAT. Describes the SAT in chart form.
7B
7C
The SAT at a glance Strategies for success on the SAT essay Helping students use the SAT Online ScoreReport Approaches to taking the SAT Subject Tests
7D
Advice on approaching the SAT essay. Overview of what is in the Online Score Report and how students can access it. Good handout for students who will be taking SAT Subject Tests.
7E
7F
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Parents
2. Who should take the PSAT/NMSQT? Students take the PSAT/NMSQT in their junior year to qualify for National Merit Scholarship Corporation competitions. It is also beneficial for sophomores and younger students to take the test because it provides comprehensive information to help improve academic skills needed for success in college and life beyond college. In 2008, more than half of all testers were sophomores and younger.
3. What should students do to prepare for this test? The Official Student Guide to the PSAT/NMSQT contains plenty of useful information, including a full-length practice test. Students should review the guide and take the practice test to be sure they understand the directions and know the types of questions that will be asked. Classroom learning is the basis for test questions, so the best way students can prepare is to take a rigorous course of study.
4. If students dont do well on this test, will their chances of getting into college be diminished? Absolutely not. If anything, taking the PSAT/NMSQT will improve their chances of going to college since the test provides information on the skills that need improvement in preparation for the SAT and college. PSAT/NMSQT scores are not sent to colleges.
Handout 7A page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
6. When may schools expect to see results from the PSAT/NMSQT? Schools will receive Score Reports in early December and will notify students regarding when, where and how to get their individual reports. Schools also receive an extra copy for the students file.
7. What is the PSAT/NMSQT Score Report? The Score Report includes not only scores and feedback on test questions but also an Improve Your Skills section. For each section of the test critical reading, mathematics and writing skills students will receive personalized feedback on skills in need of improvement based on their performance on the PSAT/NMSQT, as well as suggestions for improvement. The Score Report also shows whether students meet entry requirements for National Merit Scholarship Corporation competitions.
Handout 7A page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
SAT FAQs
1. Why should you take the SAT? The SAT is the nations most widely used college admissions test, a distinction that it has held for more than seven decades. The SAT is taken by more than two million students every year and is accepted by virtually all colleges and universities. The SAT measures knowledge of subjects learned in the classroom, including reading, writing and math and how well you can apply that knowledge outside of the classroom. The SAT helps colleges get to know you better by giving them insight into how you think, solve problems, and communicate.
2. When should I take the SAT? The College Board recommends that you take the SAT in the spring of your junior year and again in the fall of you senior year, if you feel you can improve your score. Research shows that students receive little benefit from repeating the SAT multiple times. Students receive, on average, a 40-point increase across all three sections when they take it a second time. Score increases are lower on subsequent retesting.
3. How is the SAT developed? Meticulous care goes into developing and evaluating each test. Test developers write the questions for the SAT, sometimes incorporating questions submitted by high school and college teachers from around the country. A test committee made up of high school and college faculty and administrators reviews each test before it is administered. To ensure that the SAT is a valid measure of the skills and knowledge specified for the tests, as well as fair to all students, the SAT Program maintains rigorous standards for administering and scoring the tests and for reporting test scores.
4. What else does the SAT provide? The SAT experience does not start or end with the test. The College Board is there for you at each step on your path to college. From the moment you register for the test, you can take advantage of the College Boards free online practice materials and many useful tools, including SAT Skills Insight, which helps you understand what skills are tested on the SAT; a college search tool; financial aid and scholarship information; and a profile of several careers and majors. The College Board also helps you understand the details of your scores with My Online Score Report.
5. How fair is the SAT? The SAT is carefully designed to be a fair test for all students. It is also the most rigorously researched and analyzed standardized test in the world. Each question on the SAT goes through an in-depth pretesting and review process to ensure that every single question is fair to all students across genders and ethnicity groups.
Handout 7B page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
7. How many questions must I answer correctly to get an average score on the SAT? The average score on the SAT is about 500 on the critical reading section, 500 on the writing section, and 500 on the mathematics section. Some of the questions are easy, and some are hard, but the majority are of medium difficulty. Medium difficulty questions are answered correctly by about onethird to two-thirds of students. The SAT is designed so that a student who answers about half the questions correctly will receive an average score.
8. How do colleges use the writing score? Different colleges use the writing score in different ways. Writing scores may be used for admissions decisions, and possibly for placement in English composition courses. Some colleges may choose to use writing scores for research purposes only, and not for decisions about admissions or placement. In addition to the raw writing score, colleges that are sent a students SAT score will also be able to access the students essay. Recent studies show that the writing section, of all three sections, is the best predictor of a students academic success in college.
9. How should I get ready? There are many ways to practice for the test. Here are some ideas:
Study hard, read outside of the classroom and take challenging classes. Take the PSAT/NMSQT. It is great practice for the SAT. Take advantage of the College Boards free online readiness/practice tools, which include a free official practice test, sample questions, The Official SAT Question of the Day and other low-cost tools. Know that research proves that you dont need expensive test-preparation courses to prepare you to do well on the test. If youve already taken the SAT once, consider taking it again. Theres a good chance that youll improve your score.
Source: www.collegeboard.com
Handout 7B page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Multiple choice: identifying sentence errors; improving sentences; improving paragraphs Student-written essay: effectively communicating a viewpoint; defining and supporting a position 200-800 Multiple-choice subscore: 20-80 Essay subscore: 2-12 60 minutes Multiple choice: 35 minutes (one 25-minute section, one 10-minute section) Essay: 25 minutes
Score
Time
Handout 7C
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Handout 7D
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Counselors
Helping students TITLE use the SAT Online TITLE Score Report
Your students SAT Online Score Reports offer practical, personalized feedback on their scores. Students should use their online score report as a jumping-off point to develop their skills. They can use the SAT Online Score Report to review:
SAT scores online A printable copy of their actual essay response Useful information about their scores
The SAT Online Score Report is available free to every student who takes the SAT, whether they registered online or by mail. To access the online report, all a student needs is a collegeboard.com account. Detailed Score Information Students can navigate the score report using the three tabs to access detailed score information for each section: critical reading, mathematics and writing. Students can click Your Score Details and Compare Your Score to learn about:
Score ranges Percentile ranks Average scores Score details How their scores might change if they retake the SAT
The Writing Section On the writing tab of the SAT Online Score Report, students can view their multiple-choice writing and essay subscores and receive detailed information about how the essay was scored. From here, students can easily view and print a copy of the actual essay they wrote to share it with their counselor, their teachers or their parents. Helping Students Access the SAT Online Score Report 1. Sign in to collegeboard.com and go to My SAT Study Plan. 2. My SAT shows all the SATs the student is registered for (or where registrations are in progress), plus scores from all previous SATs taken. 3. Select View My Score Report next to a test date to see the SAT Online Score Report.
Source: The College Board
Handout 7E
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Handout 7F
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
You do need to know what financial aid is and how to direct your students to authoritative sources of information on costs, aid applications, scholarships and loans. The word authoritative is key: There are many less-than-reputable Web sites and aid services just waiting for unsuspecting families. You can keep several sources of information in your office to help students and their families learn about financial aid. A two-page handout dispels some of the common myths about paying for college. See Handout 8B: Twelve myths about paying for college. Another handout shows the financial benefits of getting a postsecondary degree. See Handout 8C: Why go to college? If your school doesnt already work with local colleges to conduct financial aid events, this chapter provides details on how one school puts on its annual financial aid evening. Youll learn about the benefits of inviting college aid experts to meet with families and caregivers, explain the aid process and even help them complete the necessary forms. Many school counseling offices maintain files of local scholarship information. In this chapter youll also find tips from counselors on how they maintain the files, keep students informed of new scholarship opportunities and report on how much aid their students received.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Understand the financial aid process in general and be able to explain key points to students and families. Direct families to valid sources of information on costs, applying for aid and paying for college: state agencies, Web sites and books, and college financial aid offices. Dispel myths about financial aid by learning the major sources of aid and how it is awarded. Hold financial aid events at which administrators from local colleges discuss completion of the FAFSA and CSS/Financial Aid PROFILE (discussed in this chapter), and help families and independent students complete the forms. Make available FAFSA worksheets and other free federal publications. Be familiar with major state financial aid sources and the processes for obtaining that aid.
Make sure that families who feel they need aid apply for it early in the application process. Stress that colleges themselves are the best sources of financial aid (by packaging federal and college aid, and loans, for each student). Private scholarships are the smallest part of the pie (although local private scholarships will be the most fruitful source of private scholarship aid for your students). Learn the overall calendar for obtaining financial aid forms and applying for aid. Communicate key dates and other information in newsletters, e-mails, bulletins or other methods. Help students compare their financial aid packages.
Tip
See if your state association of financial aid administrators holds workshops for high school counselors, and if they do, be sure to attend them.
Peggy Hock, Notre Dame High School, Calif.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Tuition and fees Room and board Books and supplies Transportation Personal expenses
Increasingly, there is some flexibility in what are sometimes called fixed costs, like tuition and fees and room and board. For example, colleges have many dormitory room options and many meal plans. At private institutions, tuition is usually the same for all students, but at public institutions it can depend on a students course load or state of residence. (Many states have consortia that charge students from neighboring states the same amount as in-state students.) Students should consult reputable guidebooks (such as Getting Financial Aid by the College Board) and the colleges Web sites to determine the cost of tuition and room and board. The invaluable Counselors and Mentors Handbook on Federal Student Aid, published by the U.S. Department of Education, explains how a college determines cost: The law specifies that the cost of attendance includes tuition and fees and an allowance for living expenses such as room and board, books and supplies, miscellaneous personal expenses (including a reasonable allowance for renting or purchasing a personal computer), and transportation costs. The law also provides limited allowances for loan fees, dependent-care costs, and expense for diabled students. The financial aid administrator at a school usually develops an average cost of attendance for different categories of students. Some programs of study might have lab fees or higher charges for books and supplies than other programs; and students living off campus might have slightly higher allowable costs for room and board and transportation expenses than students living on campus. Unfixed costs can be high. Colleges themselves estimate that books and supplies range from $800 to $900 or more a year, and students
Tip
Be sure to explore www.fsa4counselors. ed.gov There you will find: Counselors and Mentors Handbook ED Toll-Free and Hotline Numbers English-Spanish Glossary Glossary of Terms Network and Potential Partnerships Publications and Ordering Training and Satellite Broadcasts TRIO Programs and Locator Links to Related Resources
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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in fields requiring special equipment (such as architecture and engineering) will spend more. Transportation costs can only be approximate. Finally, personal expenses. Colleges estimate that students spend between $1,000 and $2,000 a year on personal expenses. The amount may shock some families, but you can help them put the figure into context: Do their children eat snacks, go to the movies, get their hair cut and buy CDs and clothes now? They will continue to do so in college! Figure 1. Distribution of full-time undergraduates at public and private fouryear institutions by published tuition and fees, 2008-2009.
$33,000 and Over $30,000 to $32,999 $27,000 to $29,999 $24,000 to $26,999 Tuition and Fees $21,000 to $23,999 $18,000 to $20,999 $15,000 to $17,999 $12,000 to $14,999 $9,000 to $11,999 $6,000 to $8,999 $3,000 to $5,999 Under $3,000 0%
1% 3% 3% 5% 5% 4% 5% 5% 8% 24% 31% 6%
FACT
Most families think college is more expensive than it really is. As you can see from Figure 1, 56 percent of students go to colleges that charge under $9,000 in tuition and fees.
10%
20%
30%
40%
50%
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
The College Board is proud to have shaped financial aid policy in this country. In the 1950s, some colleges began to use merit aid to attract students; as a result, fewer funds were available for needy students. This situation troubled College Board member institutions, so in 1953 they asked the Board to sponsor a symposium on student aid. Participants discussed the development of a uniform method of assessing financial need and awarding funds. In 1954, the Board established the College Scholarship Service (CSS), which has remained a visible participant in the national policy and delivery arenas, with these ideals a constant: Access to higher education for all students is paramount. Aid should be awarded on the basis of financial need. Financial need should be determined through a consistent, comprehensive and reliable economic method.
Tip
Juniors and their families interested in assessing their eligibility for federal student aid can access the new FAFSA4caster by visiting www. fafsa4caster.ed.gov. This free tool can instantly calculate an estimated EFC, inform students of potential Pell Grant eligibility and reduce the time needed to complete the FAFSA.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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expected contribution from most applicants. It also permits more generous treatment of medical/dental expenses, efforts to put money aside for education, emergencies and other special circumstances. Because many colleges use IM for the purpose of awarding their own money, the formula can vary from college to college. For example, some colleges offer additional funds to parents who are paying for private school tuition or who live in areas of the country with a higher-thanaverage cost of living. Most colleges that use an alternative formula to award their funds require families to complete an application form in addition to the FAFSA frequently the form is the CSS/Financial Aid PROFILE. (See the definition of this form later in this chapter.) The Federal Methodology EFC serves as an eligibility index used to determine the students potential qualification for federal and, sometimes, state funds. With the exception of the Federal Pell Grant, the college determines the amount of federal aid to award a student based on the colleges federal funding allocation and available dollars. The Institutional Methodology EFC helps some colleges determine the students eligibility for nonfederal institutional funds. (Some colleges use the Federal Methodology EFC to determine eligibility for federal as well as nonfederal funds.)
Independent students
Tip
Have a financial aid buddy at a private college and one at a public college. Then when you have really unusual situations, you can call someone who can help you. The administrator will welcome the opportunity to counsel you and your students.
Carlene Riccelli, Amherst Regional High School, Mass.
Some of your students may be independent students. If so, their parents finances are not taken into account by colleges. The chart on the next page shows questions that determine if a student is condidered to be independent for federal aid purposes. For these students, their ability to contribute to college costs is evaluated on the basis of their own income, assets and expenses. Special expenses such as child care may be considered by the college. Sometimes a student under age 24 can be treated as independent when there are unusual circumstances (e.g., he or she is living independently as a result of estrangement from parents). In these cases, the student must provide documentation (usually including letters from clergy or from counseling agencies) to a financial aid administrator who may approve a dependence override. However, such exceptions are made on a limited basis.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Am I Dependent or Independent?
When I fill out the 200910 Free Application for Federal Student Aid (FAFSASM), will I have to provide information about my parents?
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
No No No No No No No No No No
Yes
No
* Answer No (you are not a veteran) if you (1) have never engaged in active duty in the U.S. armed forces, (2) are currently a Reserve Officers Training Corps (ROTC) student or a cadet or midshipman at a service academy, (3) are a National Guard or Reserves enlistee activated only for state or training purposes, or (4) were engaged in active duty in the U.S. armed forces but released under dishonorable conditions. Also answer No if you are currently serving in the U.S. armed forces and will continue to serve through June 30, 2010. Answer Yes (you are a veteran) if you (1) have engaged in active duty in the U.S. armed forces (Army, Navy, Air Force,
Marines, or Coast Guard) or are a National Guard or Reserves enlistee who was called to active duty for other
than state or training purposes, or were a cadet or midshipman at one of the service academies and (2) were released under a
condition other than dishonorable. Also answer Yes if you are not a veteran now but will be one by June 30, 2010.
Did you answer Yes to any of the questions? If so, then for federal student aid purposes, youre considered to be an independent student and do not have to provide information about your parents on the FAFSA. Did you answer No to every question? If so, then for federal student aid purposes, youre considered to be a dependent student, and you must provide information about your parents on the FAFSA. Not sure who counts as your parent? See the instructions on the FAFSA or check out Who Is My Parent When I Fill Out the FAFSA? at www.FederalStudentAid.ed.gov/pubs. If you have no contact with your parents and dont know where they live, you should discuss your situation with
Virtually all should for aid, you and most of them the financial aidstudents office at the college apply or career school plan to attend. Thewill financial aid administrator will help youeligible figure out what to do at next. be to receive least some funding. Not all applicants are offered all the money they need. As the following data indicate, many Fill out apply the FAFSA at www.fafsa.ed.gov. students for aid, and most of those (73 percent at four-year colleges) are determined by the college to have demonstrated need. Download this fact sheet at www.FederalStudentAid.ed.gov/pubs Of those, the majority are offered aid, but few (34 percent at four-year 200910 colleges) are offered the total amount of aid they need.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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For the regular decision admissions cycle, the aid application process starts in January. (Colleges that use the Early Decision cycle may ask for documents to be completed the previous fall.)
January: Students begin completing FAFSA and institutional application forms. (Students should file PROFILE earlier; the application is available Oct. 1.) February: Many colleges have priority dates and deadlines this month. Late February and March: Colleges may call you with questions about students in special circumstances. End of March: Admissions and financial aid notifications are mailed. April: Students weigh offers of admission and compare aid awards. May 1: Students must tell all colleges yes or no and make deposits.
Tip
Be sure to tell students and families that filling out the FAFSA is the starting point in applying for aid. They may need to fill out other forms colleges require, and they need to be aware of college financial aid priority dates and make sure theyve submitted all necessary information by those dates.
Jack Joyce, former college financial aid director
There are several handouts that will help students move through the process. See Handout 8D: Senior-year calendar for students
applying for financial aid; Handout 8E: Financial aid checklist for students and parents/guardians; Handout 8F: Tracking your financial aid applications; and Handout 8G: Federal student aid application process.
Students may ask you which financial aid forms the colleges require. A good source of information is Getting Financial Aid (published annually by the College Board); it explains which forms are required and when they are required. College Web sites will also list the required forms and deadlines.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
the college needs the application in order to award the most attractive aid package. After this date, funds may be limited or depleted, and students may not get as much aid as they need. Getting Financial Aid lists priority dates for each college.
FAFSA
Any student applying for federal aid must complete the FAFSA on the Web at www.fafsa.ed.gov. And, in general, most students applying for aid will want to complete the FAFSA. The federal government annually publishes an excellent booklet the Counselors and Mentors Handbook on Federal Student Aid. This easy-to-use reference (in English and Spanish) provides information to help counselors advise students about financial aid, with an emphasis on federal student aid programs. If you need a copy, call 1-800-4-FED-AID (1-800-433-3243) or download it from www.fsa4counselors.ed.gov. FAFSA has an easily navigated Web site (www.fafsa.ed.gov) where families can register for a PIN (the password is necessary for applying online) and find out everything they need to know about FAFSA. The FAFSA online (called FAFSA on the Web) edits information as it is entered to ensure an error-free submission that will get results much more quickly. A pdf version of the FAFSA is available in Spanish as well as English. There is a handout at the end of this chapter that addresses FAFSA. See Handout 8H: What you should know about
FAFSA: The Free Application for Federal Student Aid.
Warning: www.fafsa.com is not a federally sponsored site. It is a Web site that offers assistance in the completion of the FAFSA to the tune of $79.99 and up. Be sure to explain this to your students.
Tip
Some colleges have financial aid deadlines, and most have priority dates for applications. I urge my students to apply for aid by the priority date. They are more likely to get the aid they need early in the process, when the colleges have ample money to award.
Lauri Benton, Columbia High School, Ga.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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process is completed, the PROFILE application will only present questions that are relevant to the unique financial and family circumstances of each student. The PROFILE Student Guide provides important information about the process and should be reviewed prior to registering for PROFILE. The Guide includes an important section for applicants to review with parents prior to completing the Registration process. Once the PROFILE registration step is complete, students can also review and print the Customized Pre-Application Worksheet, which can help them gather information about the unique PROFILE questions that they will be asked. For students who do not have a computer at home, the customized Pre-Application Worksheet can be reviewed with parents, and the information entered online on a library or school computer. The CSS/Financial Aid PROFILE section of the College Board Web site includes a list of the colleges and scholarship programs that require it. Fee waivers PROFILE uses the financial aid data provided by the family to determine who is eligible for a fee waiver. PROFILE fee waivers are available to entering dependent applicants from families with very low incomes and few assets. Students must also be U.S. citizens or eligible noncitizens. Generally, students who qualify for the federal reduced-price or free lunch program are also eligible for the PROFILE fee waiver. The fee waiver covers the cost of registration and up to six school or program reports.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Purpose Establishes eligibility for federal aid Establishes eligibility for institutional aid Doesnt consider equity in the home Considers home, business and farm but does consider other assets such equity and offers more generous as a family farm or small business allowances for reserve savings and educational savings Complete after January 1 (and preferably before February 1) No fee for FAFSA FAFSA Fee waiver Paper? There is no fee. Complete after Oct. 1. Colleges may require the PROFILE as early as Oct. 15 for Early Decision or Early Action. $25 for first college; $16 for additional colleges CSS/Financial Aid PROFILE Determined by PROFILE, based on family finances Yes No www.collegeboard.com
Dates
Fee
Online? Yes Yes on a limited basis Contact www.fafsa.ed.gov 1-800-4-FED-AID (1-800-433-3243) www.pin.ed.gov (for obtaining PIN)
8%
State Grants ($7 .8) Education Tax Credits and Deductions ($6.0)
6%
41%
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Counselors should become familiar with the three main types of financial aid. Grants and scholarships This is money that does not have to be repaid. A scholarship or grant may be awarded on the basis of need, or it may be given for academic achievement or a talent. Students who seek private scholarships need to search for them on their own using Web sites and scholarship guides; college scholarships and grants are included in college financial aid packages and do not need to be applied for separately. Loans This is money that is paid back with interest. Most education loans have a lower interest rate than commercial loans and do not have to be repaid until college is completed. There are a variety of commercial sources for loans that are based on ability to repay. These are sometimes called private alternative loans or loans of convenience. Work-study Many colleges participate in the Federal Work-Study Program under which students are employed 10 to 15 hours a week; other colleges have campus jobs for students. Many students find jobs in the community, but that employment is not called work-study. A look at the numbers Right now, according to the College Boards Annual Survey of Colleges 2006-07, colleges award aid this way: Table 8.2 How colleges package financial aid
Four-year colleges 44% 41% 12% 3% 100% Two-year colleges 59% 36% 2% 3% 100%
Aid in the form of grants Aid in the form of student loans Aid in the form of parent loans Aid in the form of work-study jobs Total
Of course, each students package is unique. Clearly, however, grant money is no longer the lions share of most packages.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
For additional ways to help students make college affordable, see the handout that lists several popular options. See Handout 8I: Creative
avenues of financial aid.
Tip
I tell families not to use the word negotiate. If an aid package is much lower than whats being offered by similar institutions, families should call and ask if there is additional information that may make a difference. They might say I would love for my son (or daughter) to go to your school. Can you give me some financing options? Were you aware of this medical expense? Colleges do store data in different ways they may have simply missed something important in your financial picture.
Carlene Riccelli, Amherst Regional High School, Mass.
You may need to help students understand that they must compare awards carefully. For example, a $14,000 financial aid package awarded by one college may look like a better deal because it is twice as large as a $7,000 financial aid package offered by another college, but actually the larger package may leave the family with a much greater burden a larger loan and unmet need. This is illustrated in the chart below. Two colleges, two different awards
College A Cost of attendance Family contribution Financial need College grant Work Loan Unmet need $14,000 $ 7,000 $7,000 $5,000 $1,000 $1,000 0 College B $26,000 $ 7,000 $19,000 $10,000 $0 $4,000 $5,000
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Blue
Dear Potential Student, Based on the information you submitted on your FAFSA and to our office, Blue University can offer you the following TENTATIVE awards. This package is based on an award period from 09/10/XX to 06/06/XX. Cost of Attendance: $28,706.00 Tentative financial award notification AID AWARD FEDERAL PERKINS LOAN STATE WORK-STUDY BLUE EDUCATIONAL GRANT UNIVERSITY SCHOLARSHIP RESIDENCE HALL GRANT FEDERAL DIRECT LOAN SUB. ACCEPT AWARD Yes NO OFFERED AMOUNT $1,143 $2,400 $3,538 $2,000 $2,000 $2,625
________ _______ ________ _______ ________ _______ ________ _______ ________ _______ ________ _______
Finalize your financial aid award as soon as possible by forwarding to our office the forms listed on the Missing Documents Form included with this letter. Sincerely, Office of Financial Aid
Green University
Office of Student Financial Planning
Dear Potential Student, Cost of Attendance: $26,005.00 Circle A for Accept or D for Decline for each individual award where indicated below: Fall Presidential Freshman Scholarship Green University Grant Total Grants and Scholarships Federal Unsubsidized Stafford Loan Total Student Loans Federal College Work-Study Federal PLUS Loan and/or Green Partnership Loan $330 $7,405 $330 $7,405 $1,313 $1,312 $3,250 $705 Spring $3,250 $705 Total $6,500 $1,410 $7,910 $2,625 $2,625 $660 $14,810 A/D A/D Accept / Decline A/D A/D
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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TIP
High schools with limited resources should not reinvent the wheel but rather point their kids to whats already out there like collegeboard.com.
Susie Rusk, counselor coordinator, Washoe County Public Schools, Nev.
Fortunately, they showed the letters to their school counselor, who helped the family see that Blue U was actually making the better offer. First, the grants and scholarship from Green U only looked bigger because they were presented as a total. Second, the student loans offered by Blue U (Stafford and Perkins) were unsubsidized, while the Stafford loan offered by Green U was not. That meant at Green U the student would have to pay interest on the loan while in college. And third, the $14,810 Green U was offering as a parent PLUS loan wasnt really aid at all, but just an option for how the family could pay for their contribution. Bottom line, the true cost to the student would be about the same at both colleges, even though Blue U is more expensive. Imagine comparing awards from five or six or more colleges and how challenging it can be to determine what the college is offering. Urge families to study award letters carefully.
Appealing an award
Students may ask you to help them appeal what they regard as an insufficient aid award. It is best for the family to deal directly with the college but, in some cases, students might want the counselor to help make their case. If you are aware of a change in family circumstances since the students financial aid application was submitted, or of information that was not reported on the original application, you can be an important advocate for the student. Students, parents and school counselors should understand colleges appeal policies before contacting the financial aid office for such requests. Of course, all parties should understand the distinction between appeal and negotiation of an aid award.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Common ways of sharing scholarship information are newsletters, bulletin boards, files open to students, Internet announcements and e-mail postings. Many schools use a combination of methods to get information out to students. At some schools, a key end-of-year report is a tabulation of the scholarship money awarded to the senior class.
ROTC
Students interested in military careers might want to investigate Reserve Officers Training Corps programs at the colleges in which they are interested. Handout 8L: ROTC FAQs answers common questions about ROTC.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
8-17
Tip
I call college international student offices to ask about year-round housing, as international students, like foster students, may need housing 12 months of the year, and those offices know the options.
Carlene Riccelli, former college counselor, Amherst Regional High School, Mass.
8-18
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
students should work with their social worker or look for information online. Students need to reapply each year to be considered for continuation of Chafee ETV funding. For comprehensive information on working with students in foster care, visit the Casey Foundations Web site, www.casey.org. Handout 8M: Tips for foster youth for completing the FAFSA provides information on assisting foster care students.
Tip
Families should discuss college costs, family budget and financial aid/ financing options at the beginning of the college application process, not at the end. Parents and students need to be aware of the resources for financial help, the procedures to follow and the importance of financial aid deadlines. Students should have a range of colleges on their short list (for example, colleges with possibilities of merit aid in addition to needbased aid, and at least one college that will be affordable with family resources and aid).
Carlene Riccelli, former college counselor, Amherst Regional High School, Mass.
open admissions and transfer options (from a community college dean) rolling admissions (from a major public university) highly selective admissions (from a dean at a highly selective college) essays on application forms students with special talents or learning-style needs (music, athletics, art portfolios, documentation of a learning disability or special need) financial aid preparation and how financial need affects admissions decisions Twenty questions to ask about financing college (Handout 8N)
The handouts used in this workshop that relate to financial aid are:
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
8-19
Choosing the College Thats Right for You (Education Loan Program/College Board materials on comparing aid offers) Our schools financial aid information sheet (prepared and updated annually)
To publicize events, we send press releases to the local newspaper and include announcements in all our newsletters and on our Web site. We post the information in Spanish as well.
Tip
We ask parents to come to the school to pick up first-semester report cards. Before they can get them, they have to go to our computer lab, where I show them how to apply for a FAFSA PIN. Ive already led the students through a financial aid workshop and gotten them PINs, so by December, all parents and students have PINs and the students are fairly knowledgeable about the financial aid application process they can educate their parents.
Charles Anderson, Westinghouse Academy, Chicago Public Schools
This event is a one-and-a-half-hour evening workshop specifically geared to seniors and their parents or guardians. We welcome anyone who wishes to attend, including students or parents from other districts.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Phase 3. Individual help for students/ parents completing the FAFSA (January)
We schedule this event late in January, after most people have received their W-2 forms (or last pay stubs) and before Feb. 1 (to meet most FAFSA filing deadlines for state colleges and universities). Three or four volunteer aid administrators from a local university participate in this help session. Parents or students come to the session (which is held from 3 to 7 p.m. to accommodate working parents) with a FAFSA or FAFSA worksheet (completed to the best of their ability), a copy of their W-2 forms (or last pay stubs) and photocopies of their prior-year tax forms. We hold this session in a large room with three or four private stations. Parents or students meet individually (first-come, first-served) with the aid administrators, who check over the forms and answer any questions the students or parents may have. The sessions are useful for students or parents who have special circumstances or who need individual help in understanding the forms. We provide light refreshments and drinks for all participants and provide dinners for the aid administrators. Throughout January and February, I also work with families who need help completing FAFSA or PROFILE. I would recommend that all counselors take the time to complete a FAFSA online for yourself (just dont submit it!) and help at least one student with the PROFILE online. This exercise is a wonderful teaching tool for assisting the families who need your help the most. Note: Some schools offer workshops covering admissions and financial aid to juniors as well as seniors. Handout 8N: Twenty questions to ask about financing college would be an ideal handout at the workshop. For a handout of reputable sources of financial aid information for families, see Handout 8O: Financial aid resources for students and
families.
Tip
Materials related to the Federal Student Aid Only a Dream campaign, which alerts families that $80 billion in aid is available to fund college, are available for download at www.federalstudentaid. ed.gov/psa. Schools are urged to help get the word out.
Tip
I recommend that students check off that they are interested in work-study and subsidized loans. Selecting this option does NOT require them to participate in workstudy or take out loans; it merely allows the financial aid office to use these options as part of the financial aid package. A student can always decline either part in the award letter when they receive it.
Christopher S. Penn, Producer, the Financial Aid Podcast
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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www.collegegoalsundayusa.org Information about the events held nationwide in February, sponsored by NASFAA and various federal organizations, that help families fill out financial aid forms and get advice from experts on obtaining financial aid. www.ed.gov Memorize this address! It is the portal to the U.S. Department of Education Web site, which has invaluable information for teachers, administrators, parents, and students. www.fafsa.ed.gov Everything you and your students need to know about FAFSA and federal financial aid programs. www.collegeboard.com Source of CSS/Financial Aid PROFILE information and online applications. Complete college costs are listed for each college; online calculator helps students estimate EFC and compare aid awards; useful and timely articles on financing college under the Parents and Students home page icons. www.nasfaa.org The Web site of the National Association of Student Financial Aid Administrators includes many useful PDFs for students that easily printed, including Cash for College and more. www.ed.gov/directloan Use to calculate federal loan repayments. www.fsa4counselors.ed.gov Web site sponsored by the U.S. Department of Education with financial aid training materials in the form of videos, DVDs, and PowerPoints. www.irs.gov Provides information on Hope and Lifetime Learning tax credits. www.statevoucher.org Education and training voucher information by state.
Books
Getting Financial Aid. New York: The College Board. Published annually. College Board Scholarship Handbook. New York: The College Board. Published annually. Counselors and Mentors Handbook on Federal Student Aid. U.S. Department of Education. Updated annually. Meeting College Costs. New York: The College Board. Updated annually. Trends in College Pricing. New York: The College Board. Published annually and available as a PDF at www.collegeboard.com.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Chapter 8 handouts
Number 8A 8B 8C 8D Title Financial aid glossary Twelve myths about paying for college Why go to college? Senior-year calendar for students applying for financial aid Financial aid checklist for students and parents/ guardians Tracking your financial aid applications Federal student aid application process What you should know about FAFSA: The Free Application for Federal Student Aid Creative avenues of financial aid Comparing financial aid award letters: A worksheet Avoiding scholarship scams ROTC FAQs Tips for foster youth for completing the FAFSA Twenty questions to ask about financing college Financial aid resources for students and families Brief Description Defines a number of terms that students and families need to know. Clarifies misconceptions about financial aid; helpful for students and families. Chart showing economic benefits of higher education. Provides a month-by-month action plan.
8E
Gives step-by-step instructions on the aid application process. Helps seniors keep track of their aid application materials; emphasis is on meeting deadlines. The seven steps to applying for federal money.
8F 8G
8H
Explains five key steps in filing the FAFSA. Suggestions for ways to reduce the cost of attending college. Paper version of a worksheet available at www.collegeboard.com. Alerts students and families to unscrupulous business practices. Answers to questions students might have about ROTC programs. Information on how foster youth should fill out certain questions on the FAFSA. Good handout at parent nights; suitable for juniors and seniors and their families. Lists reputable Web sites and books related to college financing.
8I 8J 8K 8L 8M 8N 8O
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Parents
Handout 8A page 1 of 2
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Handout 8A page 2 of 2
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Students
Handout 8B page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Handout 8B page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Why go to college?
Unemployment rate in 2007 (percent) 1.3 1.4 1.8 2.2 3.0 3.8 4.4 7.1
Level of education completed Professional degree Doctorate Masters degree Bachelors degree Associate degree Some college, no degree High school graduate, no college Less than a high school diploma
Median earnings in 2007 (dollars) 74,204 77,844 60,580 51,234 38,480 35,516 31,408 22,256
Handout 8C
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Senior-year calendar TITLE for students applying for TITLE financial aid
September
When you write or e-mail colleges that interest you, ask for financial aid info, including what forms to file and their due dates. Put this data on your calendar and to-do list. Note: All colleges ask you to fill out the FAFSA (Free Application for Federal Student Aid) not just for grants/scholarships, but also for college loans. See November. Some colleges require the CSS/Financial Aid PROFILE. Click on the Pay for College link at collegeboard.com to complete the application online. You can do so as early as Oct. 1. Ask if your colleges require their own aid forms, too.
If you plan to apply for Early Decision, ask whether your college offers an early estimate of financial aid eligibility and which forms to file. Research aid opportunities using your library, financial aid guidebooks and Web sites, including Scholarship Search on collegeboard.com. Your counselors may have other resources, too. Look for the following: federal financial aid sources; private scholarships; state and local programs; or scholarships, including merit and departmental scholarships, offered by colleges to which youll apply. Reference materials include books (The College Board Scholarship Handbook) and search engines (e.g., collegeboard.com); both report on national sources of aid. For local and state aid sources (often overlooked!), see your counselor and the public library.
October
Begin work on aid applications. Private scholarship programs may have very early deadlines. Ask a counselor if there will be a family financial aid night at your school or elsewhere in your area this fall. Be sure to attend: The event may be your single best source of information. Use financial aid calculators like those at collegeboard.com to estimate your familys college costs.
Handout 8D page 1 of 2
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Visit www.pin.ed.gov and get a personal identification number (PIN). You will need a PIN to use as an electronic signature when completing the FAFSA online at www.fafsa.ed.gov (not at www.fafsa.com, which is a Web site that charges at least $79.99 for its services). You and your family may want to save final pay stubs for the year. On aid forms that youll file early in the new year, use the stubs to estimate income. Submit your FAFSA as soon as you can after (but not before) Jan. 1. Men 18 or older must register for the Selective Service to receive federal financial aid. To register, complete a check-off box on your FAFSA, or register at any post office. Parents and students are encouraged to complete and file income tax returns as soon as possible. Colleges may request copies of your tax returns to finalize aid offers. As you receive letters of acceptance, check with aid offices to see if additional documentation must be submitted. Some colleges may request copies of your familys income tax forms, W-2 forms and other materials. Use the online Compare Your Aid Awards tool at collegeboard.com to help you understand and compare financial aid award offers from two or more colleges. Talk with financial aid officers if you have questions. If you get no aid (or not enough), ask whether other financing plans are available. If youve been offered aid from your chosen college, be sure to accept the offer as instructed in your award letter. (Note: Youll need to reapply for financial aid every year.) If youve received aid from other schools, let them know that you wont be attending.
December
January
February
March
April
May
Handout 8D page 2 of 2
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Students
Handout 8E page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Required forms
Priority date/deadline
Date completed
College
FAFSA
PROFILE
College forms
Tax forms
Other
College
FAFSA
PROFILE
College forms
Tax forms
Other
Handout 8F page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
College
FAFSA
PROFILE
College forms
Tax forms
Other
College
FAFSA
PROFILE
College forms
Tax forms
Other
Handout 8F
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Step 1
Get a PIN, a personal identification number. A PIN lets you apply, sign your online FAFSA, make corrections to your application information and more all online. Go to www.pin.ed.gov. Collect the documents needed to apply, including income tax returns and W-2 forms (and other records of income). A full list of what you need is at www.fafsa.ed.gov. Tax return not completed at the time you apply? Estimate the tax information, apply and correct information later. Complete the Free Application for Federal Student Aid between Jan. 1, 2009, and June 30, 2009 (no exceptions to either date!). BUT, apply as soon as possible after January 1 to meet school deadlines (see note at bottom of page). Apply online (the faster and easier way) by going to www.fafsa.ed.gov. ED will send you your Student Aid Report the result of your FAFSA. Review your Student Aid Report. If necessary, make changes online. Your complete, correct SAR will contain your Expected Family Contribution the number used to determine your federal student aid eligibility. If you are selected for verification, your schools financial aid office will ask you to submit tax returns and other documents, as appropriate. Be sure to meet the schools deadline, or you will not be able to get federal student aid.
Step 2
Step 3
Step 4
Step 5
Step 6
Whether youre selected for verification or not, make sure the financial aid office at the school has all the information needed to determine your eligibility. All students: Contact the financial aid office if you have any questions about the aid being offered.
Step 7
First-time applicants: Review award letters from schools to compare amounts and types of aid being offered. Decide which school to attend based on a combination of (a) how well the school suits your needs and (b) its affordability after all aid is taken into account.
Note: You also might be able to get financial aid from your state government, your school or a private scholarship. Research nonfederal aid early (ideally, start in the spring of your junior year of high school). Be sure to meet all application deadlines!
Source: U.S. Department of Education
Handout 8G
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
What you should know TITLE about FAFSA: The Free Application forTITLE Federal Student Aid
Read the form Many questions on the FAFSA are straightforward, such as asking for your social security number or your date of birth. But many require you to read the instructions to make sure you answer the question correctly. Words like household, investments and even parent all have common meanings but are specifically defined for purposes of student financial aid. So be sure to read the instructions. If you have a special family situation, you may have additional questions. You should ask for clarification from a financial aid administrator at a college you wish to attend. Apply early Deadlines for aid from your state, school and private sources tend to be much earlier than deadlines for federal aid. To make sure that any financial aid package your school offers you will contain aid from as many sources as possible, apply as soon as you can after January 1 of your senior year or the year you apply to college. The U.S. Department of Education will process your FAFSA right up until June 30 of the year you will enroll in college. However, for you to actually receive aid, your high school must have your correct, complete information before your last day of enrollment as a high school student. So it is important to apply early to make sure you leave enough time for your high school to receive your information and make any necessary corrections. Your family doesnt need to file a tax return before you submit your FAFSA Filling out a tax return first will make completing the FAFSA easier. However, your parent or guardian does not need to submit a tax return to the IRS before you submit your FAFSA. Once the tax return is filed, you must correct, on your FAFSA, any income or tax information that may have changed. Inaccurate information on your FAFSA may delay your receipt of federal student aid. Also, you will be required to return federal aid you improperly received based upon incorrect information. You can file your FAFSA electronically The fastest way to apply for financial aid is to fill out and submit a FAFSA over the Internet. Also, your information is edited before you submit it, so if you made errors or left out any information, you can make the necessary corrections before you submit the form. This reduces the chance that your data will be rejected and makes it less likely that you will have to correct your information later. To submit your application using FAFSA on the Web, go to www.fafsa.ed.gov.
Handout 8H page 1 of 2
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Handout 8H page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Handout 8I page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Handout 8J
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
The scholarship is guaranteed or your money back. No one can guarantee that youll get a grant or a scholarship. Refund guarantees often have conditions or strings attached. Get refund policies in writing, and read the fine print. You cant get this information anywhere else. There are thousands of scholarships you can research through free means. Its highly doubtful that a company would have an exclusive list of scholarships that you cant find through another source. I just need your credit card or bank account number to hold this scholarship. Dont give your credit card or bank account number without getting information in writing first. You might become the victim of an unauthorized withdrawal from your account. Well do all the work. Dont be fooled. You must apply for scholarships or grants yourself. The scholarship will cost money. Dont pay anyone who claims to be holding a scholarship or grant for you. Youve been selected by a national foundation to receive a scholarship, or Youre a finalist in a contest you never entered. Before you reply to a scholarship offer you didnt initiate, check it out. Make sure the foundation or program is legitimate.
What to do if you suspect an offer is a scam Start with your school counselor. Also, the following organizations can help you decide if an offer is legitimate. They will tell you whether they have received any complaints about the company, or whether the company is currently under investigation. Look for these organizations online or call for more information:
Better Business Bureau in the city where the scholarship service is located Federal Trade Commission, 1-877-FTC-HELP or www.ftc.gov/scholarshipscams State bureau of consumer protection State attorney generals office National Fraud Information Center (NFIC), www.fraud.org
For more information about scholarship scams, visit www.finaid.org. For more information about college costs and financial aid, visit the Pay for College section at www.collegeboard.com.
Source: The College Board
Handout 8K
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
ROTC FAQs
Are you attracted to the idea of military service? Are you also looking for ways to finance college on your own? The answers below will explain how to achieve both: What is ROTC? The Reserve Officers Training Corps prepares young men and women to become military officers while they attend college. There are both scholarship and nonscholarship programs available for each branch: Army, Navy (and Marines), and Air Force. While you attend college youll take some military courses each year for credit and attend training sessions. After you finish college, you must complete a period of service in the military. Who is eligible for an ROTC scholarship? You can apply for a four-year ROTC scholarship while in high school, or a two- or three-year scholarship once youve started college. The scholarships are based on merit, not need. To qualify for a ROTC scholarship, you must:
Be a U.S. citizen Be between the ages of 17 and 26 Have a high school GPA of at least 2.5 Have a high school diploma Meet physical standards Agree to accept a commission and serve in the military on active duty or in the Reserves after graduating Achieve a qualifying score on a standardized admissions test
How much money do ROTC scholarships offer? Scholarship amounts vary by program, but can go up to full tuition and fees. Room and board are not covered. You also receive money each year for books and a monthly allowance. How much time do I owe the military after I complete ROTC? Most cadets incur a four-year, active-duty commitment, but the amount of service time you incur can vary depending upon the military path you pursue. For example, pilots in the Air Force incur a 10-year active-duty service commitment after successfully completing their training.
Handout 8L page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Handout 8L page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Question #55 At any time since you turned age 13, were both your parents deceased, where you in foster care or were you a dependent or ward of the court?
Q: I live with my foster parents and their children. Are they my family members? A: No. If you are considered independent (for example, because you are a ward of the court), and you have no dependent children of your own, you are a family of one (yourself). Q: I have filled out this form as an independent student because I am a ward of the court. Do I need my fathers and/or mothers signature(s)? I dont live with them, but I see them sometimes. A: No. Because of your status as a ward of the court, you are considered an independent applicant; parental signatures are not required.
Chafee applicants
Q: I think I might meet the qualifications for a Chafee grant for foster youth. Do I need to file the FAFSA? Where can I find the Chafee application? A: Chafee applicants must file a FAFSA. If the applicant does not have a Social Security number, and therefore cannot file a FAFSA, the applicant should call the Student Aid Commissions Specialized Programs Branch at 1-888-294-0153.
Handout 8M page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Handout 8N page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Handout 8N page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Finding Education Beyond High School: The Guide to Federal Student Aid. This is a comprehensive resource on financial aid from the U.S. Department of Education. Grants, loans and work-study are the three major forms of aid available through the departments Federal Student Aid office. Updated annually. Available in English, Spanish and Braille. Go to www.studentaid.ed.gov and type Student Guide into the search engine.
FYI3.com. This is a site for foster children, with an easy search for state offerings, including scholarships, for these students: www.FYI3.com. Internal Revenue Service. Get information on Hope and Lifetime Learning tax credits: www.irs.gov. Mapping Your Future. Here youll find general information about scholarships, financial aid, planning a career, selecting a college and paying for it: www.mapping-your-future.org. Student Aid on the Web. Get general information from the U.S. Department of Education: www.studentaid.ed.gov.
Handout 8O page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Handout 8O page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
9-1
Reach out as early as possible to students who have not grown up in a college-going culture: Speak with them often about college and opportunity. Ensure that these students are academically prepared (if they dont think college is possible, they may not be predisposed to take academic courses). Talk to them about honors and Advanced Placement Program courses. Break down the college selection and access process into manageable chunks; learn to use simple descriptive words when talking about college with first-generation students and parents. If you are bilingual, conduct sessions in the language of the parents. Meet families or caregivers of first-generation students. Learn about their ideas regarding college so you can correct misperceptions. For students in foster care, find out who their educational advocate is and include him or her in planning. Extend the scope of the counsel you offer. In addition to details about college selection, the application process and financial resources, you can provide information on self-assessment and the connection between college and careers. For students who have been accepted by a college, be prepared to help explain how registration for classes works and what college will be like. For those who are in foster care or homeless, be sure to address housing issues. Plan and lead field trips. Devote even more energy than usual to explaining financial aid to first-generation families and students, and to helping them move through the process. Conduct hands-on workshops about filling out the FAFSA (Free Application for Federal Student Aid) form. Learn what resources your community offers in the form of college outreach programs, religious and community organizations, and multicultural and ethnic associations. Work with those groups to provide college information to students and parents.
TIP Develop programs that hit all students and that assume that all students are being prepared for education after high school. Whether in presentations, college visits, or meetings with juniors, the word all is important.
Linda Sturm, South Portland High School, Maine
9-2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Tip
Kids have learned a response (Im going to be an engineer) that is designed to get adults to stop asking questions. Having an answer doesnt mean it is well considered or has anything to do with their own interests, aptitudes or abilities. We need to probe.
Susie Rusk, Washoe Public Schools, Nev.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
9-3
9-4
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
want to be a pediatrician may not know what a pediatrician does or what kind of education the profession requires. It is easy to say fine, heres a list of colleges with premed programs, says Scott White of Montclair High School in New Jersey. But that is a disservice. These students may need extra help learning about the many college paths and determining which is right for them. With first-generation students, you may find yourself going beyond college counseling to help them think about what they want to do with their lives and to show them how their interests and skills can connect to a career choice and higher education options. All students appreciate straight talk, and none more so than students who may not be hearing a lot about their options after high school. Kids can tell when you are just doing your job, says Lesli Myers of the Greece Central School District in New York State. You must be honest about where students are and what they should focus on. Myers urges counselors to support but not coddle them. At the same time, avoid putting too much pressure on them. Telling students that they are carrying the hopes and fears of their family on their shoulders puts a burden on them that no one needs.
TIP
We go to where parents are. We go to apartment complexes and talk with them about college and the importance of rigorous course work. Weve noticed that more parents turn out to watch their kids in athletic events and in concerts than attend a curriculum night at school, so we capitalize on those moments: We go to the events and set up a booth. Its usually the only booth there, and we put out lots of information on college and course work and financial aid.
Lesli Myers, Greece Central School District, New York State
TIP
Lack of child care makes coming to school difficult for some parents. I have toys in my office, and I encourage parents to bring their younger children with them when they meet with me.
Carlene Riccelli, Amherst Regional High School, Mass.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
9-5
TIP
Parents are very, very busy. We find that the best time to meet with them is in the morning when they drop their kids off at school. We set up 30-minute appointments with them then.
Nancy Nitardy, McCallum High School Gear Up, Texas
Many low-income families depend on the money their children make from part-time jobs. You might guide those students to a community college where class schedules are flexible, and young people can continue to work while going to school. Parents may be more willing to allow their children to attend a two-year (or even a four-year) college if they can see the economic benefit of a higher education. See Handout 9A: Education and lifetime income. It provides a compelling demonstration of the financial rewards of college. Some students may be on their own after high school and assume that working is the only viable option for them. For example, students in foster care are usually legally emancipated at age 18 without any family support. Remember that parents have not been through the process. You may need to cover material obvious to families who already know about college for example:
TIP
Use parent or guardian in all written communication. Know that parents or advocates may not be available to meet with you at school, and never require them to.
Lisa Sohmer, Garden School, N.Y.
Why students must take college admissions tests. That colleges have different admissions criteria and offerings. That colleges in the United States may differ from those in other countries whose systems parents may be familiar with. That there are advantages and disadvantages in living at home and in living away from home. That colleges offer support counseling, tutoring, academic advisers, residence hall advisers at no extra cost. That colleges offer a wide variety of academic and career opportunities. That it is acceptable (in fact desirable) to submit applications online.
TIP
Help families feel smart. Provide resource materials in advance. Use handouts that families can reviewathome and at their own pace.
Lisa Sohmer, Garden School, N.Y.
If possible, have an interpreter present when you meet with families who do not speak English. Having written materials in their language is ideal, but be aware that some of the parents cannot read or write in their spoken language. Do not assume that they will understand printed materials. Parents who lack documentation to be in the United States pose a specific challenge, which is addressed in the section on undocumented students (below).
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Plano East High School, Texas, has created Panther U. for juniors and seniors. The program, which is advertised through school announcements and flyers, is geared to first-generation students. Students meet in the career center during lunch eight times a year. The teachers and counselors create information sessions on college search, testing, the application, financial aid, majors, managing your money, living in the dorm and the registration process (a hot topic!). South Portland High School, Maine, offers a course for all sophomores called Real Life. Students take an interest inventory, do a college search and visit a local community college. Amherst Regional High School, Mass., has a workshop for juniors and their parents in March. In the session, a number of seniors and their parents discuss what the college admissions process was like for them. The panelists are asked to address the topic, What I Would Do Differently If I Could Do It Again. A recent panel included a student who applied for Early Decision, a learning-disabled student, a single parent and a student who has been accepted at a community college. The audience leaves with the feeling that if they can do it, I can do it. Plano Senior High School, Texas, developed Generation Go. The program was initially for Hispanic students. In its third year, the program decided to include anyone who wants to be the first in his or her family to attend college. Now Generation Go serves hundreds of juniors and seniors. The counseling staff creates a calendar of activities for the whole year and gives it to the students at the beginning of their junior year. Sample activities during the year include fall lunch meetings at which counselors go to the cafeteria and make themselves available to help students complete college applications; a spring financial aid night; and a FAFSA workshop with college representatives. Each student receives an introduction to college packet. The city of Houston, Texas, holds a career day, organized by the Hispanic Forum. This annual event takes place in a convention center to accommodate the 10,000 to 15,000 students who come. There are dozens of presentations about careers and higher education that rotate every hour for four hours. There is always a session about college opportunities for undocumented students.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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TIP
We have referred undocumented students to local lawyers who do pro bono work, at least to look into the students individual situation.
Carlene Riccelli, Amherst Regional High School, Mass.
If the student is in foster care, having their social worker or independent living worker present will be important. Use simple descriptive vocabulary. Avoid acronyms.
Words that may needexplanation for first-generation students and their families: degree certificate undocumented credit hours major/minor associate/bachelors Financial aid terms: dependent student financial aid FAFSA independent student scholarship grant loan PROFILE (CSS/Financial Aid PROFILE) sibling spouse
TIP
A student with a green card is not considered undocumented or international. A student with a green card is, for purposes of FAFSA, a permanent resident, a noncitizen eligible for federal aid.
Undocumented students
The term undocumented refers to students whose parents are not U.S.citizens or permanent residents (green card holders). The terms illegal alien and illegal immigrant are politically charged and shouldbe avoided. School personnel cannot inquire about the immigration status of students or their parents (under the Supreme Court decision Plyler v. Doe [1982]). Thus, by law, a counselor may learn that students are undocumented only if they choose to share this information. Some students who are undocumented are unaware that they fall into this category; they may know their parents status, but assume that they themselves are documented. And some students may know that they have a green card, but do not understand what legal status the card confers on them. Lack of a Social Security number may be an indication that a student is undocumented. Because undocumented students may assume that they cant be admitted to any college in the United States, they may not be prepared academically. A school culture in which all students are encouraged to think of themselves as college material, whether they
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
ultimately choose to attend or not, helps every student envision and prepare for college. Federal financial aid (including work-study programs) is not available to undocumented students. In addition, most colleges classify these students as foreign and expect them to pay out-of-state tuition, even if they live in the state. Finding funds for undocumented students is therefore extremely challenging. The following states have passed laws providing in-state tuition benefits to undocumented students who have attended high school in the state for three or more years:
California Illinois Kansas Nebraska New Mexico New York Oklahoma Texas Utah Washington
TIP
We meet all ninthgraders and plot their course work for all four years. We stress the importance of keeping their options open. Each student leaves the meeting with a written plan showing the academic subjects he or she will take each year of high school.
Linda Sturm, South Portland High School, Maine
FinAid.org provides a summary of state laws, and the National Immigration Law Center (www.nilc.org) tracks activities related to state funding of higher education for undocumented students. Be sure to follow changes in your state regarding undocumented students. When discussing financial aid at parent meetings or other group sessions, you should explain the requirements for federal financial aid: Recipients must be U.S. citizens or permanent residents. You can inform students and parents of the requirements without asking about their immigration status. There are success stories of very bright undocumented students receiving full scholarships. Behind those success stories are counselors, other school officials and community leaders who have devoted enormous energy to tapping the resources available in making the case for these students. Private colleges tend to provide more generous funds than public universities, and counselors should network with college admissions staff to learn which colleges may be willing to fund undocumented students. Currently, there is no official role a school can play in helping students become documented. But if an application for citizenship is in the works, school officials can help determine where the paperwork is in the bureaucratic backlog of applications. You can refer students to an immigration lawyer from a list you maintain of qualified attorneys.
TIP
Make sure you give college information to everybody not just to the ones you think will be going to college.
Lesli Myers, Greece Central School District, New York State
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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TIP
I conduct an assessment with families both on paper and verbally to learn what they know about college. Often, the parents tone helps you understand their concerns which can be missed on paper.
Monica L. Solis-Hoefl, Incarnate Word High School, Texas
Identifying students in foster care is the first step. Establishing contact with state, county, or local child welfare administrators to establish an identification and outreach system is useful, as is asking students who they live with. If possible, designate one counselor to be the foster care liaison, so that he or she can learn about child welfare resources and contacts, and offer assistance to other counselors and teachers on foster care issues. Advocate for their early involvement in a support program like GEAR UP, TRIO and college bridge programs. Investigate state financial aid programs for foster students and publicize them. Some colleges have specialized support for students coming from foster care: If you learn of colleges with these support services, be sure to get the word out to your students. See the financial aid chapter for information related to foster students financial aid options. Resources can be found at Casey Family Programs (www.casey.org) and the American Bar Association (www.abanet.org/child/education).
TIP
I deal with lots of Hispanic parents. When they say, My daughter is expected to be a mom and wife, I say, I totally understand and respect that. However, in this society, the income of two people is necessary. What is your situation? Often they have two incomes.
Mel Garcia, Bayshore High School, N.Y.
Self-assessment
There are many challenges in working with students who have given little thought to college or who believe that they cant be admitted
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
or, if admitted, cant possibly afford to attend. Such students may not have taken the necessary course work; they may still be learning English. They are likely to have little knowledge about the educational requirements that are needed for certain professions, and they may have very vague knowledge of the world of work in general. Sometimes, they dont know the difference between a doctor and someone who draws blood. You have to educate them about the different professions and how their skills and interests play a role in making appropriate choices, says Scott White of Montclair High School in New Jersey. Plan to spend time educating first-generation students about educational preparation for the world of work. Try to do aptitude assessments with these students early, in ninth grade if possible. Talk about which career paths seem appropriate for them in the light of their skills and interests. Probe. If a student indicates a desire to be an architect, for example, ask what he or she thinks architects do and how much education the profession requires. See Handout 9B: Using the junior year to prepare for college and/or employment. The handout should help students who are weighing various post-highschool options.
TIP
Many low-income urban students tend not to travel out of their neighborhoods, so if there is a college fair in town, realize that you may have to arrange to get them there going to a strange part of town, and paying the bus fare there, can be a significant issue for many students.
Beverly Tedesco, Counselor, Simon Gratz High School, Pa.
TIP
When a student has high aspirations, such as medical school, but a poor GPA, I avoid saying but youre a D student! Instead, I point out that he or she can journey for a while, take a solid undergraduate program, perhaps spend some time at a community college professional school is four years off.
Kathy Dingler, Rich East High School, Ill.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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TIP
For translators, we sometimes use faculty. For languages we cant cover, we might hire local college students. In most cases, the student can translate for the parent.
Carlene Riccelli, Amherst Regional High School, Mass.
Encourage students to visit colleges, and organize school-led trips, if possible. Be sure to take students to campuses where they will see students with whom they can identify; escorting a group of minority students to a college with lots of minority students will help them become excited about college. Have minority representatives welcome your students to campus. For many of these students, a community college is an ideal launching pad into higher education. However, some students may feel that the suggestion that they consider a community college indicates a lack of confidence in their academic ability. Point out the benefits of a community college and let students determine whether that option works for them. Are they uncertain what they want to be or to study? Do they want to live at home and/or continue in a part-time job? Do they want to improve their academic skills? Save money? Take some technical/vocational courses? If they answer yes, that may indicate that a community college makes sense. See Handout 9C: Is community college for you? The information is designed to help students think about the community college option.
TIP
The day my Gear Up students get into college, I put their photo and the name of the college on a bulletin board reserved for this purpose the kids love that. The teachers and parents do too.
Nancy Nitardy, McCallum High School GEAR UP, Texas
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
discussion, students and their families should see the advantages in filling out the school-distributed form that gets young people into the federal lunch program. Educate students, too, about college deadlines. Missing a deadline in the college application process can have more serious consequences than, say, handing in an English paper a day or two late. Firstgeneration students may not understand that if they miss a deadline in the application schedule, they may lose the opportunity to apply to college or to request financial assistance. In particular, students should mark priority dates the dates by which they must send in financial aid forms in order to be eligible for the maximum assistance on their calendars. Counselors report that first-generation students are more hesitant than other students to apply online. If they file paper forms, you can stress the importance of neatness and of making copies of all parts of an application. Remind them to use their full name consistently, and not to use a nickname. (And if they apply online, they should have an appropriate e-mail address: When it comes to college applications, funky e-mail addresses may be detrimental.) Make an effort to review the forms with students before they send them to colleges. Students in foster care are classified as independent students. (At any time since you turned 13, were both your parents deceased, were you in foster care or were you a dependent/ward of the court?) By answering yes to question 55 of the FAFSA, they will qualify for state and federal funds available to independent students (e.g., state need grants, Chafee Education and Training vouchers, Pell grants, etc.)
Tip
No student should let the cost of college deter them. Everyone can finance college. But money may be a factor: Students may need to stay local, or start out at a community college.
Lesli Myers, Greece Central School District, N.Y.
TIP
I get online with kids and show them the FAFSA. And we have parent nights when we show parents how to access the FAFSA. We think that gets them over a hurdle, and is more effective than just giving them the Web address. We have five or six kids in the room to help the parents sign on.
Susie Rusk, Washoe Public Schools, Nev.
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will incur debt, and their families may be uneasy about owing large sums of money. See Handouts 9D and 9E: Financial aid overview for parents (in English and in Spanish). Plan on devoting a lot of energy to describing the benefits of a college education and to making a complex process understandable. Try to involve parents and other caregivers as much as possible and to encourage a dialogue between them. Parent nights that focus on analyzing costs and understanding financial aid are a good starting point; if possible, have translators on hand for non-Englishspeaking parents. You may have to illustrate the economic benefits of college for some families. Handout 9A indicates the lifetime earning power of individuals according to their highest level of education. As the handout demonstrates, someone with a two-year (associate) degree earns, over a lifetime, significantly more than a high school graduate. The financial compensation of the holder of a bachelors degree, in turn, can outpace that of a high school graduate by almost a million dollars. Information of this sort can help put the idea of college debt into perspective. See Handout 9F: College loan repayment estimator. It shows the monthly repayment figures for college loans of varying amounts. You can point out to parents and students that seemingly enormous amounts of borrowed money can in fact be paid off with modest monthly outlays. In particular, emphasize the combined effect of the students increased earning power especially for college graduates who become professionals, managers and the like and the low interest rates of government loans over the 10-year payback period. (Interest rates can, of course, fluctuate.) Other families will not be aware that some institution a college, or the federal or state government would give their child money to attend college. They will be perplexed by the sources of aid and will be unclear about who they may need to pay back. Remember, too, that some students may be emancipated from their parents and will not have their support at this important time of transition. Many of these students are working part time, and their families may depend on their earnings. For many of my Hispanic families, work is associated with honor, and often all the children and both parents work, says counselor Susie Rusk of Washoe Public Schools in Nevada. Your task, then, is to explain that going to college may pay off in the long run, and also to suggest options, such as a nearby community college, that allow students to continue to work.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
TIP
We create a list in English and Spanish of the forms parents should bring in and we conduct Financial Aid Saturdays in the spring, so they can complete their financial aid forms with our assistance.
Alejandra Rincn, Austin Independent School District, Texas
TIP
The people who answer 1-800-4-FED-AID are wonderful. They helped one students mother for a full hour. The staff speak many languages and are available seven days a week.
Jana Hancock, Plano East Senior High School, Texas
TIP
To put parents fears at rest about sending their child to college, connect them with an adult on the campus whom they can put their questions to. A resident advisor or staff in a support program are good candidates.
Angel Wagner, Counselor, Desert Hot Springs High School, Calif.
TIP
We offer a workshop in April in which we go over students financial aid packages. Many students do not understand the award letter. In fact, I had a very bright student initially turn down a college because she misread the award as a bill for $18,000. We have them bring their award letters, and we explain each feature. We invite the parents as well.
Nancy Nitardy, McCallum High School Gear Up, Texas
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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TIP
We go where the kids are. We will drop by the public playground and talk with them about their plans, about their courses, about college.
Lesli Myers, Greece Central School District, New York State
aspect of the financial aid process. Families unfamiliar with college financing are easy targets for scam organizations. You can distribute several other handouts to students and their families. See Handouts 9G and 9H: How financial aid works and how it makes college affordable (in English and in Spanish). These useful items describe financial aid in general, including the family contribution and the major types of assistance. See Handout 9I: 10 questions for the financial aid office, and Handout 9J: 10 preguntas acerca de la oficina de ayuda financiera. The information is ideal for the parents of juniors and seniors, as students and their families begin to meet with college representatives and to arrive at decisions.
Money management
If possible, build information about money management into your discussions or presentations. Alert your students that they will begin to receive many offers for credit cards. Talk with them about interest rates and managing debt. Describe debit cards, which may be a better option than credit cards for students living on tight budgets. Debit cards allow students to draw on their checking account but not go into debt.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Students dont realize that they need to register for college classes. They think the process is like high school when they show up, they will be told which courses to take. They may not understand college schedules: Such abbreviations as M/W and T/TH (or the more common T/R) for days of the week, may need explanation.
TIP
We hold a transition to high school night at our middle school. We cover planning, testing and financial aid. I enlist parent volunteers to call homes and invite people to this event. Parents are impressed by that. We always serve refreshments and last year we served dinner that helps bring people out.
Linda Sturm, South Portland High School, Maine
Let students know that unlike high school, it will be their responsibility to choose their courses and sign up for them. Alert them that, in another big difference, they will spend only 15 to 20 hours a week in class (a boon if they are going to work part time). And be sure they know that they will have to devote at least that amount of time to studying.
TIP
Keep in touch with alumni so you can connect current students with someone who actually attends college.
Angel Wagner, Counselor, Desert Hot Springs High School, Calif.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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South Portland High School, Maine, conducts transition to high school nights in January at each feeder middle school. Parents learn about researching colleges for their childs future, college admissions testing and financial planning. The high school and middle school counselors work jointly on these events. Bayshore High School, Long Island, N.Y., feeder middle schools have college activities for each grade level. Faculty and counselors discuss types of colleges, conduct interest inventories and answer questions about careers. Students in each grade of middle school get lots of information about college. In addition, there is a college-awareness day in which each sixth-grader is given a college T-shirt; the shirts, donated by local colleges, make a big impact. Freeport High School, Ill., has an AVID program (see below), serving 10 percent of students in grades 7 to 12. The program sponsors three bus trips a year to a large public university, a medium-size university and a small private university for each grade level. Middle school students focus on what the campus looks like, where students eat, where they live, what theyre doing, what they look like. When they return to school, the staff leads them in discussions about students responses and about the maturity, self-reliance and responsibility that college requires.
TIP
If students dont keep their junior-year college planning appointment with me, I go get them out of study hall or gym. I talk with every junior. And I keep snacks in my office.
Carlene Riccelli, Amherst Regional High School, Mass.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Katy, Texas, ISD uses the College Boards CollegeEd curriculum in its seventh-grade Texas history classes (there are more than 4,000 seventh-graders in the district). CollegeEd is a college and career planning curriculum for grades 7 through 12 that provides students with the information they need to get on the college path and understand the impact a college education may have on their life choices and opportunities.
Since many Katy students take high school credit courses as eighth-graders, the district adopted CollegeEd to present an overview of how high school course decisions affect opportunities for college admission. The district has been using the program for six years, and has seen an increase in enrollment in courses that prepare students for AP; fewer absences; and improvement in conduct and grades for many struggling students. Charlie Barthelemy, who teaches Texas history at the seventhgrade level in the district, says that seventh-graders love the program because it starts from their interests, skills, strengths and weaknesses, and provides a structured approach to career and college decisions. Students have said, Ah, this sort of begins to make sense as to why I should take more courses that prepare me for AP and It looks like I better get more serious about my science class! Many students have parents who are working and unavailable for conversations about their childs talents, dreams and future. College Ed gives teachers the opportunity to have those types of conversations, observes Ms. Barthelemy. Through CollegeEd, many of our students begin to believe in themselves, to value themselves and to set goals for themselves. Two handouts are appropriate for middle school families. See
Handouts 9K and 9L: Thinking about college: A checklist for parents of middle schoolers (in English and in Spanish). They provide a simple to-do list for families. Also see Handout 9M: Saving for college. It
TIP
We take even the kids who are failing classes when we visit colleges. We need to get them interested in college.
Nancy Nitardy, McCallum High School Gear Up, Texas
TIP
A lot of our Hispanic boys want to work with cars. We take them to the local community college and visit the auto repair classes. But we also take them next door to the engineering program, and we drop in on the welding classes. This opens their eyes to other options.
Nancy Nitardy, McCallum High School Gear Up, Texas
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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college or high school campus) and earn both high school and college credits. Their first taste of college can help secure students on the path to higher education.
National Urban League. The goal of the National Urban League is to help African Americans attain economic self-reliance, parity and empowerment, and civil rights. As part of this mission, the 100 Urban League affiliates throughout the United States offer educational programs. For more information, visit www.nul.org. Summer Bridge Programs. Many colleges have summer bridge programs, intended to smooth the transition of at-risk students who have been admitted to the institution. The programs offer four to six weeks of academically intense workshops that are held during the summer before students matriculate at the college. Many bridge initiatives include tutoring, cultural events, academic and financial aid counseling, and other services. The goal is to provide students with the skills necessary to succeed in college. Many programs give college credit. Students apply directly to these programs, usually after acceptance by the sponsoring college. For information, go to the colleges Web sites. Talent Search. The federally funded Talent Search program identifies and assists individuals from disadvantaged backgrounds who have the potential to succeed in higher education. The program provides academic, career and financial counseling to its participants and encourages them to graduate from high school and continue on to the postsecondary school of their choice. Talent Search also serves high school dropouts by encouraging them to reenter the educational system and complete their education. The goal of Talent Search is to increase the number of youth from disadvantaged backgrounds who complete high school and enroll in the postsecondary education institution of their choice. Upward Bound. This federal program provides basic support for students preparing for college. Participating students are given opportunities to succeed in precollege performance and, ultimately, in college. Upward Bound is intended for high school students from low-income families and/or families in which neither parent holds a bachelors degree, as well as for low-income, first-generation military veterans who would like to pursue a postsecondary education. The courses are usually offered by colleges and must include instruction in math, laboratory science, composition, literature and foreign languages. Many institutions provide other services, such as help in preparing for college entrance exams, completing applications and similar assistance.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Resources
Brochures
First in the Family: Advice About College From First-Generation Students. This booklet has advice from college students who were the first in their families to go past high school. It has practical and encouraging advice from students at every type of college. The booklet is available as single copies or in bulk from www.nextgenerationpress.org.
Internet sources
AP Potential. This free, Web-based tool enables schools to generate rosters of students who are likely to score a 3 or better on a given AP Exam. Based on research showing strong correlations between PSAT/NMSQT and AP Exam results, AP Potential is designed to help schools increase access to AP classes and to ensure that no student who has the chance of succeeding in an AP class is overlooked. For more information, visit www.collegeboard.com. The College Board. www.collegeboard.com The organization provides a great deal of information for students and parents about every aspect of planning for college. Education Planner. www.educationplanner.com This site has very useful information in English and Spanish. It is operated by American Education Services, a financial aid services corporation. FirstGeneration Students and Guide Your Child to Success are just two of the many useful selections you can download. Use the site map to find these quickly. Financial Aid Web site. www.finaid.org This Web site provides extensive information on scholarships and other aspects of financial aid for college. Pathways to College Networks. www.pathwaystocollege.net This is the Web site of a national alliance of organizations committed to using research-based knowledge to improve postsecondary education access and success for the nations underserved students, including underrepresented minorities, low-income students, those who are the first in their families to go to college and students with disabilities. It provides easy access to publications, tools, online newsletters, outreach organization databases and much more. State Web sites. All states and U.S. territories have education department Web sites, and some of these sites are excellent sources of information for counselors, students and parents. U.S. Government Web site. www.ed.gov The Web site of the U.S. Department of Education offers extensive information, in English and in Spanish.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Chapter 9 handouts
Number 9A Title Education and lifetime income Using the junior year to prepare for college and/or employment Is community college for you? Financial aid overview for parents Ayuda financiera College loan repayment estimator How financial aid works and how it makes college affordable En qu consiste la ayuda financiera 10 questions for the financial aid office 10 preguntas acerca de la oficina de ayuda financiera Thinking about college: A checklist for parents of middle schoolers Cosas que hay que recordar: Lista de verificacin Saving for college Brief Description Shows the differences in average earning potential according to individuals level of education. Information to help students get a head start in planning for the future. Explains when a two-year college may be a students most suitable choice. Reassuring advice on an often bewildering topic. Spanish version of 9E. An easy-to-understand graph showing amounts ofmonthly repayments of college debt over a 10-year period. Discusses how families can make the most of the various types of student aid. Spanish version of 9G. Provides specific questions for parents to ask, so they can make informed decisions about paying for their childrens college education. Spanish version of 9I. Ways for parents to help their children get an early start in planning for college. Spanish version of 9K. Emphasizes the importance of starting sooner rather than later to save for college.
9B
9C 9D 9E 9F
9G 9H
9I
9J
9K
9L 9M
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Students
Earnings
TITLE Education and lifetime income TITLE Education, Earnings, and Tax Payments
Figure 1.1: Median Earnings and Tax Payments of Full-Time Year-Round Workers Ages 25 and Older, Median Earnings Tax Payments of Full-Time Year-Round Workers Ages 25 and Older, by Education Level, 2005 by Education Level,and 2005
Professional Degree
$74,500 $25,500 $100,000
Doctoral Degree
$59,500
$19,900
$79,400
Master's Degree
Education Level
$46,600
$14,700
$61,300
Bachelor's Degree
$39,000
$11,900
$50,900
Associate Degree
$31,500
$9,100
$40,600
$29,000
$8,100
$37 ,100
$24,900
$18,800
$23,400
AFTER-TAX INCOME
TAXES PAID
$20,000
$40,000
$60,000
$80,000
$100,000
Note: Taxes paid include federal income, Social Security, and Medicare taxes, and state and local income, sales, and property taxes. Sources: U.S. Census Bureau, 2006, PINC-03; Internaland Revenue Service, 2006; McIntyre et al., 2003; calculations by the authors. Source: U.S. Census Bureau 2006, PINC-03 Education Pays 2007, The College Board (New York) The bars in this graph show median earnings at each education level. The lighter segments represent the average federal, state, and local taxes paid at these income levels. The darker segments show after-tax income.
Higher levels of education lead to both higher levels of earnings for individuals and higher tax revenues for federal, state, and local governments.
In 2005, the typical full-time year-round worker in the United States with a four-year college degree earned $50,900, 62 percent more than the $31,500 earned by the typical full-time year-round worker with only a high school diploma. Those with masters degrees earned almost twice as much, and those with professional degrees earned over three times as much per year as high school graduates. Median earnings for those with some college but no degree were 18 percent higher than those for high school graduates, and adults with associate degrees earned 29 percent more than high school graduates. The typical college graduate working full-time year-round paid 134 percent more in federal income taxes and almost 80 percent more in total federal, state, and local taxes than the typical high school graduate. Those who hold professional degrees paid almost $19,000 more in total taxes in 2005 than high school graduates.
Also important:
All of the differences in earnings reported here may not be attributable to education level. Education credentials are correlated with a Handout 9A socioeconomic status and some personal characteristics. variety of other factors that affect earnings including, for example, parents While the average high school graduate might not increase his or her earnings to the levelAll of rights the average college graduate simply by College Counseling Sourcebook, 6th Edition. 2009 The College Board. reserved. earning a bachelors degree, careful research on the subject suggests that the gures cited here do not measurably overstate th e Permission granted to copy this for educational purposes. nancial return of higher education (Carneiro et al., 2003; Rouse, 2005; Harmon et al., 2003).
Students
TITLE Using the junior year to prepare for college and/or TITLE employment
1. Take advantage of workshop and testing opportunities offered by the school (check with the guidance office for scheduled events). 2. Meet with your school counselor to identify interests and find ways to develop those interests. Some possibilities: Take an interest inventory questionnaire and explore careers and colleges that match your goals and personal qualities. Investigate internships, community service or volunteer projects. These self-initiated experiences provide greater opportunities and responsibilities than most local job opportunities. Work. Any type of employment is helpful because it indicates a sense of responsibility, time management skills, etc. Employer references are helpful, as well, for college or future jobs. Become involved in extracurricular activities in school or in the community. Depth or leadership in a smaller number of activities is better than superficial involvement in many. Use vacation periods to sit in on classes at local colleges. This is helpful in identifying careers or subject areas for further study. You may even be able to sign up for summer institutes or courses at colleges. Shadow (spend a day with) a person in an occupation or activity that interests you. 3. Explore alternatives and keep your options open.
In your junior year, try to expand your range of possibilities. Do not narrow your focus or specialize too soon. Whether you are heading for college or for work, discuss with your school counselor what your choices are. For example, during your college search, look at large, medium and small schools; two-year and four-year colleges; public and private institutions; coed, single-sex and/or historically black colleges and universities (HBCUs); colleges that are nearby, near relatives or away from home. If your interest is the military, investigate all service branches, ROTC and the military academies. If you are planning to enter the job market, consider your willingness to relocate, and look for positions with growth opportunities and good employee benefits (health insurance, training/educational programs, etc.). If you plan to take a year off before going to college, explore with your school counselor how you can use your time productively. Ideas include volunteer service, an apprenticeship, travel or work.
Handout 9B page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Using the junior year to prepare for college and/or employment (page 2)
4. Always have a fallback plan in college admissions, this refers to safety schools (academic and economic safeties). The college admissions process is stressful, but it can be less so if you have at least two affordable sure things. For instance, you might apply to a community college or to a state school (in or out of state) or a less competitive private school. If you prefer to go to work, you could ask a relative or a friend for a job that will allow you to get started while you continue your search or training. 5. Keep the focus on academics. Continue studies in all major/core disciplines and challenge yourself. Meet with your school counselor to review your transcript, credits toward graduation and college requirements. Success in college admissions or employment is directly related to the academic record. 6. Develop a rsum. A rsum can be useful for your job or college interviews and for college applications in your senior year. Your school counselor can help you organize a list of your activities and accomplishments for your rsum.
Source: Adapted from material provided by Amherst Regional High School
Handout 9B page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Handout 9C
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
Handout 9D
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
Handout 9E page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Handout 9E page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Debt balance
Months
Months
$6,000
120
120
$8,000
84.85
120
2,182.29
88.82
120
2,657.97
$10,000
106.07
120
2,727.86
111.02
120
3,322.46
$20,000
212.13
120
5,455.72
222.04
120
6,644.92
Handout 9F
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
TITLE and how it makes How financial aid works TITLE college affordable
Financial aid is intended to make up the difference between what your family can afford to pay and what college costs. More than half of the students currently enrolled in college receive some sort of financial aid to help pay college costs. In a nutshell The financial aid system is based on the goal of equal access that anyone should be able to attend college, regardless of financial circumstances. Heres how the system works:
Students and their families are expected to contribute to the cost of college to the extent that theyre able. If a family is unable to contribute the entire cost, financial aid is available to bridge the gap.
Who decides how much my family is able to contribute? The amount a family is able to contribute is frequently referred to as the Expected Family Contribution, or EFC. The figure is determined by whomever is awarding the aid usually the federal government or individual colleges and universities. The federal government and financial aid offices use need formulas that analyze the familys financial circumstances (things like income, assets and family size) and compare them proportionally with other families financial circumstances. What the EFC figure means for most families First, most families cant just pay the EFC out of current income alone. But, not to worry the formulas assume that families will meet their contribution through a combination of savings, current income and borrowing. Second, financial aid is limited. The formulas therefore measure a particular familys ability to pay against other families ability to pay. Three main types of financial aid Financial aid is any type of assistance used to pay college costs that is based on financial need. 1) Grants and scholarships Also called gift aid, grants dont have to be repaid and students dont need to work to earn them. Grant aid comes from federal and state governments and from individual colleges. Scholarships are usually awarded based on merit.
Handout 9G page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
How financial aid works and how it makes college affordable (page 2)
2) Loans Most financial aid comes in the form of loans, aid that must be repaid. Most loans that are awarded based on financial need are low-interest loans sponsored by the federal government. These loans are subsidized by the government so no interest accrues until students begin repayment after they graduate. 3) Work Student employment and work-study aid help students pay for education costs such as books, supplies and personal expenses. Work-study is a federal program that provides students with part-time employment to help meet their financial needs and gives them work experience while serving their campuses and surrounding communities. Dont rule out colleges with higher costs Say your familys EFC is $5,000. At a college with a total cost of $8,000, your child would be eligible for up to $3,000 in financial aid. At a college with a total cost of $25,000, your child would be eligible for up to $20,000 in aid. In other words, your family would be asked to contribute the same amount at both colleges.
Source: www.collegeboard.com
Handout 9G page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
Se espera que los estudiantes y sus familias contribuyan al pago de la universidad hasta donde puedan permitrselo. Si una familia no puede aportar el costo total, las ayudas financieras estn disponibles para compensar esa carencia.
Quin decide cunto puede pagar mi familia? El monto que su familia puede aportar suele ser llamado Expected Family Contribution (Contribucin Familiar Esperada, EFC). La cifra est calculada por aquel que otorga la ayuda generalmente el gobierno federal o las universidades. El gobierno federal o las oficinas dedicadas a ayudas de las universidades utilizan formulas de necesidad que analizan las circunstancias financieras de la familia (aspectos como ingresos, activos y tamao de la familia) y las comparan proporcionalmente con las situaciones financieras de otras familias. Lo que el monto de EFC signfica para la mayora de las familias En primer lugar, la mayora de las familias no pueden pagar la EFC recurriendo slo a sus ingresos. Pero no se preocupe las formulas asumen que las familias podrn aportar la cifra requerida combinando ahorros, ingresos actuales y prstamos. En segundo lugar, las ayudas financieras son limitadas. Por esa razn las formulas calculan la capacidad para pagar de una familia en concreto con respecto a otras. Tres tipos de ayudas financieras Se considera ayuda financiera cualquier tipo de ayuda que se utilice para pagar los costos universitarios que se base en necesidades financieras.
Handout 9H page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Handout 9H page 2 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
Handout 9I
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
Handout 9J
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
TITLE A checklist for Thinking about college: parents of TITLE middle schoolers
Help your child start planning for college now. By beginning academic and financial planning for college while your child is still in middle school, you help ensure your childs success after high school graduation. Help your child explore interests and possible careers. Understand that your child is likely to have a change of mind as you explore opportunities and options. By continuing to support your child in education and career decisions, you help your child gain confidence and achieve goals. Speak to your childs school counselor to learn about important courses and how your child can choose courses and qualify for advanced placement. Make sure your child meets the academic requirements for high school graduation and admission to college. Stay in touch with your childs teachers throughout middle school and high school, not only on parent conference dates but also on open school nights. Stay informed of your childs academic progress, and ensure that your child has tutoring or help with test preparation and other skills, if needed. Help your child explore colleges by visiting their Web sites or by scheduling visits with colleges of interest. Use The College Board College Handbook to gain information about different colleges and what they require. Begin to plan financially for college as early as possible. Save as much as you can. Learn about your states 529 College Savings Plan. Remember to rely on your school counselor for information, and use www.collegeboard.com to learn more about how you can steer your child toward a successful future. Its important to note that your personal background will not affect your childs admission to college.
Handout 9K
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
Ayuden a su hijo a empezar a hacer planes para la Educacin Superior ahora mismo. Empezando la planeacin acadmica y financiera mientras su hijo est en la escuela media, ustedes contribuyen a asegurar su xito despus de su graduacin de la secundaria. Ayuden a su hijo a explorar sus intereses y posibles carreras. Comprendan que es posible que l cambie de opinin mientras ustedes exploren oportunidades y opciones. Al intervenir activamente en este curso y seguir apoyando a su hijo en decisiones de su educacin y su carrera, ustedes le ayudan a fomentar confianza en s mismo y a lograr sus metas. Hablen con el consejero de su hijo para conocer cursos importantes y el modo como su hijo puede elegirlos y optar a cursos de Colocacin avanzada. Asegrense de que su hijo cumple con los requisitos acadmicos para graduacin de la secundaria y para admisin a la Educacin Superior. Mantnganse en contacto con los maestros de su hijo durante la escuela media y la secundaria, no slo en las fechas de conferencias, sino tambin en las noches de escuela abierta. Mantnganse informados del progreso acadmico de su hijo y asegrense de que reciba tutoras de preparacin para la prueba y del desarrollo de otras destrezas si se necesitan. Ayuden a su hijo a explorar instituciones de la Educacin Superior visitando sus sitios de la red o programando visitas a las instituciones de inters. Usen el College Handbook del College Board para informarse de varias instituciones y de lo que requieren. Empiecen la planeacin financiera para la Educacin Superior tan pronto como puedan. Ahorren todo lo que puedan y estn al corriente de los prstamos a baja tasa de inters disponibles en su banco. Entrense del Plan de ahorro 529 de su estado, para la Educacin Superior. No dejen de apoyarse en su consejero escolar para informacin, y usen las publicaciones del College Board para saber ms sobre el modo de dirigir a su hijo hacia un futuro exitoso. Es importante notar que los antecedentes personales de ustedes no afectan a la admisin de su hijo a la Educacin Superior.
Handout 9L
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
For most of us, a college education has gone from the dream of a few to an economic necessity. A college education is expensive. The student and family will have to pay for at least some of the cost, and the earlier you prepare for that, the better off you will be.
The cardinal rule is: save whatever you can for as long as you can. Time, and saving regularly, can be more important than the amount. How much How long? Parents can find almost any excuse for not saving. The simple fact is that saving will help, and the sooner you start, even if its only a small monthly amount, the better off you will be when the first college bill arrives. The important thing is to start early and stick with your savings plan right up to college admissions. Even small amounts, over time, add up!
Total Saved plus Earnings (of 5%) Over Time Monthly Savings $10 $25 $50 $75 $100 At 1 Year $123 $308 $617 $925 $1,233 At 5 Years $683 $1,707 $3,415 $5,122 $6,829 At 10 Years $1,559 $3,898 $7,796 $11,679 $15,593 At 15 Years $2,684 $6,710 $13,420 $20,130 $26,840
You do not have to save enough to pay the whole college bill. When the time comes, you can still pay part of the cost from current income, future income and other family assets. A reasonable savings objective might be 25 percent of the college bill. Whatever you save will give you security and flexibility in paying for education over time. If you borrow, the savings can be used to help pay student loans back. Your child will pay a significant part of the cost from his or her own earnings and from readily available student loans. Typically, students pay 25 percent or more of the entire cost of education from these sources, even at high-cost colleges. Financial aid is available, and may cover a lot of the cost.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-1
ranked, highly desirable players may need to commit to a college in November (spring sports participants) or February (other athletes) of their senior year. Student athletes tend to focus on one dimension of the search and application process: which college will give them the most playing time. Your task is to encourage these students to look at all the factors that go into finding the right school in terms of location, size, major, and other factors. See Handout 10A: Student athletes high
school four-year plan.
Make sure that student athletes understand that they must meet academic requirements established by athletic associations in order to play intercollegiate sports being a good athlete is not enough to gain admission. Repeat this message often. Know the academic requirements and eligibility rules for college athletics as determined by the major athletic associations (described below). Recognize that the rules (and the sports offered) change. Turn to these organizations Web sites for current information. Develop a strong working relationship with your schools athletic director and the individual coaches; maintain open lines of communication. Coaches play a key role in advising students on the college application process, and counselors need to know how good an athlete is in order to counsel effectively. Keep coaches up to date on changes in college admissions policies they may not be aware of shifts in the regulations at colleges to which they have historically sent many athletes. Be sure that students know that admissions decisions are ultimately made by the admissions committee, not by the college coach. A students eligibility to play a sport doesnt guarantee acceptance to college. Remind students that the availability of a sport is only one factor to consider in applying for college, even if its a significant factor. Some students wont participate in athletics for all four years. They should look for colleges where they will fit in even if they cease their involvement in sports.
TIP
Go meet with your athletic director. Go to the office and let him or her know that you are a resource on college admissions and are more than willing to talk with students and parents at student athletic assemblies.
Carroll Davis, North Central High School, Ind.
10-2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-3
10-4
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Division I. The most competitive athletically, Division I colleges can offer full scholarships and partial scholarships to their athletes. Students must meet academic eligibility guidelines to play (discussed on page 10-7). Exception: The eight Ivy League schools (Harvard, Yale, Princeton, Cornell, Columbia, University of Pennsylvania, Dartmouth and Brown) field Division I teams but do not provide NCAA scholarships. Division II. Less competitive athletically than Division I, colleges in Division II have different eligibility guidelines as well. Member colleges are typically somewhat smaller than Division I schools. Athletic aid is available in lesser amounts than for Division I sports. Division III. Less competitive than Division II, these colleges have no academic eligibility requirements. No NCAA financial aid is provided, although these colleges may offer athletic scholarships of their own.
TIP
I have had to call the NCAA frequently over the years to ask very basic questions and to sort out core-course issues, and they are always very helpful.
Susan Staggers, Cary Academy, N.C.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-5
Not only must students meet academic requirements to be accepted into Division I and II colleges, they must maintain scholastic standards in order to continue participating in intercollegiate sports.
Amateurism
There is a new amateurism certification process students must undergo if they plan to participate in Division I or II athletics. Students will answer a series of questions when they register online. Handout 10B: Overview of NCAA amateurism bylaws, explains what factors the NCAA will look at and indicates which would prevent a student from playing Division I or II sports.
description of academic eligibility requirements; coverage of core courses, GPA, tests and special conditions (such as requirements for students with disabilities, or the admissions process for homeschooled students); complete instructions on how students register with the NCAA Eligibility Center; worksheets for keeping track of courses and grades; information for parents and guardians; questions students should ask during the college search process; information for high school counselors; a summary of recruiting regulations; and a glossary
This is also where high schools will update their list of core courses. General information about the NCAA and a list of member institutions can be found at this Web site.
10-6
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
graduate from high school; complete 16 core courses (see chart); present a minimum required grade point average in the core courses; and achieve a specific combination of SAT or ACT scores and GPA in core courses; the index for scores and GPA is provided on the NCAA Web site.
Students who intend to enroll at NCAA Division I and Division II institutions must supply ACT or SAT scores to the Clearinghouse directly from the testing agencies. Test scores on an official high school transcript will no longer be usable for NCAA purposes. The NCAA does not currently use writing scores from the SAT or ACT in determining eligibility. See How the NCAA Uses Test Scores, page 10-10. Students who want to play Division I or II sports must register with the Eligibility Center after their junior year, when a transcript showing six semesters of work can be evaluated. Through this process, students learn whether they are academically eligible to play in Division I or II. A final transcript, with proof of graduation, must be submitted by a students high school to the Eligibility Center before the student can participate in college athletics.
TIP
I meet with the athletic director each year and review the process of gaining NCAA eligibility. The coach has to determine who is Division I or II material. Then I have to make sure they are in the right classes.
Connie Decker, John W. North High School, Calif.
Core courses
The NCAA is committed to ensuring that the student athletes they admit are likely to succeed in the classroom as well as on the team. The NCAA therefore assesses the high school transcripts of prospective Division I and II athletes to be certain that these students have taken an adequate number of academic courses, which the NCAA calls core courses.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-7
Core course requirements, Division I and II, class of 2009. Units are years of study. Division I English Mathematics Natural/physical science Additional English, math or natural/ physical science Social science Additional academic courses (from English, math, science, social studies, nondoctrinal religion, foreign language, philosophy) Total 4 3 2 1 2 4 16 Division II 3 2 2 2 2 3 14
Division II has a minimum SAT requirement of 820 (critical reading and math) or an ACT sum of 68. For NCAA Division I, only courses completed in grades 9 through 12 prior to graduation may be used to meet the core course requirements. However, for Division II, and for students with disabilities playing in either Division I or Division II, core courses taken after high school graduation can be used, provided the courses are completed before full-time enrollment in college. Your school should maintain a list of core courses with the NCAA. Core courses must be:
TIP
Your school may have courses that count toward graduation but do not count toward NCAA requirements. Make sure students and parents have a list of the NCAA-eligible courses and are enrolled in those.
Karen Gengenbach, Blair High School, Neb.
an academic class in one or a combination of these areas: English, math, natural/physical science, social science, foreign language, nondoctrinal religion, philosophy four-year college preparatory at or above the high school regular academic level (no remedial, special education or compensatory courses). You may include courses designed for students with disabilities.
The list you provide helps the NCAA assess the transcripts of student athletes from your school. Your school will receive a letter each fall asking for an update. You will be given several months in which to make changes. In the words of the NCAA:
10-8
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
The primary responsibility of a high school in relationship to freshman athletic certification is to make sure your schools List of Approved Core Courses is accurate and up to date. It is the high schools responsibility to have an administrator check the content of each course for compliance with NCAAdefined standards of acceptability. If you wish to add new courses to the NCAA list, it is important to review their content and, if appropriate, submit them to the Clearinghouse for potential inclusion.
TIP
I print out all the NCAA eligibility requirements (grade and test score requirements) for the coaches and give it to them so they have a visual they can show kids.
Susan Staggers, Cary Academy, N.C.
There is often some back-and-forth between the NCAA and schools. Keep in mind that the goals are the same: ensuring that athletes are, first and foremost, academically prepared for college, and that they have taken academic courses in high school. Some insights from counselors:
Course titles have to be provided to the NCAA exactly as they appear on the transcript, so be sure that the transcript reflects the wording approved by the NCAA. For example, the NCAA would consider Principal Issues in Economics and Principles of Economics to be two different courses. Dont delete the names of courses too soon. If a course is on a ninth-grade transcript, dont delete it until all ninth-graders have graduated. Your principal will have to click the send button to transmit your information to the NCAA, so make sure he or she is available to perform this task.
You may need to have several conversations with the NCAA about your courses. For instance, counselors report that it can be challenging to convey that a college-preparatory math course is in fact college preparatory in nature. You must also inform the NCAA of how you weight core courses, if you do: Weighted courses can improve a students core-course GPA. To review or update your list of core courses, go to www.ncaaclearinghouse.net and click on High School Administration, then click on List of Approved Core Courses.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-9
Tip
More often, lack of adequate grades, rather than low scores on the SAT or ACT, prevents students from being eligible to play NCAA sports.
Howard Everson, The College Board
10-10
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Recruiting
The NCAA has very detailed recruiting rules, which vary by sport and league and are too complex to describe here. A good date to remember, however, is July 1. On July 1 prior to a students senior year, Division I and II coaches may begin having official contact with high school athletes they hope to recruit (for football players, contact begins September 1). The NCAA Guide for the College-Bound Student-Athlete has a three-page summary of recruiting guidelines, and the Web site has guidelines for each sport. Students should study the recruiting guidelines for their sport. For information on sports-related financial aid, provided by NCAA member colleges, see the section Athletic scholarships later in this chapter.
TIP
Counselors dont need to know the recruiting deadlines. But they do need to realize that a lot happens before senior year for recruited athletes.
Kathy Dingler, Rich East High School, Ill.
maximum opportunity to participate in regular season contests and national championships; flexibility to transfer without missing a season of eligibility; fewer recruiting restrictions; and focus on the education and character development of the student athlete.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-11
achieve 18 on the Enhanced ACT or 860 on the SAT (tests must be taken on national testing dates) have a minimum overall GPA of 2.000 on a 4.000 scale graduate in top half of high school senior class
NAIA colleges do have athletic scholarships. Each college determines how much scholarship money each coach will be allowed to offer.
Division I colleges may offer full athletic scholarships. Division II colleges are limited to awarding tuition, fees andbooks. Division III schools may provide no athletically related financial assistance.
Academic eligibility
Students must have graduated from high school or received a high school diploma or its equivalent. Non-high school graduates can establish eligibility by completing one term of college work earning 12 credits with a 1.75 GPA or higher. Beyond that, the association recommends that students discuss their academic eligibility with the athletic staff at the NJCAA college they will be attending. Many students who are not academically eligible to play at an NCAA college can start their college careers at an NJCAA college, and then transfer.
10-12
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
TIP
The high school coach needs to know where a student is applying, and have the phone, e-mail, and address of the coach at those colleges.
Scott White, Montclair High School, N.J.
TIP
College coaches cant possibly know of every athlete that might be interested in their college. High school coaches can be proactive and send out a team profile with a list of all varsity team members, including their athletic stats, physical stats, academic info, addresses and phone numbers. That helps college coaches find good student athletes.
Nancy Nitardy, McCallum High School GEAR UP, Texas
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-13
Speak at ninth- and 10th-grade assemblies about the NCAA academic eligibility requirements. Make sure that all high school coaches know the current NCAA academic eligibility requirements and which courses at your school meet those requirements. Bring in guest speakers, such as the athletic director at a local college, to talk about requirements and options. Give ninth-graders the NCAA worksheets (from the Guide for the College-Bound Student-Athlete), in which they can maintain their course and grade information. Make sure potential athletes know that the NCAA looks at their GPA in core courses only thats what counts, not their overall GPA. Reach out to parents. Parents tend to be very involved in the choices made by student athletes so its important to let the adults know what the academic requirements are. Work with the athletic director to create a manual for student athletes. Update it annually, since rules and regulations change often.
TIP
Sophomores who participate in spring sportsshould send letters of interest to colleges at the end of their sophomore year.
Nancy Nitardy, McCallum High School GEAR UP, Texas
10-14
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
TIP
Its an excellent idea to have a college coach come in and put the scholarships into perspective: most students are thinking scholarship, but only a handful will get any money.
Scott White, Montclair High School, N.J.
Athletic scholarships
Most families have an unrealistic notion of the money available for athletic scholarships. Few students receive partial athletic scholarships, and even fewer receive full scholarships. It helps to have college athletic directors talk with students about financial aid availability. College coaches, not the financial aid office, award athletic scholarships, and they use their scholarship money judiciously. Here is how the NCAA describes the source of its scholarships:
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-15
TIP
You should have three goals: You need to know where your students can play, and so youll need to talk with their coaches to understand how good they are. You have to encourage students to be their own advocates the college coaches will be awash in tapes and letters of interest. And finally, you have to help parents be realistic.
James White, College Counselor, Belmont Hill School, Mass.
Athletic scholarships for undergraduate student athletes at Division I and Division II schools are partially funded through the NCAA membership revenue distribution. About $1 billion in athletic scholarships are awarded each year. More than 126,000 student athletes receive either a partial or a full athletic scholarship. However, these scholarships are awarded and administered directly by each academic institution, not the NCAA. The materials that the NCAA gives to students are very clear about which divisions offer scholarships, but provide little guidance on what a student can expect. If a student is getting tons of calls from college coaches after July 1, prior to senior year, then the student probably has some athletic scholarship money in his or her future, says Scott White of Montclair High School in New Jersey. Some further insights: I find that students are often surprised by the amount of practice time the schools expect in return for a scholarship.
Susie Rusk, Counselor Coordinator, Washoe County School District, Nev.
Students should be sure to apply for need-based aid. Most athletic scholarships are partial.
Kathy Dingler, Rich East High School, Ill.
All athletic scholarships awarded by NCAA institutions are limited to one year and are renewable annually. There is no such award as a four-year athletic scholarship.
Scott White, Montclair High School, N.J.
Walk-ons
TIP
I tell kids they may not get money from Division III colleges but that they might get lots of playing time, they will travel, there are cheering squads its real.
Kathy Dingler, Rich East High School, Ill.
Students who do not receive an athletic scholarship but wish to play an intercollegiate sport may be given permission to do so. Such students are known as walk-ons. Walking on means the student may try out for a position on the team, and may be eligible to earn a scholarship in the future. Students considering walking on must keep in mind, however, that in all other respects they are subject to the same rules and requirements as scholarship athletes they must complete a Clearinghouse form, pay the fee and submit the necessary materials to be certified as eligible.
10-16
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Letters of interest
Students ought to have a candid conversation with their coach during the junior year to determine what level of play they can aspire to. Counselors need to talk to coaches to understand how good a student athlete is and whether his or her talent meshes with his or her college goals. In their sophomore and junior years, students should send letters of interest to colleges they think are a good fit both academically and athletically. Only rarely do college coaches reach out to express interest in a student: Their chief job (and love), after all, is coaching, not recruiting. Make sure even your star athletes know that they cannot wait for colleges to come to them; the process starts with their letters of interest. The letter of interest is, in fact, the most important step in getting recruited. Students must keep track of their contacts with coaches. A coach will provide information about the college he or she represents. Keeping a written record of every meeting with a coach will help students remember where they stand with each college. Several handouts are related to the college application process for athletes. See Handout 10C: The student athlete letter of interest; Handout 10D: Getting yourself recruited for college sports; Handout 10E: Questions for student athletes to ask during the college visit; and
Handout 10F: Sample thank-you note to the college coach after a college visit.
TIP
Despite Title IX, colleges may not devote as many recruiting dollars to recruiting women as men. Women may have to do more to get a coachs attention outside their own region.
Carlene Riccelli, Amherst Regional High School, Mass.
TIP
Make sports only one part of the decision: Some athletes make the possibility of playing sports the primary consideration in their search. Its important that they envision how they would feel about a college if they were injured and couldnt play, or if they decided for other reasons not to play. Students should look at colleges where they can be admitted. Make sure students understand that being eligible to play a sport doesnt necessarily mean that they will be accepted. Ultimately, the admissions decision is made by the admissions committee, not by the college coach.
I had a goalie who wasnt hearing from her topchoice Massachusetts college. We went on the Web site and saw that the team had six goalies, three of them freshmen. Thats why my student wasnt hearing they didnt need another goalie.
Scott White, Montclair High School, N.J.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-17
Recruitment. Students may be unsure whether they are being recruited. If students are unclear where they stand with a college coach, tell them to ask three questions: 1. Are you recruiting me? 2. Will you urge the admissions committee to accept me? 3. Am I likely to be admitted?
Summer camps. For some sports, summer camps are the best way to be visible to college coaches. In most cases, a students coach will work with the student to choose the right camp. Attending a summer sports camp at a college of interest is a very good idea; the coach will see the student play, and the student can check out the feel of the campus.
TIP
You have to explain that just because the coach wants you doesnt mean that the admissions staff will accept you. Admissions has the final say in admitting an athlete.
Linda Sturm, South Portland High School, Maine
Review college sports rosters. Most colleges have their team rosters on their Web sites. The roster can be a useful research tool for students. They can compare their athletic stats with those of the teams they are considering; and they can see how many players a team has for each position, what year theyare, and even how tall they are! Athletic graduation rate. Students should look at the graduation rate of athletes at the colleges they plan to attend. They will see a wide range at some colleges the graduation rate for athletes is well below that of other students, but at some colleges athletes graduate in higher numbers than nonathletes. A lower graduation rate may indicate that the college accepts student athletes whose academic abilities arent up to par with the rest of the student body, or that the life of the athlete on that campus is not conducive to successful participation in academic pursuits. Number of athletes on campus. While, in general, the large universities have the highest percentage of athletes, at some small colleges the percentage of athletes is large 30 to 40 percent. Students should consider whether they want to attend a school where the sheer number of athletes flavors the campus, or a college where athletes are in the minority. Rapport with the college coach. For many college athletes, their coach will be the person they spend the most time with during their four years on campus. Students should feel a rapport with the coaches at the colleges to which they are applying.
TIP
Sometimes students choose a college because of a sport, and overlook the most basic college admissions factors. We need to encourage them to think about how theyd like the college if they werent playing the sport.
Karen Gengenbach, Blair High School, Neb.
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TIP
The videotape
Many students will need to submit a tape of their athletic participation. For most sports, the tape should portray the athlete in a competitive contest, and also contain footage showing skills. Remind students to accompany the tape with a statistics summary. See Handout 10H: Making highlight tapes. It provides advice on preparing the tape. Although the video is a helpful part of the application, it does not replace a listing of the students statistics or the coachs recommendation.
Students should not communicate solely with the college coach. In most cases the office of admissions plays the strongest role in admitting students. Students should communicate their interest to an admissions rep and understand all admissions requirements.
Carlene Riccelli, Amherst Regional High School, Mass.
TIP
I tell parents to become handy with a video camera. Theres no reason they cant make their childs video, and a parent production is just fine with colleges.
Scott White, Montclair High School, N.J.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
10-19
TIP
Our school has frequent visits from college recruiters. We meet with our varsity coaches early each year and give them transcript release forms for their athletes. The athletes can then sign a waiver to release their transcript to any recruiter who requests it or just to recruiters from specific schools. These release forms are kept in the students permanent files. For our blue chip athletes, we go ahead and run 10 or so transcripts and attach them to the form. When the recruiters show up, we have the transcript ready to hand over.
Carl Lemmon, DeSoto High School, Texas
date for some spring sports is November. So students must make college plans early because they may need to commit to a college in November of their senior year. Spring sports athletes should seriously consider participating in a sports camp the summer between junior and senior year the peak recruiting time for their sports.
Early Decision
Many athletes will be urged by the colleges recruiting them to consider applying for Early Decision. College coaches want to secure their athletes as soon as possible. The Ivy League schools in particular use the ED tool to bring on good players who may be offered athletic scholarships by other colleges. As always, students who apply for Early Decision should be aware that they must attend the college if admitted and that they wont be able to compare financial aid awards from multiple colleges.
Coded applications
A student may be given an application by the college athletic department with a code indicating to the admissions office that the department has a keen interest in the student (the code may be the coachs initials, a red A or another identifier). Students given such an application must be sure to file that form, not an uncoded version of the application.
Postgraduate year
Some student athletes delay college entrance by a year. A 13th year or postgraduate program in high school can allow them to mature mentally, bring grades and test scores up to speed, and gain desirable weight and strength. Institutions offering postgraduate school are private; students considering this option should ask college coaches which schools they recommend. Students wishing to play NCAA Division I sports need to amass their 16 core courses in the first eight semesters after a student enters ninth grade. Grades from a postgraduate year do not count toward the core course GPA for Division I.
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Transfer
Students may transfer from a two-year or four-year college to an NCAA college. These students must meet certain requirements before being eligible for practice, competition, or financial aid at that college. The NCAA Transfer Guide may be downloaded from the Web site (www.ncaa.org).
TIP
I send the actual application to admissions, not to the coach. I will send the coach a copy if its requested, but admissions and only admissions gets the complete application.
James White, College Counselor, Belmont Hill School, Mass.
TIP
Contact the athletic director at colleges offering different levels of play and find someone who will talk with you about what happens during recruitment, what you need to know. Most of them are very generous with their time.
Carroll Davis, North Central High School, Ind.
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Resources
Publications
College Board College Handbook. New York: The College Board. Updated annually. Lists all intercollegiate and intramural sports offered by all twoyear and four-year colleges, aswellas the relevant conference information. Guide for the College-Bound Student-Athlete. Available as a PDF at www.ncaaclearinghouse.net. A 37-page guide offered by the NCAA that is essential reading for counselors, as well as students who may wish to play NCAA sports. Killpatrick, Frances, and James Killpatrick. The Winning Edge: The Student-Athletes Guide to College Sports. Seventh ed. Alexandria, VA: Octameron, 2002. A useful, concise book (136 pages). Koehler, Michael D. Advising Student Athletes Through the College Recruitment Process: AComplete Guide for Counselors, Coaches and Parents. Englewood Cliffs, NJ: Prentice Hall, 1996. Out of print, but contains helpful information. Lincoln, Chris. Playing the Game: Inside Athletic Recruiting in the Ivy League. White River Junction, VT: Nomad Press, 2004. Provides useful insight into recruiting by some of the most competitive colleges. The National Directory of College Athletics. Available from www.collegiatedirectories.com. Cleveland, OH: National Association of Collegiate Directors of Athletics. An annually updated list of all coaches contact information at more than 2,090 colleges participating in intercollegiate sports. Shulman, James L., and William G. Bowen, The Game of Life: College Sports and Educational Value. Princeton, NJ: Princeton University Press, 2001. Ivy League deans look at the impact of college athletics on the tenor of Ivy League life. Good source for statistics on the grades and test scores of athletes versus nonathletes.
Web sites
National Association of Intercollegiate Athletics www.naia.org National Christian College Athletic Association www.thenccaa.org National Collegiate Athletic Association www.ncaa.org and www.ncaaclearinghouse.net National Junior College Athletic Association www.njcaa.org
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Glossary
Blue-chipper. A highly capable student athlete one who will be recruited by many colleges. Club sports. Student organizations formed for competitive intercollegiate play. Most of these groups have coaches and do not receive funding. See also Intramural sports. Core courses. Courses that are academic, college preparatory and meet high school graduation requirements in one of the following areas: English, mathematics, natural/physical science, social science, foreign language, nondoctrinal religion, philosophy. Core GPA: GPA in the courses the NCAA counts when determining eligibility. Eligibility requirements. Academic standards that students must meet in order to participate in collegiate sports. See the description of each athletic conference (NCAA, NAIA, NJCAA) for current requirements. Eligibility standards change; an associations most recent requirements can be found on its Web site. Grayshirt. An individual who is recruited out of high school but who delays enrollment in college for one or more terms. Impact player: An athlete who is good enough to play during all four years. Intramural sports. Teams organized by students (or faculty members) for recreational play. Teams are put together by a captain and compete with other teams in the same institution. National Association of Intercollegiate Athletics. A conference of nearly 300 small colleges. The NAIA promotes academic eligibility requirements, and some member colleges provide athletic scholarships. National Collegiate Athletic Association. A conference with more than 1,250 member colleges, offering 23 sports. Students must meet academic eligibility requirements in order to play in Division I or II (not Division III). NCAA Division I teams offer athletic scholarships to some students. National Junior College Athletic Association. A conference of 510 two-year colleges. Students may transfer from an NJCAA college to a four-year NCAA college with no loss of eligibility or playing time. National Letter of Intent: A legally binding contract in which the prospective student athlete agrees to attend a specified college for one academic year. In return, the college agrees to provide the individual with athletics financial aid for the academic year. The NLI is a voluntary program administered by the Collegiate Commissioners Association, not by the NCAA. Information can be found at www.national-letter.org.
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10-23
Nonqualifier. An individual who doesnt meet the academic eligibility requirements for NCAA Division I and therefore may not participate in athletic competition or practice during the first year of college, cannot receive athletic financial aid for the first year in college and, ordinarily, may play only three seasons. Students become eligible by completing the academic requirements. Partial qualifier. A term that is used in Division II only and refers to a student who has met some of the academic requirements. A partial qualifier may practice on campus and receive institutional financial aid but cant compete for one academic year. Postgraduate year. A 13th year of high school. Athletes may avail themselves of this option in order to gain weight or strength or to bring their academics up to speed. Postgraduate years are offered only by private high schools. Qualifier. A prospective student athlete who meets NCAA initial eligibility requirements (corecourses, GPA). A qualifier is eligible for four years of practice, competition and athletic financial aid. Recruiter. A college coach or representative who identifies student athletes and encourages them to attend and play for the college. A recruiter must follow certain rules described in the NCAA Guide for the College-Bound Student-Athlete. Redshirt. A student who is recruited to play NCAA sports but is held out of competition for a season so that he or she remains eligible for a fifth year. A redshirt cannot play in any college game or scrimmage in the given academic year. Sports camps. Summer camps at which students develop their skills with experienced coaches and students from throughout the nation or a region. For some sports, camps are where college coaches identify the talent they may want to recruit. School coaches can direct students into appropriate camps. Title IX. A provision of the Education Amendments of 1972 stipulating that federally supported institutions should not discriminate against women in sports and should provide adequate opportunities for them to participate. Walk-on. An individual who does not receive sports-related institutional financial aid (scholarship) but is a member of a college team. If a team has money available, a walk-on can ultimately receive an athletic scholarship.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Chapter 10 handouts
Number 10A Title Student athletes high school four-year plan Overview of NCAA amatueurism bylaws Description Simplified, detailed instructions, especially useful for ninth-graders and their parents. Summary of the new amateurism requirements of the NCAA. Instructions to help students describe their athletic and academic abilities to college coaches. Further information for students on alerting recruiters of their interest in intercollegiate sports. How students can make the most out of a visit to campus. An adaptable model for a student letter of appreciation after a campus tour. Details that students should provide about their academic and athletic records. Detailed instructions for students on preparing a video showing their performance ability and skills level.
10B
10C
10D
Getting yourself recruited for college sports Questions for student athletes to ask during the college visit Sample thank-you note to the college coach after a college visit
10E
10F
10G
10H
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10-25
Students
B. Sophomore Year
C. Junior Year
Sources: Adapted from materials provided by Rich East High School, Park Forest, Ill., and Deerfield High School, Ill.
Students
Enters draft Accepts salary Receives expenses from a professional team Competes on a team with professionals Tries out with a professional team before initial collegiate enrollment Receives benefits from an agent Enters into agreement with an agent (oral or written) Delays full-time collegiate enrollment and participates in organized competition [If you are charged with season(s) of competition under this rule, you will also have to serve an academic year in residence at the NCAA institution.]
Source: NCAA
Handout 10B
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Counselors
Handout 10C
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Have an honest talk with your coach about your athletic ability. Your coach can give you some suggestions as to the size and type of program for which your talents are best suited. Treat this like a job search. Write a cover letter and rsum. Be certain to obtain the name of the college coach to whom you are writing. Most colleges have Web sites that will provide the information. Do not send impersonal mass mailings or information that is false or misleading. Research the colleges athletic and academic programs. Do not contact colleges for which you cannot meet the stated athletic and academic standards. If you receive profile forms or questionnaires from coaches, complete and return them as soon as possible. Send a letter with athletic and academic information to coaches at schools that interest you, and let them know you have a video available. Follow up with a telephone call from you, not your parents. Be patient.
Handout 10D
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
TITLE Questions for student athletes to ask during TITLE visit the college
Before you make your first visit to a college campus, you should think carefully about the kind of information you will need during the college admissions process. Once you have decided what information you need, youll be able to ask the right kinds of questions. The following are some good ones to get you started. Ask the recruiter: 1. What position (event) do you want me to play (perform), and how many students are you recruiting for the same position? 2. What is your philosophy of offense? Defense? Are you considering any changes? 3. Will I be redshirted (that is, held out of competition for a season in order to remain eligible for a fifth year)? 4. If I need a fifth year, will the college finance it? 5. What happens to my scholarship if Im injured or become ineligible? 6. Who do I see if I have academic problems? 7. Has drug use been an issue at your school or in the athletic program? 8. Are all injuries handled by a team insurance policy? 9. If injured, may I use my family doctor? Who determines my fitness to compete after an injury? 10. What is expected of players during the off-season? 1. What does your typical daily schedule look like? In-season? Off-season? 2. Approximately how many hours a night do you study? 3. What are the attitudes of professors in different fields of study? In my field of study? Toward athletes? 4. How do you like the living arrangements? 5. Do you have an academic adviser? Is he or she helpful? 6. Are the coaches available to help if you have academic problems? 7. Has drug use been an issue at your school or in the athletic program?
Questions for student athletes to ask during the college visit (page 2)
Ask nonathletes at the school: 1. What do you think of the quality of the education you are receiving at this school? 2. If you had to do it again, would you choose to attend this school? Why or why not? 3. What is the general opinion of athletes on this campus? Ask school officials or admissions officers: 1. Are my scores and high school records adequate to project success at this college? 2. What is the graduation rate for athletes? 3. About how long does it take someone in my sport to earn a degree from this school? 4. What is the eligibility for additional financial aid?
From: Advising Student Athletes Through the College Recruitment Process by Michael Koehler. 1996 by Prentice Hall, Inc. Reprinted with permission.
Students
Sample thank-you TITLE note to the college coach after aTITLE college visit
Steve Downs Soccer Coach Athletics Department Strong College Springfield, MA 00000
Thank you very much for meeting with me last Tuesday and going over the academic and athletic programs at Strong College. My parents and I were very impressed with the campus, the athletic facilities and you as a coach. Your ambitions for the upcoming season are awesome we were swept up in victory fever just walking those grounds with you. Needless to say, the trip was everything I expected it to be, and more. Im not surprised that your school and athletic program enjoy such widely recognized reputations. Although you seemed familiar with my credentials, I have enclosed a brief rsum outlining my academic and athletic accomplishments to date. If you have any questions, dont hesitate to ask. Thank you again, Coach Downs, for the opportunity to meet with you and see the Strong College campus. Go Nighthawks!
Sincerely,
Handout 10F
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students
Cross-Country, Track and Field Distance in field events: Shot put, discus, long jump, triple jump Height in field events: high jump and pole vault Time and distance Golf Conference, invitational or state Scores places Handicap Field Hockey Goals Assists Blocked shots
Wrestling Individual record and at what weight Season takedowns Season reversals Season escapes Season 2-point and 3-point near fall points Falls Conference, invitational or state places
Source: Adapted from material prepared by Libertyville High School, Illinois Handout 10G page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Students name 1701 Independence Parkway Plano, TX 75075 972 555-5555 seriousathlete@aol.com Current School: Plano Senior High School 2200 Independence Parkway Plano, TX 75075 469 752-9300 Expected graduation: May 2010 SAT Scores: 510 (critical reading) 630 (math) 540 (writing) GPA 3.8 (4.0 scale) Class Rank: 101/1170 Expected field of study: Engineering Personal statistics Date of Birth: Height: Weight: 40-yard time: 100-yard time: Mile time: November 12, 1992 59 164 lbs. 4.95 secs. 10.9 secs. 5.12 mins.
Athletic History: Soccer, freshman: left wing, junior varsity; 11 goals, 21 assists. Team finished second in league, 124. Soccer, sophomore: right wing, varsity; 9 goals, 24 assists. Team finished first in league; named Honorable Mention All-County. Soccer, junior: right wing, varsity; 23 goals, 19 assists. Team reached state quarter finals; named to third team All-State. Elected team captain for senior year. Track, sophomore year: quarter mile, best time, 52.8 References: M. Weir Varsity Soccer Coach Plano Senior High School P. Goldwater Director All-American Soccer Camp
Sources: Adapted from materials prepared by Plano Senior High School, Texas, and Libertyville High School, Ill.
Students
Class rank number____________ in a class of _______ Cumulative grade point average on a 4.0 scale:_ ______ Educational and career goals:____________________ ________________________________________
From: Advising Student Athletes Through the College Recruitment Process by Michael Koehler. 1996 by Prentice Hall, Inc. Reprinted with permission. Handout 10H
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
11-1
First, some statistics from the U.S. Department of Education. About 9 percent of undergraduates reported having disabilities in 1999-2000, and 22 percent of these students reported not receiving the services or accommodations they needed. About half of these students were enrolled at public two-year colleges, and another 26 percent were enrolled in public four-year colleges. Of those undergraduates with disabilities: 29 percent had an orthopedic or mobility impairment 17 percent had mental illness or depression 15 percent had a health impairment 12 percent had a visual or hearing impairment 11 percent had a learning disability or attention deficit disorder 15 percent had some other type of disability.
Assure students with special needs who are qualified for college that they definitely can attend and succeed in college. Explain to students and families the differences between what high schools must, under the law, provide to students with special needs and what colleges must provide the differences are significant. Help students learn to voice their needs and to take charge of their educational plans. Know the details of the psychoeducational reports, the Individualized Education Programs or the 504 plans (these are defined below) of any students you counsel. Encourage students to attend their own annual IEP meeting. The meeting provides an opportunity for the student to be more of a self-advocate and to begin, in earnest, the process of transition. Attend annual IEP and 504 meetings with your students. Learn what colleges may provide to students with disabilities. Help students ask the right questions when looking for postsecondary options. Discuss the transition to college, which can be even more challenging for a senior with special needs than for other seniors and more challenging for their parents as well.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Section 504 of the Rehabilitation Act of 1973 a civil rights law to prohibit discrimination Americans with Disabilities Act of 1990 a civil rights law to prohibit discrimination Individuals with Disabilities Education Act an education entitlement act for students up to age 21
Concise definitions of these three laws appear on pages 11-4 and 11-5. The IDEA was revised in July 2005 and is now called IDEA 2004 (for information, go to http://idea.ed.gov). Note: Both high school and college students with disabilities are covered by provisions of the two civil rights laws ADA and Section 504 of the Rehabilitation Act. But only high school students with special needs are eligible for services under IDEA, which is an education entitlement law. When students attend college, they are no longer covered under IDEA; coverage ends with the students graduation from high school, or age 21, whichever comes first. The education laws and the civil rights laws differ in their definitions of disability. Therefore, when students go to college, they (and their parents) have different rights and responsibilities from those that apply when they are in high school. Further, students are not guaranteed any of the services or the same accommodations they received in high school. Counselors have the challenge of making a complex subject clear to parents who may not realize how different the college experience can be for their child.
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11-3
Who Is Protected?
Any individual with a disability who (1) has a physical or mental impairment that substantially limits one or more life activities, (2) has a record of such an impairment or (3) is regarded as having such an impairment. Further, the person must be qualified for the program, service or job.
Yes. An appropriate education is comparable to that provided to students without disabilities. It may be defined as regular or special education services. Students can receive related services under Section 504 even if they are not provided any special education. Section 504 does require development of a plan, although this written document is not mandated. The Individualized Education Program of IDEA may be used for the Section 504 written plan. Many experts recommend that a group of individuals knowledgeable about the students convene and specify the agreed-on services.
Not directly. However, (1) ADA protections apply to nonsectarian private schools but not to organizations or entities controlled by religious organizations; (2) ADA provides additional protection in combination with actions brought under Section 504 and IDEA. Reasonable accommodations are required so that eligible students with a disability can perform essential functions of the job. This applies to any part of the special education program that may be community based and involve job training/placement.
No. State and local jurisdictions have responsibility. IDEA funds may not be used to serve children found eligible only under Section 504.
No, but limited tax credits may be available for removing architectural or transportation barriers. Also, many federal agencies provide grant funds to support training and to provide technical assistance to public and private institutions.
11-4
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Section 504 of the Rehabilitation Act of 1973 Procedural Safeguards Section 504 requires notice to parents regarding identification of the disability and evaluation and/or placement of the student. Written notice is recommended. Notice must be made only before a significant change in placement. Following IDEA procedural safeguards is one way to meet Section 504 mandates. Unlike IDEA, Section 504 requires only notice, not consent, for evaluation. It is recommended that districts obtain parental consent. Like IDEA, evaluation and placement procedures under Section 504 require that information be obtained from a variety of sources in the area of concern; that all data be documented and considered; and that decisions be made by a group of individuals knowledgeable about the student, evaluation data and placement options. Section 504 requires periodic reevaluations but does not specify any timelines for placement. Section 504 requires that students be educated with their nondisabled peers to the maximum extent appropriate. Section 504 does not require a meeting for any change in placement. Due Process Section 504 requires local education agencies to provide impartial hearings for parents who disagree with the identification, evaluation or placement of a student. Parents must have an opportunity to participate in the hearing process and to be represented by counsel. Beyond this, due process details are left to the discretion of the local education agency. Districts should develop policy guidance and procedures.
Americans with Disabilities Act of 1990 The ADA does not specify procedural safeguards related to special education; it does detail the administrative requirements, the complaint procedures and the consequences for noncompliance, related to both services and employment.
Individuals with Disabilities Education Act IDEA requires written notice to parents regarding identification, evaluation and/or placement. Further, written notice must be made prior to any change in placement. The act delineates the required components of the written notices.
The ADA does not specify evaluation and placement procedures; it does specify provision of reasonable accommodations for eligible students across educational activities and settings. Reasonable accommodations may include, but are not limited to, redesigning equipment, assigning aides, providing written communication in alternative formats, modifying tests, redesigning services to accessible locations, altering existing facilities and building new facilities.
A comprehensive evaluation is required. A multidisciplinary team evaluates the child, and parental consent is required before an initial evaluation. Reevaluations are to be conducted at least every three years. A reevaluation is not required before a significant change in placement. For evaluation and placement decisions, IDEA requires that more than one procedure or information source be used; that information from all sources be documented and carefully considered; that the eligibility decision be made by a group of individuals who know about the student, the evaluation data and placement options; and that the placement decision serves the student in the least restrictive environment. An IEP review meeting must be held before any change in placement.
The ADA does not delineate specific due process procedures. People with disabilities have the same remedies that are available under Title VII of the Civil Rights Act of 1964, as amended in 1991. Thus, individuals who are discriminated against may file a complaint with the relevant federal agency or sue in federal court. Enforcement agencies encourage informal mediation and voluntary compliance.
IDEA delineates specific requirements for local education agencies to provide impartial hearings for parents who disagree with the identification, evaluation or placement of a child.
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11-5
High school
The school district is responsible for evaluating students who need assistance doing schoolwork and creating either an Individualized Education Plan or a 504 plan. An IEP is created for students with a disability in one of 13 categories, who need special education and related services:
Autism Deaf-blindness Hearing impairment, including deafness Emotional disturbance Hearing impairment Mental retardation Multiple disabilities Orthopedic impairment Other health impairments Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment, including blindness
Tip
Students need to know that theyll be admitted to college on their abilities, not on the basis of the disability. They must meet the same standards of admission as their nondisabled peers.
Pat Rambo, Springfield High School, Pa.
Depending on the severity of the disability and their strengths and needs, students with an IEP may be in special education classes only, a mixture of special education and regular classes, or all regular courses. Counselors do not ordinarily help craft an Individualized Education Program, but they should sit in on the regular meetings of the student, parents, and educational team, and they need to be aware of each students specific disabilities and strengths. Students with an IEP are the primary responsibility of the special education department and pupil personnel services. A 504 plan is created for students who have a disability that affects a major life function, such as learning, but do not qualify under IDEA. These students take regular high school classes but receive accommodations. Major life functions include caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, working and learning. In many schools, after the determination is made that a student needs a 504 plan, it is developed and overseen by a counselor. Students with a 504 plan are the
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responsibility of the entire school staff, as is any student; they are not the responsibility of the special education department. Students on either an IEP or a 504 plan receive appropriate accommodations to help them complete their schoolwork. Examples of accommodations on a 504 plan:
Tip
Sometimes schools do a disservice by providing too many accommodations and handholding ... more than the college will. However, parents drive the bus: They want what they feel they are entitled to.
Sue Ullram, Pomperaug High School, Conn.
Diabetic child is allowed to eat in class. Student with a learning disability that affects information processing receives extended time on tests.
College
There is a significant difference between the assistance that schools must, under the law, provide to students with special needs and what colleges must provide. The ADA/504 and IDEA have different definitions of disability. Once in college, students are no longer covered under IDEA (even if they have not yet reached age 21). According to Elizabeth Evans Getzel and Paul Wehman,
the ADA protects those who meet one part of the following threeprong definition:
a physical or mental impairment that substantially limits one or more major life activities; a record of such an impairment; being regarded as having such an impairment.
It is important to know that accommodations are only provided under the first prong of this definition. (Elizabeth Evens Getzel and Paul Wehman, Going to College, p. 31)
In fact, when students enter college, the accommodation process begins anew: Students must decide if they want to request accommodations. If so, they have to document their disability, based on the colleges documentation requirements and to the colleges satisfaction, and they must work with the college disabilities office to determine what accommodations are needed and will be granted. The colleges goal is to enable the student to succeed by providing equal access or by leveling the playing field but not to give the student an unfair advantage over other students. During the admissions process, colleges cannot ask about a disability (but students may choose to disclose their disability; see below). Colleges need only provide reasonable accommodations to students:
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They are not required to provide the same accommodations the student received in high school. Determination of what accommodation the college will actually approve may happen after the admissions decision and might not involve you, the counselor, but you should help families understand that a new phase in accommodating the disability begins when the student enters college.
Tip
There has to be a transition in junior/ senior year to more responsibility. You have to stop doing stuff for them. They need to look information up, take charge of their IEP or 504 meetings, and be independent by the junior year at latest.
Beth Robinson, former director of guidance, Region 15 Schools, Conn.
How counselors can learn what colleges offer students with special needs
The college search should put the student first and the disability second: Students with special needs should start the college-choice process by thinking about career goals and personal preferences; they
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should look for institutions in appealing locations, with majors that interest them and sports or other activities that engage them. For some counselors, in fact, the college search isnt much different for students with special needs and for all others. Still, the more you know about what various colleges offer and what support is available, the more you can help your students. Just as some colleges put more emphasis on building great sports or theater programs than others, colleges have different approaches to providing accommodations or services for students with disabilities. Under federal, state and local laws, colleges that receive any form of tax support (such as a financial aid loan to a student) must follow antidiscrimination laws and must accommodate students with disabilities. Accommodations level the playing field so that education is equally accessible. Beyond that, the range of services offered, the campus attitude toward students with disabilities and the extent of physical access can differ markedly from campus to campus. At the high school level, the terms programs and services are used interchangeably. At the college level, however, they have different, and specific, meanings. Basic services, found at virtually all colleges, include such accommodations as note taking, extended testing time and taped textbooks. Some colleges have programs with services that exceed the reasonable accommodations necessitated by the law. Programs that are run by full-time staff members who have special training might offer support groups, a learning center with a disabilities professional on staff, extra tutoring and one-on-one support. An additional cost for these services is not uncommon.
See Handout 11C: College accommodations and services for students with special needs and Handout 11D: Types of college accommodations and services available for students with special needs.
Some colleges have special programs for students with disabilities that may require a separate application, limit the number of students in the program and impose additional fees. There are guides that list colleges with these programs, as well as colleges with comprehensive services. Develop your knowledge of campuses you visit or that are popular with your students. Review the questions students should ask the disabilities office.
See Handout 11E: Questions that students with special needs should ask and questions that the college might ask.
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Tip
To get a flavor of policies and offerings, visit the disabilities pages of the Web sites of colleges with which you are familiar. Keep in mind that what a college actually offers may be better or worse than its depiction on the Web.
Here are some other ways to learn what colleges offer and how they work with this population:
Explore college Web sites. You may need to dig a bit, but many colleges have a wealth of information about their disabilities services and their approach to accommodating students. These offices go by different names: The fastest route to the information is to type disabilities into the word search. When you visit a college, call ahead to request time with the disabilities coordinator. The admissions staff may not be completely informed about the services offered to students with special needs. Find out if there are college fairs that specifically focus on students with special needs. Your state counseling association will know if such events are held in your area. Become familiar with college-choice literature and guidebooks for students with special needs (see Resources at the end of this chapter).
When you meet college disabilities coordinators, here are questions worth asking:
Tip
Do not recommend a particular college because you happened to hear of a student with a certain disability who did very well there. Drawing conclusions based on one students experience is unwise.
Allen Tinkler, educational consultant for students with special needs, N.Y.
What is the background of the person responsible for accommodations? In most cases, the head of the disabilities office has some background in special education, psychology, counseling, social work or rehabilitation; sometimes, however, the coordinator does not, and this should raise a red flag. Membership in the Association on Higher Education and Disability (AHEAD) is a plus. What level of service is provided? Do staff members have training in study skills? In learning disabilities? Are trained counselors available? What does the college require in terms of student documentation for a learning disability, attention deficit disorder or other impairment? How many students with special needs are registered with the disabilities office? A figure of at least 7 percent of total enrollment probably indicates a superior level of support for students. A lower percentage might suggest that the office does not reach out to students or is not viewed as offering enough assistance.
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What is the retention rate (from freshman year to sophomore year) for students with disabilities? What is the graduation rate? What special facilities or assistive devices does the office make available for students? Does it charge for these aids? Is a feefor-service program available? Who runs the writing center or other support centers? Does the staff include professionals experienced in working with students with disabilities? What is the advising system for students? Do advisers help students choose appropriate courses?
Tip
I meet with the family and ask what the students expectations are. If the student wants to move on to higher education, I ask if they want to live away from home, and if they want to attend a college that has a separate program for students with special needs, as opposed to services.
Sandy Farris, Indian Hill High School, Ohio
After coming up with a list of colleges that interest them, students should take some additional steps to ensure a good fit at the colleges to which they will apply. Make certain they understand they will be admitted based on their ability to do the level of academic work expected by the college. It is very important to reach out to students with disabilities who want to continue their education, and their parent(s) or guardian, to discuss life after high school and the postsecondary path that makes sense. Some options include the following:
Tip
Students and parents should be made aware that colleges with programs for students with special needs do not have special classes. Assignments, tests, reading level of books and other requirements are the same as for all other students at the college.
Allen Tinkler, educational consultant for students with special needs, N.Y.
A postgraduate year. Students take a fifth year in high school in order to strengthen academic, social and emotional skills. There are private schools throughout the country that offer a 13th year.
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Tip
I encourage students to meet with the director of support services on their first visit to a campus. Its tough when kids fall in love with a college and later discover that the services they require are not available.
Sandy Farris, Indian Hill High School, Ohio
Transition or bridge program. These college-sponsored programs usually occur in the summer after high school graduation. The programs focus on improving basic skills in reading, math, writing, computer skills, study skills and time management. The focus is usually on helping students gain a deeper understanding of their learning disability and of their strengths and weaknesses. College with a structured program. Students must apply to the program in addition to the college, and doing so may require a second application. Separate admissions decisions are made; of course, to be in the program, a student must also be admitted to the college. However, it is possible for a student to be admitted to the college but denied admission to the program. There is usually a cap on the number of students in a program. Students who require more support would benefit the most from a structured program, which offers extensive one-on-one assistance. Generally, the programs charge a fee and are thus referred to as fee for service programs. Colleges with comprehensive services. For some students, comprehensive services may work as well as a program. The big difference is that students are under no obligation to meet with the coordinator or disability specialist on a regular basis or even occasionally. Colleges with basic services. These institutions offer minimum, mandated accommodations but rarely provide services pertaining directly to the disability. Schoolwide services such as a writing center, math center and tutoring center are available, as they are to any student. A disability coordinator assists the student in arranging for accommodations such as extended time, a note taker and taped texts. The student meets with the coordinator as needed and is under no obligation to do so.
Tip
If your school has a returning graduate panel in which graduates come back and talk about their college experiences, try to include a student with special needs to be part of that event and talk about his or her experiences.
Anita Young, secondary guidance specialist, Fairfax County, Va.
Many students with special needs are attracted to community colleges. Some students may not have a strong high school record, and since most community colleges have an open enrollment policy, they can provide a college experience to almost all high school graduates. There can be many benefits: small classes, the opportunity to live close to home and a way to begin independent living while keeping some ties to home. Because community colleges are publicly supported, they must abide by civil rights disability laws offering appropriate accommodations.
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Housing
Students with sensory, physical or medical disabilities should look at the available housing options to determine which ones best suit their needs. Some students with these disabilities may require a single room, and this situation should be discussed with both the disability coordinator and the housing office. Students with mobility issues should explore the availability of transportation provided to nondisabled students. A college is not required to provide special transportation to or from residence halls or buildings on campus unless they provide transportation for nondisabled students.
TIP
Though I usually meet with the student and his or her parents when discussing life after high school, I look at the student, not at the parents. That signals that I want the student to express his wishes and to tell me what he wants. The parents are in a supporting role.
Mike Bair, Basic High School, Nev.
Registration
Students should inquire about the accommodation of priority registration or assistance in registering for classes that are accessible. They should ask the disabilities services coordinator about the registration options because the admissions staff may not be aware of all the possibilities.
Admissions requirements: Virtually all colleges require two or more years of college preparatory math, and most colleges require one or more years of a foreign language for admission. If a student has an exemption from the high school for math or a foreign language, most colleges will honor it, but a college has a right not to honor the exemption. Before they submit an application, students who have not completed a foreign language or the requisite math courses should find out how the admissions committee will deal with the situation.
TIP
We have local colleges come in and describe their disability services in a panel presentation. All juniors and seniors with special needs attend this February event.
Mike Bair, Basic High School, Nev.
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Tip
A student with a physical disability must visit the colleges to see what access is really like. He or she should ask to have a tour by a student with a physical disability that guide can be honest about the experiences theyve had at the college.
Beth Robinson, former director of guidance, Region 15 Schools, Conn.
College graduation requirements: Students should carefully research the course work requirements of the majors in which they are interested to see if there is a requirement that will be difficult to meet. Some colleges require successful completion of one or more years of a foreign language to obtain a degree, and many majors require completion of some math courses. Students should not count on getting waivers; most colleges wont exempt students from foreign language, math or other requirements. Students should find out if they will be able to substitute another course. For example, culture courses, American Sign Language or study abroad may satisfy a foreign language requirement. Students should discuss their options with the disabilities coordinator.
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Documentation
As a general rule, do not send documentation of the disability along with the application for admission. If the student is admitted and requests accommodations, then the IEP or 504 plan, psychoeducational test reports and other related materials should be sent to the disabilities office. You may be able to learn from the college Web site how it wishes to receive documentation. Some colleges want the documentation mailed; others may prefer that the student schedule an appointment and bring it then. You must have a signed release form from the student and parent before you can send documentation to the college. If a student is applying to a structured special needs program (as described above), documentation must be provided at the time the student applies. It generally consists of the IEP or 504 plan, psychoeducational test reports and other materials related to the disability. Tests and reports should be current, generally within three years. It is best to check with each disabilities office to learn what it requires in order to provide accommodations (assistance). After a student is admitted, documentation must be provided to the office in order to receive accommodations.
The essay
The essay may be more intimidating for students with disabilities, particularly LD students, than for others. Students who want to make their disabilities known prior to admission may choose to discuss their experiences in the essay. For example, students can explain how they have worked harder or differently because of the disability, or explain their academic transcript or test scores in light of the disability.
Standardized tests
Students who have received accommodations on high school tests (distraction-reduced location, extended time, etc.) may want to request the same accommodations when taking the standardized admissions tests. The process for requesting accommodations is described in brief below, and at greater length on the Web sites of ACT and the College Board, sponsor of the PSAT/NMSQT, SAT, Advanced Placement Program (AP) and SAT Subject Tests.
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Separate applications
Colleges with structured programs specifically for disabled students may require separate applications to the program. These applications usually ask students to list the services and accommodations they are receiving in high school and the accommodations they anticipate needing in college. Students are usually asked to write a short essay articulating their strengths and weaknesses, courses in which they have had greater success and those that have presented greater challenges, and their general learning style. The application, documentation and possibly a special interview can help the disabilities coordinator decide if the student would make good use of the structured program and benefit from it.
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Tip
Prepping more is the key. If students go in and read directions, it slows them down too much. If they have practiced, they know exactly what to do just by looking at the page.
Debra Aplin, Chamberlain Senior High School, Tampa, Fla.
Presentation (e.g., larger print, auditory amplification) Responding (dictating to scribe, using a tape recorder) Thinking/scheduling (frequent breaks, extended time) Setting (small-group environment, adaptive furniture)
The College Board requires each school to have a test coordinator; often the coordinator is a school counselor. The coordinators submit
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Tip
Standardized testing is often different from classroom testing. Students may not need their approved extended time in a standardized test. Have them do a practice test and have someone time them: This is when standard time would end; this is when a 50 percent extension ends. See if they really feel they need extended time. Its a long time to sit if they dont.
Beth Robinson, former director of guidance, Region 15 Schools, Conn.
the necessary paperwork to the organizations and learn from them if more information is needed and what specific accommodations are granted. All counselors need to know the testing organizations requirements for test accommodations. For information, check their Web sites: Counselors should be proactive and inform every student on an IEP or 504 plan well in advance of test registration deadlines. Often, students requesting accommodations need additional time to complete the registration process. Alert your students that they must register for tests before the regular deadline if they will be requesting accommodations and that all necessary documentation needs to be filed and approved by the testing organizations well before the registration deadline. When a student receives accommodations from the College Board for its tests (PSAT/NMSQT, SAT, SAT Subject Tests and AP), the accommodation is good for the entire school year as long as the student stays in the same district. The monthly guidance calendar in Chapter 1 includes monthly tasks related to testing of students with special needs. Students who feel that extended time will help them would be well advised to practice taking the tests and timing themselves on each section: They may need extended time on only a few sections. Extended time may be a disadvantage: Students can lose focus or become fatigued or distracted. Students should take at least one practice test in order to familiarize themselves with the directions and the format, and more test preparation will often serve them well. You might suggest that students take the PSAT/NMSQT in the 10th grade to determine if accommodations are necessary.
Tip
Parents may think that if their child didnt finish the PSAT/NMSQT, they need extended time. But the PSAT/NMSQT is designed to be finished by only 80 percent of students. The inability to finish the test doesnt mean a student needs extended time.
Sandy Farris, Indian Hill High School, Ohio
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Financial aid
The process for applying for financial aid is virtually identical to that for all students (see Chapter 8). Some students have costs related to their disability that will make attending college more expensive than estimated by the institution. They should describe their needs special equipment, personal assistants (note takers, readers), guide dog food, for example so that the costs can be included in the budget during the financial aid process. Students considering part-time attendance or a reduced course load should understand that such an option may reduce the amount of aid awarded to them under federal programs, which give more aid to full-time students than to part-time. For students without any documentation of a disability, taking fewer than 12 credit hours will affect their financial aid, housing and health insurance. A student taking fewer than 12 credits because of the serious effects of a disability, however, may be considered full-time, depending on the policy of the college. The colleges financial aid adviser is the students best source of information. Students should explore whether the state vocational rehabilitation agency will provide any financial assistance. Since the main goal of this agency is to help people become employed, it will view educational plans from the perspective of future employment. The list of state agencies is at www.rehabnetwork.org/directors_contact.htm, which provides useful quick links to a variety of Web sites that have information for people with disabilities. Numerous free searches on the Internet allow students to indicate their backgrounds and their plans (for example, intended major) and be matched to appropriate scholarships. A small number of scholarships are awarded for specific disabilities. A good summary of financial aid options and an overview of the application process can be found at the HEATH Resource Center: www.heath.gwu.edu. The 20-page financial aid overview is updated annually.
Tip
Every state has an Office of Vocational Rehabilitation charged with enabling all citizens to find employment. Many offices provide career assessments, postsecondary education advising and joint programs with local colleges. Some make assistive technology available. Learn what your state office offers your students.
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Tip
Students with special needs should seek the advice of the disability coordinator in addition to their regular adviser when selecting classes and professors. Disability coordinators will assist students with planning a class schedule that will work best for them.
Allen Tinkler, educational consultant for students with special needs, N.Y.
Become familiar with the services offered by the college disabilities office. It will probably provide information about support services of the college and the community, how to register students with disabilities and how to coordinate requests for accommodations with professors. It might also provide workshops (on self-advocacy, study skills, and more), handle special parking permits, advise on employment and so on. All colleges have numerous facilities designed to help students function in college, from the counseling office to the tutoring center to the computer lab. Students should learn which resources exist and what they provide. Most students are paired with an adviser, but they must take the initiative to meet with the professor and get his or her guidance. Students will need to choose a mixture of general education courses and electives. Most colleges have a standard load of four or five courses a semester. Advise students, especially in their first semester, to work closely with their advisers in choosing courses they believe they can handle successfully.
Tip
I suggest they not take the hardest courses the first semester. Take one class that will be a challenge and some electives. Otherwise they get discouraged.
Debra Aplin, Chamberlain Senior High School, Fla.
See Handout 11G: Transition tips for parents of students with special needs.
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Resources
General disabilities
Association on Higher Education and Disability. www.ahead.org This organization publishes numerous pamphlets that are inexpensive and useful. You can get an overview of each pamphlet and place your orders at AHEADs Web site. Here are just a few of the pamphlets: The Americans with Disabilities Act Section 504: The Law and Its Impact on Postsecondary Education Confidentiality and Disability Issues in Higher Education College Students Who Are Deaf or Hard of Hearing College Students with Learning Disabilities College Students Who Have ADHD College Students Who Have Chronic Diseases or Medical Conditions Ready, Set, Go: Helping Students with Learning Disabilities Prepare for College DO-IT. www.washington.edu/doit This Web site, funded by the National Science Foundation, the state of Washington, and the U.S. Department of Education, provides resources for K-12 educators, students with disabilities, librarians, employers, parents and mentors. HEATH Resource Center. www.heath.gwu.edu The center is the National Clearinghouse on Postsecondary Education for Individuals with Disabilities. Among its resource papers, extensive resource directory, and useful fact sheets are the 192-page Guidance and Career Counselors Toolkit (pdf). U.S. Department of Education. http://www.ed.gov/about/offices/list/ocr/publications.html Section 504 The federal government has information on applicable laws and offers several pamphlets, among them Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities (also on the Web). National Dissemination Center for Children with Disabilities. http://nichcy.org This center provides information on the following: disabilities in children and youth (focusing on birth to age 22); programs and services for infants, children and youth with disabilities; IDEA, the nations special education law; No Child Left Behind, the nations general education law; and research-based information on effective practices for children with disabilities. NICHCY offers free publications, federal updates, research highlights and more. Getzel, Elizabeth Evans, and Paul Wehman (eds.). Going to College: Expanding Opportunities for People with Disabilities. Baltimore: Brookes Publishing Co., 2005. Excellent overview for educators who work with the disabled.
Tip
I encourage students with special needs to start college in the summer that gives them time to get used to the college, and to learn where the offices are that offer support and services they need.
Debra Aplin, Chamberlain Senior High School, Florida
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Johnson, Kendra D., and Trudie N. Hines. 100 Things Every College Student with a Disability Ought to Know. Williamsville, NY: Cambridge Stratford, 2005. Very informative small-format book for college students.
Blindness/visual impairment
American Foundation for the Blind. www.afb.org The AFB works to broaden access to technology; elevate the quality of information and tools for professionals; and promote independent, healthy living for people with vision loss by providing them and their families with timely resources. AFB Press publishes Raquel Feeney and Ellen Trief, College Bound: A Guide for Students with Visual Impairments: Expert Advice and Information Students Need to Succeed in College (New York, 2005). Best Practices Model for Blind and Low Vision Students in Higher Education. http://www.umt.edu/dss/ahead This University of Montana site has college personnel as its chief audience, but it assists all users seeking accommodations in college.
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Psychiatric disorders
Your Education Your Future. www.cmha.ca/youreducation
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Glossary
Accommodations. At the high school level, provisions made to classified, or eligible, students, usually along with modifications and services. In theory, accommodations are provided only to students with a 504 plan. Examples of accommodations include removing educational barriers, foreign language waivers, and extended time for testing. At the postsecondary level, there is a greater distinction between accommodations and services. See also Services. Documentation. Paperwork that provides appropriate information showing the existence of a specific disability. For students with learning disabilities, documentation usually includes an intellectual assessment (IQ test), achievement tests results, an IEP or a 504 plan. For students with ADHD, documentation may consist of these items plus a report from a doctor who is prescribing medication or treating the student. For a student who is deaf, documentation may consist of auditory-testing reports. 504 plan. A legal document falling under the provisions of the Rehabilitation Act of 1973. It is designed to plan accommodations to assist students who have an impaired major life function and who are in a regular education setting. However, at the postsecondary level only qualified persons with disabilities supported by appropriate documentation must be accommodated. If a person does not meet the academic and technical standards for admission or participation in a postsecondary institutions program or activities, a college does not have to provide accommodations. For example, students with extremely low intellectual ability (borderline and developmentally disabled) are precluded from receiving accommodations at college because of their inability to benefit from the curriculum. Free Appropriate Public Education. The federal mandate that applies to all children with disabilities. To comply with FAPE standards, a school district must provide special education and related services at no cost to the child or his or her parents.
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Individual Education Plan. The basic tool in designing and delivering supports and services for students with disabilities. The IEP is the cornerstone of the Individuals with Disabilities Education Improvement Act (IDEIA), which ensures educational opportunity for students with disabilities. The IEP is a legal, quasicontractual agreement, developed by the school district and the parent or guardian to guide, orchestrate and document specially designed instruction for a student with a disability, based on his or her unique academic, social, physical and management needs. LD program. For college students with learning disabilities, a support system that usually requires an additional fee and separate application. Colleges draw a distinction between programs and services. Programs usually place a cap on the number of students they can enroll and require students to attend the learning center or disability office on a regularly scheduled basis. Direct one-on-one assistance, in addition to the standard accommodations, is provided to the student. Learning disability. As defined under the Individuals with Disabilities Education Act, a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write or spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia [a severe language disorder]. Modifications. At the high school level, procedural or other alterations provided for the benefit of classified students, usually along with accommodations and services. Although program modifications help level the playing field at the high school level, they are rarely offered at the postsecondary level. Examples of modifications include adjustments in the curriculum, shortened tests, reduced attendance requirements and pass/fail assessment in lieu of letter/numerical grades.
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Services. At the high school level, direct individualized assistance provided to classified, or eligible, students by the special education department, along with accommodations. Services are available only to students with an IEP. Examples are tutoring, help in organizing a notebook and assistance in preparing for a test. At the postsecondary level, there is a greater distinction between services and accommodations (see Accommodations), and personal services are not required by law.Services above and beyond the statutes areprovided to students enrolled indesignated LD programs available at some colleges, usually for an additional fee. Services for Students with Disabilities. Assistance and accommodations for students with disabilities, provided by the College Board. These services and accommodations include a special application procedure and subsequent review (eligibility) process to allow students with disabilities to take the PSAT/NMSQT, SAT, SAT Subject Tests and Advanced Placement Program (AP) Exams with accommodations. Special education. Services and accommodations provided to students who are classified under IDEIA as having a specific disability. All students receiving special education must have an IEP. Vocational rehabilitation services. Assistance provided by every state to people with disabilities to pursue, obtain and maintain satisfactory employment. Some state offices of VR may offer jobrelated educational training.
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Chapter 11 handouts
Number 11A Title Know your disability Student readiness checklist for students with special needs College accommodations and services for students with special needs Brief Description Discusses how students can get the most from their IEP meetings. Provides prompts for student selfassessment. Describes what accommodations students may expect in college.
11B
11C
11D
Types of college accommodations and services available for students with special needs
11E
Questions that students with special Covers both general and specific types needs should ask and questions that the of information. college might ask Offers questions on student selfassessment and on facilities colleges may provide. Gives practical advice to parents during college-choice process.
11F
11G
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Students
Understand the purpose of the meeting. Know who will be there and each participants role at the meeting. Review the report from your last IEP meeting. Understand the goals listed on the report. With another person, practice saying how you accomplished the goals. Establish new goals and be prepared to state them. Summarize your past goals and accomplishments. State your new goals.
Handout 11A page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Ask for ideas and feedback from other members. Know what support and help you will need in order to accomplish your goals and ask for it. Ask questions when you dont understand something.
Source: College Planning for Students with Disabilities (Supplement for EducationQuest Foundations College Prep Handbook.) EducationQuest Foundation and University of Nebraska, Lincoln.
Students
TITLE for students with Student readiness checklist TITLE special needs
Student: Counselor: Case Manager: Date: As I begin this process of planning for life after high school, I feel: (check as many as apply)
Excited Uneasy Scared Worried In charge Confident Ready to go Other: please specify Let me have many choices that are very acceptable to me Mean that I have to plan carefully to ensure that I have choices
My strengths are:
My weaknesses are:
Met with my parents, college counselor and case manager Conferred with my counselor Conferred with a career consultant and case manager Met with career representatives Met with college representatives Did a career search Did a college search Talked things over with my parents
Getting started Understanding what Im supposed to do next Knowing how to use resources Understanding class rank, test scores and college options Planning my junior or senior year course work Signing up for admissions tests (e.g. SAT) Knowing my interests Planning ahead Knowing about financial aid Understanding where my parents fit in Other: Please specify
Students
TITLE and services for College accommodations TITLE students with special needs
Colleges are not required to follow an IEP or high school 504 plan. Colleges draw a distinction between accommodations and personal services, and yet there is a fine line between them. Accommodations are guaranteed under Section 504 and the ADA (Americans with Disabilities Act). Their purpose is to place a student with disabilities on a level playing field to have the opportunity to compete with students who do not have disabilities. Personal services are not guaranteed or mandatory. Services are special procedures or devices that a college may provide to help students. Some services are accommodative, such as note taking. Others are considered personal services, such as typing or personal care assistance. Many colleges do not provide personal services because of the extra expense, staffing and administrative burdens involved and because they are not required to do so. Students may have to negotiate with the coordinator or director of accommodative services or the 504 coordinator to arrange for what they feel is needed. Colleges have no legal obligation for students with disabilities to do better. However, they do have an obligation to level the playing field and to provide students with accommodations so they will have equal access to an education. You can ask for anything if it is reasonable and if it is justified because of the effect the disability has on you. It is not the disability it is its effect that determines your eligibility for assistance. In other words, a deficient reading skill would not automatically qualify a student for extended time for tests. Extended time would be allowed because the disability has a definite, strong effect on the students ability to take the test in the same amount of time as students without the disability. Points to remember 1. A college does not have to provide any accommodation or service that would fundamentally alter the nature of a course or core academic requirements. 2. A college does not have to provide any accommodation or service if it would place an administrative or financial burden on the institution. 3. A college does not have to provide any accommodation or service of a personal use nature. 4. A college has the right to offer an accommodation in place of the one requested. Although colleges generally try to honor the preferences for a specific accommodation requested by a student, a college may provide an accommodation other than the one preferred by the student if the institution can show that its choice is just as effective. 5. A college is not required to follow an IEP or high school 504 plan.
Source: Allen Tinkler, educational consultant for students with special needs, N.Y. Handout 11C
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Students
TITLE Types of college accommodations and services TITLE available for students with special needs
The following is a list of accommodations and services, found at colleges in varying degrees, for students with documented disabilities: accommodation letters to professors alternate distraction-reduced location for tests assistive listening devices or systems books on tape, CD or the Internet (such as www.bookshare.org) braille calculators, printers, typewriters calculators or keyboards with large buttons calculators, talking calculators when not usually permitted captioning, real time, open and closed change of format on exams, including oral exams class relocation closed-captioned decoders computer-assisted reading programs and devices (JAWS, Kurzweil, WYNN Literacy Software Solution, Reading Edge, Arkenstone/Freedom Scientific, Omni) computer-assisted writing programs and devices (Dragon Naturally Speaking) counseling or advising, special course substitutions (usually for foreign languages, possibly for math and other subjects) disability specialists, assistance of document conversion (audio, braille, enlarged text) electronic readers elevator access keys extended time for tests interpreters, sign language or oral laboratory assistance laptop computer use on tests or in class lead time for assignments lenient attendance policy mind mapping or concept mapping such as Inspiration modified exams monitoring by LD specialists or office of services for students with disabilities staff if student is in a program noise blockers, earmuffs, white-noise machines note taker
Handout 11D page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Types of college accommodations and services available for students with special needs (page 2)
preferential parking preferential seating in the classroom priority registration proofreading by learning specialists raised-line drawing kits reaching device for library use readers reduced course load if under 12 credit hours screen (television and computer) enlargers scribes single dorm room if not usually available special foreign language course specialized gym, swimming pool equipment special orientation special seats, desks, tables spelling waived support group taped or digitally recorded texts tape-recorded (digitally recorded) classes/lectures telecommunications devices for persons who are deaf telephone handset amplifiers test questions read videotext displays voice synthesizers The following accommodations are usually available to all students and should have additional value for students with disabilities: math center proofreading available in writing center quiet dorm reduced course load to 12 credit hours tutoring center, subject
Source: Allen Tinkler, educational consultant for students with special needs, N.Y.
Students
Questions that students TITLEwith special needs should ask and questions TITLE that the college might ask
General 1. Is there a specific office that serves students with disabilities? 2. Do full-time professionals staff the program? 3. What documentation must I bring to document my disability? How current must it be? 4. Who decides if I qualify for accommodations? 5. Who should or would be notified of my disability? 6. Who is responsible for arranging accommodations? 7. What is the advisement system for students with special needs? Will advisers help with course selection and course load options? 8. What are my responsibilities for making sure I receive the services I need? 9. Is there an active support group on campus for students with disabilities? 10. How well-informed are faculty members regarding students with disabilities? Are they willing to work with these students? 11. Are the classrooms/buildings physically accessible? 12. How many accessible dorm rooms are available? Specific 1. What accommodations are available for example, tape recorders, taped texts, note takers? 2. What is the procedure for getting textbooks recorded on tape? 3. Are waivers or substitutions granted to students who, because of a disability, cannot pass certain courses such as foreign language or statistics? 4. Does the college provide adaptive equipment for student use? 5. Where do students go to take tests with modifications? How is this service arranged? 6. How is the need for class notes met for qualifying students? Are note takers trained? Paid? 7. Does the college provide printed materials in alternative format? 8. What kind of tutoring is available? Are the tutors peers or staff? Is tutoring available in all subjects? Is there a limit to the amount of tutoring I may receive? Is there a fee? 9. Does the college offer courses or workshops in study skills or writing skills? 10. Is adaptive software such as voice recognition software or writing support software available on campus? Is training in the use of the software provided?
Questions that students with special needs should ask and questions that the college might ask (page 2)
11. May students with disabilities take a reduced course load and still be considered full time? Will this affect their financial aid? Questions the college might ask you The college disabilities office may ask these questions. Write down your answers and review them with someone familiar with your academic strengths and difficulties, such as your IEP manager, a teacher or a school counselor, before you visit the campus. 1. What is your disability? 2. How does it interfere with your learning? 3. How comfortable are you in discussing your disability with teachers? 4. What are your academic strengths? 5. In what areas do you have difficulty or problems? 6. What accommodations will you need? 7. What kind of support services have you used in high school? 8. Which were the most helpful? 9. Are you willing to work harder than other students to be successful in college? 10. How do you manage your time?
Students
TITLE for students with The college-choice process TITLE special needs
All students and especially students with a learning disability need a supportive, understanding environment, one that recognizes interest and skills while remedying weaknesses. Assessing needs and abilities is a crucial first step in getting ready for college. Therefore, students need to ask themselves the following questions: 1. What are my strengths? 2. Where do my interests lie? 3. What are my particular deficiencies and problem areas? 4. What is my learning style, and under what conditions do I learn best? 5. What is my level of independence? 6. What are my coping skills? 7. What academic preparation have I had and what additional preparation will I need? College Selection When selecting a college, all students should consider factors such as the following:
Location Cost Size Student life Competitiveness Academic preparation Housing Admissions policies Type of college: Two-year Four-year Liberal arts Vocational/technical Private Public
Once you have decided which colleges seem best suited to your interests, needs and abilities, plan to visit the campuses. Planning these trips may allow you to set up a meeting with the director of
Handout 11F page 1 of 2
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents
Transition tips for TITLE parents of students with TITLE special needs
Encourage your child to attend his or her Pupil Evaluation or 504 meetings. Make sure your son or daughter understands the Pupil Evaluation/504 process and is an active participant in the discussions, particularly when transition plans are being developed.
Review the relevant documentation with your child. Colleges frequently have specific guidelines for documenting different types of disabilities. Make sure your childs documentation meets these guidelines. Assist your child in understanding what his or her disability is and how it impacts on learning. Parents and students should have a strong working knowledge of the nature of the disability. Students must be able to articulate the information in the college setting. Encourage your child to self-advocate. Its time for you to step back and let your child be articulate about special needs. Start the admissions process early. Some of the anxiety will be diminished if the process is unhurried and well researched. Make contact with the colleges disability support office prior to graduation. The office will be a great resource. Starting the disability registration and accommodation process early allows any problems with documentation to be resolved in a timely manner. It also helps to ensure that complex accommodation requests, such as print materials in alternative formats, can be arranged before classes begin. Support your childs desire for independence while encouraging the use of any necessary accommodations. Some students with disabilities do not want special services and would prefer to try on their own. Some students, having felt stigmatized by special education in high school, may resist registering for disability services at college. Use your influence wisely. If your child experiences academic difficulty, your first instinct may be to call the college. Students should be encouraged to avail themselves of the supports and services readily available on most campuses, such as learning assistance, tutoring and counseling. Colleges want students to succeed, and students need to initiate contact with the available services. Talk with your child about any difficulties and encourage problem solving and use of resources. Understand that this is a significant transition for you as a parent as well as for your child. Talk to other parents of students with disabilities. Be good to yourself. Pat yourself on the back and be proud of the work and success of your childs high school graduation.
Handout 11G
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved. Permission granted to copy this for educational purposes.
Parents or eligible students have the right to inspect and review the students education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies. Parents or eligible students have the right to request that a school correct records that they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. Generally, schools must have written permission from the parent or eligible student in order to release any information from a students education record. However, FERPA allows
College Counseling Sourcebook, 5th Edition. 2008 The College Board. All rights reserved.
A-1
schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR 99.31): School officials with legitimate educational interest; Other schools to which a student is transferring; Specified officials for audit or evaluation purposes; Appropriate parties in connection with financial aid to a student; Organizations conducting certain studies for or on behalf of the school; Accrediting organizations; To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific state law. Schools may disclose, without consent, directory information such as a students name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook or newspaper article) is left to the discretion of each school. For additional information or technical assistance, you may call 202260-3887 (voice mail). Individuals who use TDD may call the Federal Information Relay Service at 800-877-8339. Or you may contact us at the following address: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-5920
Source: www.ed.gov
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College Counseling Sourcebook, 4th Edition. 2007 The College Board. All rights reserved.
Appendix B Glossary
Note: There is a glossary of financial aid terms at the end of Chapter 8, a glossary of athletics-related terms at the end of Chapter 10 and a glossary of terms related to special needs issues at the end of Chapter 11.
A
accelerated program. A college program of
study completed in less time than is usually required, most often by attending classes in the summer or by taking extra courses during the regular academic terms. Completion of a bachelors degree program in three years is an example of acceleration.
basis of evidence that he or she has already completed the equivalent of the colleges course in that subject.
Advanced Placement Program (AP). A
a college meets acceptable standards in its programs, facilities and services. Colleges are not required to seek accreditation but most do, and some are accredited by both regional and specialized accrediting bodies. Programs within a college, such as engineering or business, may be accredited as well. Accreditation alone is not a guarantee of high standards, but the lack of accreditation may be a warning that credits from that institution would not transfer to other institutions.
program of the College Board that provides high schools with course descriptions of 35 college subjects and end-of-course examinations in those subjects. High schools offer the courses and administer the examinations to interested students, who are then eligible for advanced placement, college credit or both on the basis of satisfactory grades. Most colleges and universities in the United States accept qualifying AP Exam grades for credit, advanced placement or both.
given at test centers in the United States and other countries on specified dates. Please visit the organizations Web site.
admit-deny. A policy whereby a college admits
between two higher education institutions, stating specific policies relating to transfer and recognition of academic achievement, to facilitate the successful transfer of students without duplication of course work. college or university after the satisfactory completion of a two-year full-time program of study or its part-time equivalent. In general, the associate of arts (A.A.) or associate of science (A.S.) degree is granted after students complete a program of study similar to the first two years of a four-year college curriculum. The associate in applied science (A.A.S.) is awarded by many colleges
associate degree. A degree granted by a
students through a need-blind process but denies financial aid to some students even though they qualify.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Appendix B Glossary
on completion of technological or vocational programs of study. Determination is a school-based academic support programs for grades 5 through 12. It focuses on minority, rural and low-income students and provides teacher development and other services. students of the financial aid being offered by the college or university. The award letter provides information on the types and amounts of aid offered, as well as specific program information, students responsibilities and the conditions that govern the awards. Generally, the award letter gives students the opportunity to accept or decline the aid offered. The letter includes a deadline by which to respond.
award letter. A means of notifying admitted AVID. The Advancement Via Individual
C
campus-based programs. The Federal
Supplemental Educational Opportunity Grant Program, the Federal Perkins Loan Program, and the Federal Work-Study Program. These three programs are called campus based because the funds are administered directly by the colleges financial aid office, which awards these funds to students using federal guidelines. Boardsponsored arrangement under which the subscribing institutions will not require any applicants offered admission as firstyear undergraduates to notify the college of their decision to attend (or to accept an offer of financial aid) before May 1 of the year the applicants apply. The purpose of this agreement is to give applicants time to hear from all the colleges to which they have applied before having to make a commitment to any of them.
B
satisfactory completion of a four- or five-year full-time program of study (or its part-time equivalent) at a college or university. The bachelor of arts (B.A.) and the bachelor of science (B.S.) are the most common bachelors degrees. In general, a program of study that results in a B.A. requires more liberal arts courses than one resulting in a B.S. College catalogs describe the types of degrees awarded in each major.
budget. The estimated cost of attendance bachelors degree. A degree received after the
that students use to designate colleges or scholarship programs to receive their SAT score reports.
certificate. An award for completing a
particular program or course of study, sometimes given by two-year colleges or vocational or technical schools.
at a college or university. The cost usually includes tuition and fees (including loan fees), books and supplies, room and board, personal expenses, and transportation. Other living expenses may be included.
is financially supported and whose policies are influenced to a degree by a church. of a student in his or her graduating class, as determined by the secondary school. Rank is calculated according to grade point
class rank. The relative numeric position
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Appendix B Glossary
average and/or other measures of scholastic achievement. school college and career planning program that supports students and schools by helping students make the critical connection to learning and college. CollegeEd fosters a college-going culture in the school. The program offers Student Workbooks, Teachers Guides and Family Handbooks that engage each party in working toward the students future.
College-Level Examination Program (CLEP ).
offers only the first two years of undergraduate study. Community colleges are public institutions, whereas junior colleges are privately operated on a not-for-profit basis. Both usually offer both terminal (or vocational) programs and transfer programs.
A series of examinations in undergraduate courses that provides students of any age an opportunity to demonstrate college-level achievement, thereby reducing costs and time to degree completion. The examinations, which are sponsored by the College Board, are administered at colleges year-round. All CLEP exams are delivered on computer, providing test-takers instant score results.
College Scholarship Service (CSS). See CSS/
and universities within close geographical proximity. The advantages of attending a college that is a member of a consortium are that students have the resources of many libraries, they have the chance to take courses not available at their own college and they can take advantage of many combined cultural and educational opportunities. provides for alternative class attendance and employment in business, industry or government. Students are typically paid for their work. Under a cooperative plan, five years are normally required for completion of a bachelors degree, but graduates have the advantage of about a years practical work experience in addition to their studies. areas of the arts and sciences, designated by a college as one of the requirements for a degree. Some colleges have both core curriculum requirements and general education requirements.
cost of attendance (also known as cost of education or budget). A number of expenses, core curriculum. A group of courses, in varied cooperative education. A program that
A program in which students complete a bachelors degree and a masters degree or first-professional degree in less than the usual amount of time. In most programs, students apply to undergraduate study and begin the graduate program in their fourth year of college. Successful completion results in awarding of both bachelors and graduate degrees. Application is a not-for-profit organization that serves students and member institutions by providing an admission application online and in print that students may
Common Application. The Common
including tuition and fees, books and supplies, and students living expenses while attending school. The cost of attendance is estimated by
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Appendix B Glossary
the school, within guidelines established by federal regulation. The cost of attendance is compared with the students expected family contribution to determine the students need for financial aid.
Coverdell Education Savings Account.
A federal income tax provision formerly referred to as the Education ERA that enables taxpayers to establish a college savings plan. A maximum of $2,000 may be contributed annually to the account on a tax-free basis. The annual eligible amount is determined according to income and taxpayer status. granted by a college to entering students who have demonstrated proficiency in collegelevel studies through examinations such as those sponsored by the College Boards Advanced Placement Program and CollegeLevel Examination Program. It is a means of cutting college costs by reducing the number of courses needed to earn a degree.
cross-registration. The practice, through credit by examination. Academic credit
seeking aid. Students complete the online application and supplements, if required. CSS processes and reports the application data to institutions. CSS/Financial Aid PROFILE is not a federal form and may not be used to apply for federal student aid. Students pay a fee to register for PROFILE, and for the reports sent to institutions and programs thatuse it.
D
usually for one year, after acceptance to college.
dependent student. For financial aid deferred admission. Postponing enrollment,
agreements between colleges, of permitting students enrolled at one college or university to enroll in courses at another institution without formally applying for admission to the second institution.
application service offered by the College Board and used by some colleges, universities, and private scholarship programs to award their private financial aid funds. Students register for and complete the PROFILE at the College Board Web site: www.collegeboard.com. CSS provides a customized application for each registrant, based on the students registration information and the requirements of the colleges and programs to which she or he is
purposes, the status that includes students who are under the age of 24, attend an undergraduate program, are not married or have children of their own, or are not orphans, wards of the court, or veterans of the armed services. The term is used to define eligibility for certain financial aid programs, regardless of whether or not the student lives with a parent, receives financial support from a parent, or is claimed on a parents tax return. If a student is defined as dependent according to the definition, parental financial information must be supplied on the Free Application for Federal Student Aid and institutional aid applications.
course credit off campus via cable television, the Internet, satellite classes, videotapes, correspondence courses or other means.
B-4
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Appendix B Glossary
student enrolls in college courses while still in high school, earning both high school and college credit for their work.
F
FAFSA. See Free Application for Federal
Student Aid.
E
Early Action. A program in which the student
receives a decision earlier than the standard response date but is not required to accept the admissions offer or to make a deposit before May 1.
of admitting certain students who have not completed high school usually students of exceptional ability who have completed their junior year. These students are enrolled fulltime in college. participating students to enroll at the college if admitted and offered a satisfactory financial aid package. Application deadlines are usually in November or December, with a mid- to late-December notification date. Some colleges have two rounds of Early Decision.
elective. A course, not required for ones Early Decision. A program that commits
Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their childrens education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. (formerly known as the Title IV number) that identifies a specific college to which students want their Free Application for Federal Student Aid form submitted. subsidized and unsubsidized Federal Stafford Loan, Federal Parent Loan for Undergraduate Students, and Federal Loan Consolidation programs. Funds for these programs are provided by lenders, and the loans are guaranteed by the federal government. analyzing the students household and financial information on the Free Application for Federal Student Aid to calculate an expected family contribution and eligibility for federal and state aid.
Federal Parent Loan for Undergraduate Students. A program that permits parents of Federal Methodology. The process of Federal Family Education Loan Program. The federal code number. A six-digit number
chosen major, that is selected to fulfill credit hours required for graduation.
amount students and their families are expected to pay toward college costs from their income and assets for one academic year. The amount is derived from a need analysis of the familys overall financial circumstances. The Federal Methodology is used to determine a students eligibility for federal and state student aid. Colleges and private aid programs may use a different methodology to determine eligibility for nonfederal financial aid.
undergraduate students to borrow up to the full cost of education, less any other financial
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Appendix B Glossary
aid the student may have received. The interest rate is variable and is reset each July.
Federal Pell Grant Program. A federally
sponsored and administered program that provides need-based grants to undergraduate students. Congress annually sets the dollar range. As of 2009-10, a Pell Grant cannot exceed $5,350 per year. Eligibility for Pell Grants is based on a students expected family contribution, the total cost of attendance at the college, and whether the student is attending the college full-time or part-time.
immediately, so the amount borrowers repay after graduation will be more than what they originally borrowed. For both programs, the amounts that may be borrowed depend on the students year in school, and the interest rates are variable. financial assistance that allows students to work in on- or off-campus employment sites while attending school. The wages earned are used to help pay the students educational costs for the academic year. Job opportunities vary from campus to campus. The time commitment is usually 10 to 15 hours a week.
financial aid application form. A form Federal Work-Study Program. A form of
funded campus-based program that provides low-interest loans, based on need, for undergraduate study. The combined cumulative total of loan funds available to an individual for undergraduate and graduate education is $40,000. Repayment need not begin until completion of the students education, and may be deferred for limited periods of service in the military, Peace Corps or approved comparable organizations. The total debt may be forgiven by the federal government if the recipient enters a career of service as a public health nurse, law enforcement officer, public school teacher or social worker.
Federal Stafford Loan. A program that allows
that collects information on the student, the students income and assets, and (for dependent students) the parents income and assets. All students must file the FAFSA to apply for financial aid; some colleges and states also require the CSS/Financial Aid PROFILE or their own institutional or state form.
students to borrow money for educational expenses from banks and other lending institutions (and sometimes from the colleges themselves). Subsidized Stafford loans are offered by colleges based on need. The federal government pays the interest on subsidized loans while the borrower is in college. Unsubsidized Stafford loans are non-needbased; anyone may apply for one regardless of ability to pay for college. The interest on unsubsidized loans begins accumulating
total cost of attending a college and a students expected family contribution. Financial aid grants, loans and work-study will be offered by each college to fill the students need.
free and reduced-price school meals program.
A federal program that offers free and reduced-price breakfast and lunch to students who qualify based on income and other factors. Schools receive a letter and application that they are required to send to households to determine eligibility for the program. form completed by all applicants for federal
B-6
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Appendix B Glossary
student aid. The FAFSA is available on the Web at www.fafsa.ed.gov. In many states, completion of the FAFSA is also sufficient to establish eligibility for state-sponsored aid programs. There is no charge to students for completing the FAFSA. The FAFSA may be filed any time after January 1 of the year for which one is seeking aid (e.g., after Jan. 1, 2009, for the academic year 2009-10).
have to be repaid.
gift aid. Scholarships and grants, which do not grade point average. A system used by many
G
gapping. A practice by which a college does
schools for evaluating the overall scholastic performance of students. Grade points are determined by first multiplying the number of hours given for a course by the numerical value of the grade and then dividing the sum of all grade points by the total number of hours carried. The most common system of numerical values for grades is A = 4, B = 3, C = 2, D = 1, and E or F = 0.
not meet the full financial need of an admitted student, leaving a gap that must be filled by the students own financial resources. early awareness initiative for middle school students entitled Gaining Early Awareness and Readiness for Undergraduate Programs. of tests that individuals who did not complete high school may take through their state education system to qualify for a high school equivalency certificate.
a student and does not have to be paid back. The terms grant and scholarship are often used interchangeably to refer to gift aid, but often grants are awarded solely on the basis of financial need, while scholarships may require the student to demonstrate merit.
H
HOPE education tax credit. A federal income
that give undergraduates a background in all major academic disciplines: natural sciences, social sciences, mathematics, literature and language, and fine arts. Most colleges have general education requirements students usually take these courses in their first and second years, getting the chance to sample a wide range of courses before selecting a major. At some colleges, general education courses are referred to as the core curriculum; at others, a few courses within the general education requirements are core courses that all students must take.
tax credit of as much as $1,500 per dependent student annually. It is available to eligible taxpayers based on out-of-pocket tuition and fee expenditures, according to income eligibility guidelines.
I
purposes, the status that generally includes students who are either at least 24 years old, married, a veteran, a foster child, an orphan or have legal dependents (not including spouse). Independent students do not need to provide parental information to be considered for federal financial aid programs. However, private institutions may require independent students to provide parental information
B-7 independent student. For financial aid
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Appendix B Glossary
on their institutional forms in order to be considered for nonfederal sources of funding. formula that takes into account family assets such as home equity to determine a familys expected contribution.
Institutional Student Information Record. A Institutional Methodology. A need-analysis
M
matriculation. The process whereby a student
is accepted, pays fees and enrolls in classes, officially becoming a student at the college. This term is applied only to first-year students and to a transfer students first enrollment.
federal output record, sent to the school, that contains the expected family contribution and all the information provided by the student on the Free Application for Federal Student Aid. curriculum offered by some schools in the United States and other countries. Some colleges award credit for the completion of this curriculum. Please visit the organizations Web site for further information.
academies.
usually related to a students major, for which academic credit is earned. The work can be full- or part-time, on or off campus, paid or unpaid. Some majors require the student to complete an internship.
online, personalized college and career planning kit available free of charge to all students who take the PSAT/NMSQT. This tool incorporates student responses that were provided when they took the test, and presents their data back to them in four sections: My Online Score Report, My SAT Study Plan, My College Matches and My Major & Career Matches. My College QuickStart is available using the access code printed on the students paper score report. The tool can be utilized throughout high school.
N
National Hispanic Recognition Program.
L
(literature, the arts and philosophy), history, foreign languages, social sciences, mathematics and natural sciences. Study of the liberal arts and humanities prepares students to develop general knowledge and reasoning ability rather than specific skills. tax credit of as much as $1,000 per household annually. It is available to eligible taxpayers based on out-of-pocket tuition and fee expenditures according to income eligibility guidelines.
B-8 Lifetime Learning tax credit. A federal income liberal arts. The study of the humanities
A College Board program that identifies outstanding Hispanic high school students and shares information about these academically well-prepared students with subscribing colleges and universities. In order to be considered, students must be at least onequarter Hispanic and take the PSAT/NMSQT in their junior year.
need analysis. The process of analyzing the
students household and financial information provided on the Free Application for Federal Student Aid to calculate the expected family contribution and students eligibility for financial aid.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Appendix B Glossary
(scholarships, grants, loans or work-study opportunities) given to students who have demonstrated financial need, calculated by subtracting the students expected family contribution from a colleges total costs. The EFC is derived from a need analysis of the familys overall financial circumstances, using either the Federal Methodology to determine a students eligibility for federal student aid, or the Institutional Methodology to determine eligibility for nonfederal financial aid.
need blind. A college policy of determining
See Federal Parent Loan for Undergraduate Students. sometimes determined by an institution, sometimes self-selected is used to protect the students personal and financial security when performing electronic transactions and completing electronic forms. The PIN acts as an electronic signature and therefore should not be shared with anyone. Both FAFSA and the National Collegiate Athletic Association Clearinghouse require students to have PINs before registering through their Web sites.
placement test. A battery of tests designed Personal Identification Number. This number
considers student need or financial aid status for at least some portion of its applicant pool in making admissions decisions.
O
open admissions. A college admissions
to assess a students aptitude and level of achievement in various academic areas so that the student can select the most appropriate courses.
preferential packaging. A policy that awards
policy of admitting high school graduates, and other adults generally, without regard to conventional academic qualifications such as attainment of high school subjects, good high school grades and acceptable admissions test scores. Under open admissions, virtually all applicants with high school diplomas or their equivalent are accepted.
financial aid based on a students desirability. A more desirable student may receive a higher percentage of grants and scholarships in the financial aid package than another student who demonstrates the same financial need.
P
parents are expected to pay toward college costs from their income and assets. It is derived from need analysis of the parents overall financial situation. The parents contribution and the students contribution
parents contribution. The amount a students
of higher education not supported by taxes. The school or other public funds may be independent or church related. operated by its owners as a profit-making enterprise.
proprietary college. A private institution
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Appendix B Glossary
shorter version of the SAT, with a diagnostic component providing skills feedback. Administered by high schools to sophomores and juniors each year in October, the PSAT/NMSQT aids high schools in the early guidance of students planning for college and serves as the qualifying test for scholarships awarded by the National Merit Scholarship Corporation.
at most colleges and universities that a student spend a minimum number of terms taking courses on campus (as opposed to independent study, transfer credits from other colleges or credit by examination) to be eligible for graduation. Residency requirements can also refer to the minimum amount of time a student is required to have lived in a state to be eligible for in-state tuition at a public (state-controlled) college or university. by which the college considers each students application as soon as all the required credentials, such as school record and test scores, have been received. The college usually notifies an applicant of its decision without delay. At many colleges, rolling admissions allows for early notification and works much like nonbinding Early Action programs.
rolling admissions. An admissions procedure
Q
quarter. An academic calendar period of
about 12 weeks. Four quarters make up an academic year, but at colleges using the quarter system, students make normal academic progress by attending three quarters each year. In some colleges, students can accelerate their progress by attending all four quarters in one or more years.
S
language skills and mathematical reasoning abilities, given on specified dates throughout the year at test centers in the United States and other countries. The SAT is required by many colleges and sponsors of financial aid programs.
SAT Question and Answer Service. A service SAT. The College Boards test of developed
R
remedial course. A noncredit course taken
to help students with weak backgrounds in a particular area. The course prepares the student for a credit course in that area. conducted by certain colleges in cooperation with the U.S. Air Force, Army and Navy. Naval ROTC includes the Marine Corps (the Coast Guard and Merchant Marine do not sponsor ROTC programs). Local recruiting offices of the services themselves can supply detailed information about these programs, as can participating colleges.
of the College Board that provides students with a copy of their SAT test, their answers and the correct answers, scoring instructions and information about the questions. The service is available only for certain test dates.
specific subjects, given at test centers in the United States and other countries on specified
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Appendix B Glossary
dates throughout the year. The tests are used by colleges not only to help with decisions about admissions but also to assist in course placement and exemption of enrolled first-year students.
scholarship or grant. A type of financial aid
provided on the FAFSA as well as the federally calculated result, which the financial aid office will use in determining the students eligibility for the Federal Pell Grant and other federal student aid programs.
student expense budget. A calculation of the
that doesnt have to be repaid. Grants are often based on financial need. Scholarships may be based on need, on need combined with other criteria, or solely on other criteria, such as academic achievement, artistic ability and talent in the performing arts.
savings programs that are commonly referred to as 529 plans after the section of the Internal Revenue Code that provides the plans tax breaks. loans and jobs, that requires repayment or employment.
annual cost of attending college that is used in determining the students need. Student expense budgets usually include tuition and fees, books and supplies, room and board, personal expenses, and transportation. Sometimes additional expenses are included for students with special education needs, students who have a disability, or students who are married and/or have children.
Colleges on a semester system offer two semesters of instruction a year; there may also be a summer session.
Services for Students with Disabilities. A
student is expected to pay toward college costs from the students income, assets and benefits. The amount is derived from need analysis of resources. The students contribution and the parents contribution constitute the total family contribution, which, when subtracted from the student budget, equals financial need. Generally, students are eligible for financial aid equal to their financial need. student completes part of the college program typically the third year, but sometimes only a semester or a summer studying in another country. A college may operate a campus abroad, or it may have a cooperative agreement with another U.S. college or an institution of the host country.
subsidized loan. A loan awarded to a student study abroad. Any arrangement by which a
College Board service that assists disabled students by providing services and reasonable accommodations appropriate to the students disability and the purpose of the exam the student is taking. SSD provides Advanced Placement Program Exam, PSAT/NMSQT and SAT testing accommodations for students who have documented disabilities. the U.S. Department of Education and sent to students in response to their having filed the Free Application for Federal Student Aid. The SAR contains information the student
on the basis of financial need. The federal government pays the borrowers accrued interest during some significant periods, such as during the time the student is in school, thereby subsidizing the loan.
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Appendix B Glossary
T
salaries, and tips, as well as interest income, dividends, alimony, estate or trust income, business or farm profits, and rental or property income.
Title IV number. See federal code number. TOEFL. The Test of English as a Foreign taxable income. Income earned from wages,
total cost for the students attendance at an academic institution. based; the borrower is responsible for accrued interest throughout the life of the loan. Academy (West Point, N.Y.), the Naval Academy (Annapolis, Md.), the Air Force Academy (Colorado Springs) and the Coast Guard Academy (New London, Conn.). Students tuition, books, board, and medical and dental care are all fully paid for all four years. Graduates receive a bachelor of science degree and a job as a junior officer in the military. There is a minimum service obligation of five years after graduation.
U.S. service academies. The Military unsubsidized loan. A loan that is not need
Language, which helps students demonstrate their English language proficiency at the advanced level required for study in colleges in the United States. Many colleges require that their applicants from non-Englishspeaking countries take the test as part of the admissions process. academic record, listing all courses taken and grades received.
V
accredited institution wherein all courses are delivered by distance learning, with no physical campus.
virtual university. A degree-granting,
college (or four-year college that offers associate degrees), primarily for students who plan to move to a four-year college or university.
about 15 weeks. Three trimesters make up one year. Students normally progress by attending two of the trimesters each year and in some colleges can accelerate their progress by attending all three trimesters in one or more years.
W
admissions requirements but will be offered a place in the class only if space becomes available.
William D. Ford Federal Direct Loan Program. wait list. A list of students who meet the
U
undocumented. Students whose parents
are not U.S. citizens or permanent residents (green card holders). students total available resources and the
A program that allows participating schools to administer subsidized and unsubsidized Federal Stafford Loans and Federal Parent Loan for Undergraduate Students programs directly to student and parent borrowers. Direct loans have mostly the same terms and conditions as those under the Federal Family Education Loan Program loans. Funds for
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Appendix B Glossary
these programs are provided by the federal government. student combines employment and college study. The employment may be an integral part of the academic program (as in cooperative education and internships) or simply a means of paying for college (as in the Federal Work-Study Program).
work-study. An arrangement by which a
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Appendix C
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13
Transcript review Test-taking tips Time management Early college planning quiz College visits Raising Aspirations Program College exploration Web quest College viewbook quest Compare two colleges Mock admissions committee Avoiding common errors on college applications How well do you know your student? The great sorting game
Ninth grade Ninth grade Eighth or ninth grade Ninth grade and 10th grade Tenth grade Grades 10 through 12 Eleventh grade Eleventh grade Eleventh grade Eleventh grade Eleventh grade and 12th grade Twelfth-graders and their parents Eleventh- and 12th-graders and/or their parents
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Appendix C Activities
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Appendix C Activities
What are tests used for? What problems do you have in taking tests?
2. Write three to four tips to use during the test on the board (or create a handout). 3. Invite students to discuss the importance of each. 4. Then ask students to recall a time when they used test strategies. 5. Encourage students to listen to each other. 6. Then ask the following discussion questions:
Which one of the strategies has been difficult for you to use? What can you do to remember some of these strategies? Which of the strategies have you practiced?
Options: Coordinate with a teacher. Go over a test the students have taken earlier and ask if any of these tips would have helped them on that test.
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Appendix C Activities
Test-taking tips Tips to use during the test Read all directions carefully before starting the test.
Budget your time. Make a special effort to be neat. Clearly mark your answers. If you have extra time, go back and check your answers. Your first response is probably your best response. Do not change an answer unless you have a good reason to do so.
Tips for multiple-choice tests Make educated guesses. If you can eliminate one or two of the choices, then guessing will be more profitable.
If the question is confusing, look at the answers. They often explain the question. Dont spend too much time on any of the questions. Fill in answers on machine-scored test sheets accurately and carefully.
Tips for essay tests Look over all the questions quickly before you answer them.
Underline key words in the questions, especially those that indicate how the teacher wants the question to be answered; for example, words such as analyze, compare, list, explain, summarize, etc. If the question asks for a comparison, be sure you do that. Make a brief outline.
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Appendix C Activities
Record all the things you must do. Check your calendar first thing every morning.
Strategy 2: Prioritize your activities Decide whats most important, second most important and so on.
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Appendix C Activities
Strategy 3: Organize your home environment Have a place to study and a surface (or computer) to write on.
Strategy 4: Organize your school environment Keep an orderly locker, backpack and notebook.
Hold a clean-up, throw-out and get-organized session each night. Make sure you have all supplies and assignments ready for the next day.
Distribute the time logs. Explain to the students that keeping a time log for a few days will help them recognize where they need to make changes in their use of time. Class 2: After they have maintained their time logs for a week or so, ask them the following questions and discuss these issues: 1. How satisfied are you with your use of time? 2. Where do you most need to get organized? 3. How do you usually waste time? 4. How can you reduce or eliminate wasted time? 5. Why is it important to find time for work and relaxation? 6. How many hours do you spend watching TV a week? Do you have any desire to change this figure? Why or why not? 7. What have you learned from these activities?
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Appendix C Activities
Fri.
Sat.
Sun.
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Appendix C Activities
Time Management Tips 1. Learn to say no. If someone wants you to do something you arent interested in doing, its okay to turn down the offer. In the same way, assert your rights when someone is wasting your time. You have the right to make good use of your time and energy. Do things that you really enjoy and benefit from. Spend time with people who add joy to your life. 2. Make decisions. Low energy and confusion sometimes result from failing to act when decisions need to be made. By making decisions and following through on them, you spend your time on important tasks instead of wasting it on worry or confusion. 3. Look ahead and set goals. Everyone should have short-term and long-term goals. You can set goals as far ahead as you choose. Stay flexible but start preparing now for the future. 4. Get your body and mind in shape. Budget some time for exercise and make sure you eat right and get enough sleep. When you feel rushed or stressed during the day, take a break and relax. 5. Tackle the toughest part of any job or assignment first. Dont start with the easy stuff. Take advantage of your freshness and enthusiasm when you begin work. Accomplishing the tough part will spur you on to complete the rest of the task. 6. Dont put things off. Procrastination is the biggest obstacle between you and increased effectiveness. Start now and take each project one step at a time. Keep moving and strive to eliminate procrastination from your life. 7. Be flexible. Things are always changing. Be willing to adapt and switch directions if new circumstances or information arise. Be open to new possibilities.
Source: Adapted from materials created by Memorial Middle School, Conn.
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College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
Appendix C Activities
What is a transcript? What is a GPA? What are requirements for the state four-year colleges?
For 10th-graders: Administer the same test at the beginning of 10th grade and determine whether college knowledge has grown, and see what areas students are unclear on. Option: Combine this with Activity 1, Transcript review.
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Appendix C Activities
College Requirements Quiz Name: _______________________________________________________ Grade: _ _________ We want to learn what you know about college admissions requirements and high school academic records. We will use your answers to plan guidance programs that will help all students know more about academic planning for college. Thank you for participating!
1.
For admission to college it is more important to have high admission test scores than to do well in my classes. For admission to college it is better to have all As in easy courses than to take harder classes and get lower grades. If I take an honors-level course or an AP course, this is listed next to the course grade on my transcript. My high school transcript shows the final grades that I receive in each class, not the progress report grades. My total number of absences and tardies for each year are listed on my transcript. My grade point average is an average of all my courses except physical education. State colleges and universities calculate my grade point average the same way that the high school does. Which of the following is NOT required for admission into state four-year colleges: 4 years of English 3 years of college-prep math (Algebra I, geometry, Algebra II) 3 years of science (earth science, biology, chemistry, or physics) 2 years of social studies 4 years of physical education 2 years of one world language 2 years of elective courses (i.e., arts, music, computer, business)
_____ True
_____ False
2.
_____ True
_____ False
3.
_____ True
_____ False
4.
_____ True
_____ False
5.
_____ True
_____ False
6.
_____ True
_____ False
7.
_____ True
_____ False
8.
_____ True _____ True _____ True _____ True _____ True _____ True _____ True
_____ False _____ False _____ False _____ False _____ False _____ False _____ False
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Appendix C Activities
Consider applying for a grant to fund the visits. Local businesses may be willing to fund them, too. The approximate cost for one year (with five buses) is $3,500. Try to get the college to provide lunch; if not, the grant needs to cover food. To make the activity exciting, rent comfortable buses (i.e., not school buses). Tap parents for help organizing and chaperoning this activity. Teachers may not support this at first, but they will see that students develop enthusiasm for college as a result of these visits.
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Appendix C Activities
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Appendix C Activities
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Appendix C Activities
After all colleges have been presented, ask the students which questions could be answered by reading the viewbook more closely. Are the remainder of the questions appropriate to ask on a visit to a college or at a college fair or high school visit? Make a class list of good questions to ask college admissions representatives.
Source: Peggy Hock, Notre Dame High School, San Jose, Calif.
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Appendix C Activities
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Appendix C Activities
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Appendix C Activities
Inappropriate e-mail addresses Sloppiness (spills, etc.) Using current year as the date of birth Sending extra components that arent requested Including a report card instead of an official transcript Not mentioning part-time work, academic camps or volunteer work, if relevant; colleges understand the value of work Duplicating other parts of your application, such as your activities, in the essay Being cute: listing hanging out with friends or IM-ing as extracurricular activities Thinking spell-check will catch all errors
Essay mistakes:
Part 2: Assess 10 mock applications Give small groups copies of all of the mock applications. Tell them the college they represent can accept only a few applicants. Give them at least 45 minutes to go over the applications. Then ask each group to present to the larger group who it chose and why. Note: You will have to tell the students what the college is like and what kind of students it seeks to admit.
Source: Anne Heinzeroth, Upward Bound director, St. Francis University, Pa.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Appendix C Activities
What is your childs GPA? What is your childs admissions test score? What do you want your child to be doing in five years? What college(s) is your child planning to attend? How many scholarship applications will your child fill out? What is your GPA? What is your admissions test score? What do you want to be doing in five years? What college(s) are you planning to attend? How many scholarship applications will you fill out?
(For students):
3. Bring everyone into one room and ask the parents to pair up with their child. 4. Choose four or five parent/child pairs to sit in front of the rest of the group like a panel. 5. Ask each pair to share their answers. Ask the audience to discuss why there may be discrepancies. 6. Ask the pairs in the audience to share their answers with each other. Allow 10 minutes or so for discussion. 7. Discuss the need for parents to understand their childrens goals so they can help achieve them. Notes: Typically the parents and students are pretty accurate about the GPA and the test scores, but often parents have no idea what their child wants to be doing in five years. Also typically, the child is not expecting to apply for as many scholarships as the parent expects. They will begin to discuss a game plan for working through scholarship applications.
Source: Charles Anderson, Westinghouse Career Academy, Chicago Public Schools
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Appendix C Activities
Copyright: Mary Lee Hoganson, former college counselor, Homewood-Flossmoor High School, Ill. Used with permission.
College Counseling Sourcebook, 6th Edition. 2009 The College Board. All rights reserved.
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Appendix C Activities
versa if more than one student is moving up, the highest student must move first. You may choose to alter the qualities and the qualifications, and the weight given to each. After each quality is read, discuss it with the audience. You might ask, Why do you think it might not be helpful to declare your major as premed or psychology? Be sure to generate discussion. In parent meetings, you should try to offer explanations rather than solicit discussion. The end of the activity: After all the qualities have been read and the candidates have been sorted, the candidates turn over their top sheet to reveal their GPA and then turn the sheet around to reveal it to the audience. Read the GPA order aloud and note which three candidates are going to be admitted. Comments: You will need to ask for volunteers, and in large parent meetings it can be difficult to get volunteers. Ask some parents ahead of time to volunteer. Though the final sorted order should always be the same, mistakes happen (people move the wrong number of spaces, for example), and the results are not always the same. It doesnt matter the point is still made.
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Appendix C Activities
3.6 GPA
You clearly stated that this college was your first choice by filing an Early Decision application and commitment The topic of your college essay was My Trip to France You have been involved in a significant community service project You attended the college information session at your high school and introduced yourself to the representative
3.5 GPA
You play the oboe You plan to major in Greek You do not know any of your teachers well and had trouble finding someone to write your college recommendation You are a legacy You participated in an enriching summer program between your junior and senior years
3.4 GPA
You have taken an exceptionally strong academic program You will be the first in your family to attend college You have been involved in a significant community service project You are a varsity athlete
3.3 GPA
You wrote the essay of the year the one that was passed around the entire admissions office, it was so remarkable You are a varsity athlete and took second place at regionals in your sport You got a D in an academic course at the end of your junior year You attended the college information session at your high school and introduced yourself to the college representative (and offered an explanation of your D grade)
3.2 GPA
You are a legacy You are an Eagle Scout Your last name is Kennedy the name on the library is Kennedy and its not a coincidence
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Appendix C Activities
Personal qualities/qualifications (to be read aloud) Position volunteer moves up or down 1 If you have taken an exceptionally strong academic program +2 2 If you play the oboe or viola +1 3 If you clearly stated that this college was your first choice by filing an +2 Early Decision application and commitment 4 If your intended major is psychology or premed -1 5 If your intended major is Greek +2 6 If you do not know any of your teachers well and had trouble finding -2 someone to write your college recommendation 7 If, when you word processed your college essay, you forgot to change -4 the name of the college you were applying to 8 If you are a legacy +2 9 If you did not write the optional essay for your college application -1 10 If the topic of your college essay was My Trip to France or What I -1 Learned from Playing Sports 11 If you wrote the essay of the year the one that was passed around +3 the admissions office, it was so remarkable 12 If you plagiarized an AP U.S. History paper and got caught sit down, youre out of the competition entirely 13 If you will be the first in your family to attend college +2 14 If you participated in an enriching summer program between your +2 junior and senior years 15 If you have participated in no extracurricular activities -3 16 If you have participated in a significant community service project +1 17 If you are an Eagle Scout +2 18 If you are a varsity athlete +2 18.5 If you are a varsity athlete and took second place at regionals in your +1 sport 19 If you got a D in an academic course at the end of your junior year -3 20 If you came to the college information session and introduced +1 yourself to the college representative (and in the case of the student who just got the D, explained the extenuating circumstances) 21 If you are a legal resident of Idaho +3 22 If you never gave your counselor any personal information for use in -1 writing your college recommendation 23 If your last name is Kennedy the name of the college library is Kennedy and its not a coincidence, move all the way to the front and stay there
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