College Counseling Guidebook by Blair Academy

THE COLLEGE COUNSELING HANDBOOK:

A Comprehensive Guide to the College Process THE BLAIR COLLEGE COUNSELING OFFICE

CONTENTS INTRODUCTION................................................................................................................................... 4 PART 1: THE LOWER SCHOOL YEARS…PREPARING FOR A SUCCESSFUL BLAIR CAREER........ 9 • Laying an Academic Foundation: Learning How to Learn • Accessing the Help Around You: The Blair Support Network • Academic Achievement: Grades & 6.0 Grading Scale Uncovered • Beyond the Classroom: Go For It!

PART 3: THE PROCESS…GETTING ALL THE OARS PULLING IN THE SAME DIRECTION.......... 40 • A Timeline: What Happens When? • Responsibilities: Who Does What? – What Do You Do? – What Do Your Parents Do? – What Do Blair College Counselors Do?

• Standardized Testing: Building a Base

• The Search Process: Things to Consider

PART 2: THE UPPER SCHOOL YEARS…WHERE AM I HEADED?................................................... 25

PART 4: FINANCIAL AID…THE BASICS............................................................................................. 61

• Academic Achievement: The Importance of Junior Year & Senior Fall

• The Big Questions: What to Ask

• Standardized Testing: What to Take & When

• The Terms: What Do They Mean?

• Extracurricular Involvement: Writing Your Blair Story

CONCLUSION: WHERE TO GO FROM HERE.................................................................................. 72 MISSION STATEMENT........................................................................................................................ 73

INTRODUCTION On behalf of the Blair College Counseling Office, I welcome you to college counseling at Blair. Our hope is that you find the answers to many of your questions in these pages. If not, feel free to contact us with questions or concerns at any juncture of your child’s Blair career. We are always available to do what we do best—to offer Blair-specific counsel to our students and families so as to make sense of what has become a dizzying and far-reaching enterprise. Our sincerest hope is that you will take full advantage of our offer, as we very much want to be your primary source of information and support. Not so long ago in a letter to Blair parents, I took the opportunity to express more fully what my job entails and how much I enjoy what I do. I mentioned that, in brief, my primary responsibility as a college counselor is to manage student, parent, and community expectations regarding the college process. I went on to 4

comment on the three component parts of my job—the clerical, the intellectual, and the advisory—to more fully frame my responsibilities. Describing the first two parts was fairly straightforward; the third, not so much. I mentioned that the clerical aspect of my work involves consulting students and parents, Dean of College Counseling Lewis Stival answering all sorts of college-related questions, and offering my perspectives on colleges that appealed to students and families. In

addition, I make sure that my counselees’ Blair support (transcript, school profile, recommendations, and senior grades) gets to the colleges to which they have applied. The heady or intellectual part of my job includes reading/editing essays and supplements, as well as writing the school letter of recommendation for each of my counselees—a highlight of my work where I get to paint a prose “picture” of each student in my charge. The advisory part of my job is less well-defined and far more nuanced than most realize. Getting students to see where they fall along a wide and deep spectrum of college-bound students can be a challenge…it is the part of the job that requires the utmost care, insight, and thoughtfulness. Making students aware of their strengths, as well as their shortcomings, and how these and other factors will likely impact their college process, can be difficult. Hurt feelings, bruised egos, and shaken self-esteem often result. Despite the risks, I believe that candor and

honesty are at the heart of what I must provide so as to arm my counselees and their families with the best information possible. And, finally, it is my charge to see that every one of my counselees has a balanced college list, one that will provide them with college options come spring of senior year. That responsibility I take very seriously. I love the work I do, partly because I am able to help my counselees become more discerning and thoughtful about their process and partly because I get to serve as a steady voice of reason. I love the collaborative nature of this job. I often work in concert with colleagues on both sides of the admission desk, those with no agenda beyond helping kids and families navigate the process. Doing so has resulted in some wonderful friendships. Helping students transition from high school to college has been most gratifying. Lewis M. Stival Dean of College Counseling, Blair Academy 5

â&#x20AC;&#x153;As the college admission process continues to become less predictable and more competitive every year, information sources like this are invaluable. I consider the college counseling team at Blair Academy among the best in the country, and this book will become required reading for our newest admission officers to help them better understand the profession they are entering.â&#x20AC;? Gregory V. MacDonald Vice President, Enrollment Management, Lafayette College

PART ONE: THE LOWER SCHOOL YEARS Preparing for a Successful Blair Career The transition from elementary or middle school to high school is perhaps the most significant adjustment of a young person’s life. Add to that the boarding component and you have a recipe for extraordinary changes in landscape, expectations, and demands— most of which come at a time when the great majority of children have yet to be tested in any significant way. Students who choose Blair literally come from all quarters and from all sorts of backgrounds. Their academic and social readiness for high school varies just as much…those from well-resourced schools often adjust quickly to the rigor while others who haven’t had the best of preparation often find the academic demands of Blair to be, certainly initially, very difficult to manage. And, for new boarding students, it’s likely the first time they’ve been separated from their family and responsible for themselves in new and different 8

ways. These varying levels of preparation present considerable challenges for teachers, coaches, and dorm parents in getting the new lower school students to understand what it means to be a member of the Blair community. By most every measure, Blair Academy is a welcoming and friendly community…there is tremendous support available for our lower school students at every turn. However, that doesn’t mean that every student recognizes how to access that support. To borrow a well-worn phrase, it does indeed “take a village” to get our lower school students to embrace their new independence, to access the help and support they need, and to build the solid foundation in preparation for their upper school years. There is much work to be done.

The Academic Foundation: Learning How to Learn

“ Building a strong academic base is the key to academic success in the future.” Nathan Molteni Dean of Academics, Blair Academy Skills acquisition is at the heart of the lower school academic experience…without mastering the important skill sets in the foundational subject areas such as mathematics and English and the foreign languages, a student’s future academic success could be compromised. As we all know, skills acquisition is a function of, well, persistence, iteration, and reflection—not always the most fun and exciting things to do, but necessary nonetheless. Good old-fashioned hard work can go a long way in mastering those concepts that will provide the necessary foundation for 10

success. The following subject areas are built to provide the following types of skills, and these statements by our academic department heads reflect the goals in each discipline for our lower school students. Computer Science Blair’s computer science electives aim to spark student interest and excitement about technology. During their early years at Blair, students have many opportunities to engage with robotics, software design, and digital fabrication. These experiences serve as a launching pad for more advanced work at Blair and beyond. English The English curriculum in the first two years establishes a firm grounding in grammar, punctuation, and sentence construction principles and practice, while also introducing students to a wide range of English and world literature.

Fine Arts Instructors in the fine arts teach artistic habits of mind, critique and techniques, and processes germane to the various studio disciplines Blair offers in such areas as architecture, ceramics, 2D art, graphic arts, photography, sculpture and video production. Fine artists are encouraged to apply their artistic skills and knowledge to projects across the curriculum and beyond; they bring their valuable experience in design and fabrication to all they undertake. History Beginning in ninth grade with global issues and moving on to Western civilizations in 10th grade, Blair’s history department provides freshmen and sophomores with both a broad-based exposure to historical content and the necessary skills work in reading comprehension, written expression, speaking, critical thinking, and research skills to enable them to be successful history students during their upper school years. Languages Blair’s foreign language classes, particularly during the 12

first two years of study, support energetic interaction as students work with each other and their instructors to learn to speak and write in Spanish, French, Chinese, and traditional Latin. Classroom immersion is key: Students pledge to speak only in the language they are studying for the duration of each class, a teaching tool that has become a hallmark of the language department’s philosophy. Mathematics We teach a full-scale geometry course to introduce our younger students to the beauty underlying mathematics; to help them understand the history of mathematics; to encourage them to develop multiple strategies for approaching novel problems; to develop their visual acuity; and to make manifest the necessity of organizing their work clearly and coherently. From geometry, students proceed to a stand-alone course in algebra in which they are taught to master the intricate details necessary to effect solutions to complex problems. In their course, they also learn the specific notation that will underlie all of their future study of mathematics. The use of technology—beyond judicious

use of geometer’s sketchpad and the occasional use of a scientific calculator—is minimized to ensure that freshmen and sophomores develop skills and insight rather than treat mathematics as a means to an end.

cultivate a way of expressing what is of value to each of us as individuals and to engage respectfully with those whose opinions differ from ours in regard to life’s most ultimate questions is the goal of all of the department’s courses.

Performing Arts

Science

Blair’s vibrant performing arts program invites students to explore and develop their interests in theatre, dance, and vocal and instrumental music through a full repertoire of academic and extracurricular offerings. Students of every experience level are welcome—and encouraged—to participate in the performing arts during their years on the hilltop: Bringing a production, a musical composition or a piece of choreography to life before an audience builds self-confidence and emphasizes the importance of preparation and teamwork, all of which Blair’s performing artists carry into their lives well after graduation.

Lower school students gain an understanding of the techniques and processes for gathering and analyzing evidence to support common scientific theories. Our traditional courses in biology, chemistry, and physics stress this extensively. As students move through grade levels and respective coursework, expectations increase and upper school students enrolled in advanced biology, chemistry, or physics courses are expected to display a significant level of confidence and comfort in the lab environment.

Religion & Philosophy

Selecting an appropriate academic course load and creating a balanced schedule are important steps that require much attention and care during the lower school years. Attempting to pile on the honors courses

Blair’s course offerings in religion and philosophy give students opportunities to think through what a meaningful life looks like and how one might best attain it. To

Course Selection & Scheduling

and AP courses in the hope that this is the key to success through the college admission process is simply not the case. Indeed, some of the most selective colleges and universities pay relatively little attention to grades earned during the lower school years, particularly in the freshman year, because they understand that building a foundation is more important in the long run than the actual grades earned. That is not to suggest that solid achievement is not an expectation; it certainly is. It is to say that admission offices recognize that freshmen and sophomores are often academic “works in progress,” and their lower school records are mostly viewed in that context. Furthermore, taking on an inappropriate course of study in an effort to impress can actually have negative long-term consequences beyond poor classroom performance, particularly in the science, technology, engineering, art, and mathematics (STEAM) fields. Taking an honors-level math class without the proper foundation can result in gaps in a student’s academic background, which could impact 14

academic performance in foundational courses later on. A quick story…years ago, I had a young man, a new sophomore, who came to Blair from an underresourced school where he was perhaps the best student in his entire class. A brilliant math student who eventually went on to MIT, he was more than ready intellectually to handle an AP-level math class but knew that his background could use some tightening up. He came to see me about his schedule and asked if it would be okay for him to repeat his pre-calculus course because he knew that he hadn’t developed a good foundation to move on to more advanced math. That’s exactly what this young man did—he repeated pre-calculus—and the rest is, well, history. So, when it comes to scheduling and selecting appropriate courses, students should think long and hard about taking those classes in which they can be successful and those that will provide the background and foundation for continued success in the future. Trust in your classroom teachers and your academic monitor…they often are the best judges of which classes make the most sense for you.

The Blair Support Network. The many, many layers of support we provide our students is a noteworthy feature of the Blair experience. Your child’s monitor, faculty advisor, classroom teachers, dorm parent, and coaches stand ready to offer support in all areas of your child’s life at Blair. Understanding how to access Blair’s many resources takes time for those new to Blair and especially for our lower schoolers. Some might view asking for help as a sign of weakness…others might not recognize that they could use a little help…and still others simply might be too afraid or shy to seek

out help from relative strangers. All this is to say that reaching out for help and counsel is one of the most important things your child can learn. Understanding when help is needed and which person to seek out does take a little getting used to. While we all understand the roles teachers and coaches play—the front-line, day-to-day adult presence in your child’s life at Blair— the roles of the Monitor, the Housemaster, and the Faculty Advisor are specific to Blair and are generally less well understood. Here’s what you need to know about their roles in your child’s life at Blair: The Monitor is responsible for overseeing the academic welfare of your child. Often hearing back from multiple teachers, the monitor is able to provide both a teacherspecific and an “aerial” view of your child’s progress. It’s “one-stop shopping” with the monitor, who can provide a far-reaching assessment of how your child is progressing in ways individual teachers may not. The Faculty Advisor is often your child’s first line of support for virtually all sorts of issues, both personal and practical. It’s not uncommon for faculty advisors to 15

sit with their advisees at lunch or to drive them to the grocery store to pick up some necessities or to simply “hang out” with them in the dorm. Faculty advisors serve an important role in your child’s life…you should feel comfortable reaching out to them should questions or concerns arise.

of support takes time, but it is time very well spent in rounding out your child’s Blair experience.

The Housemaster is your child’s dormitory parent, the person responsible for all things residential. Much like the faculty advisor, the housemaster can be a wonderful source of support and information about your child’s life at Blair.

Our 6.0 grading system was instituted more than 20 years ago to help set our students apart from those at schools with more familiar grading scales such as the A, B, C, D, F scale, the 4.0 grading scale, and the 1-100

The Coordinator of Day Student Services serves as a de facto housemaster and is a strong advocate for day students while they are on campus. Of course, day students can rely on their families in ways that boarders cannot. While on the Blair campus, the coordinator of day student services can be a valuable resource and point person for many of their needs. Having thoughtful and caring adults who are at the ready to support your child is a hallmark of the Blair experience. Learning how to access these many layers 16

Understanding the 6.0 Grading System

“At Brown, we regularly see many different types of grading scales. The Blair scale never poses a problem because the college office provides clear explanation of how it should be interpreted.” Erik DeAngelis Associate Director of Admission, Brown University

grading scale. Spreading students out on a “longer” grading continuum has, in our view, been a help to them through the college process. We’ve found that the 6.0 grading scale forces admission professionals to look more closely at our students, which is a very good thing in that it helps to keep our students from being “lumped in” with students from other schools with more traditional grading scales. In brief, the 6.0

grading scale did what we had hoped it would do… allow for a closer inspection of our students. The time admission professionals take to understand our grading scale has served us well. The following explanation of our 6.0 grading scale is taken directly from our School Profile, which accompanies every application to college:

HOW WE GRADE Blair 6.0 scale

Description

4.0 Equivalent

Letter Grade Equivalent

5.5/6.0

Truly Outstanding

4.3

A+

5.0

Excellent

4.0

4.5

Honors

3.5

B+

4.0

Very Good

3.0

3.5

Competent

2.5

C+

3.0

Satisfactory

2.0

Below 3.0

Poor

1.0

D/F 17

As is clearly noted, a 5.5 grade at Blair represents, for all intents and purposes, the very top of our grading scale. On rare occasions a student might earn a 6.0 grade in an individual semester course or yearlong course, but those grades are true outliers. Understanding that a 5.5 GPA is roughly equivalent to an A+ letter grade or a 4.3 on a 4.0 scale is how most colleges interpret that mark. From there, the rest of the 6.0 grading scale is quite self-explanatory and falls nicely into place in an understandable manner. Hopefully, this explanation provides a clearer understanding of our 6.0 grading scale and what the half-point gradations mean in a comparative way. Grades are one thing…GPAs are another. Understanding GPAs and their significance during the lower school years is where we’re headed next.

GPAs During the Lower School Years…What Do They Mean? Often looking for answers, students and parents want to 18

know what the impact of a certain GPA will be when it comes time to apply to college. Will my freshman year count? Do colleges calculate cumulative GPAs? Will my low grade in Spanish during my sophomore year hurt me for college? Honestly, the questions are free-flowing and the result of a general misunderstanding of what student

“Colleges want to see evidence of academic growth, starting in ninth grade. The foundation you lay and your performance as a freshman and sophomore may enable you to advance to the honors and AP level in future years. That’s the positive trajectory we like to see.” Mike Sexton Vice President for Enrollment Management, Santa Clara University

achievement means, especially during the lower school years. Predictably, in many instances, our answer is simply this: It depends. The reason why this overused phrase is apt in this instance is because nothing—not test scores or GPAs or academic programs or any other component part of the application process—exists in a vacuum. EVERYTHING needs to be viewed/measured next to other things. A stand-alone Blair GPA of 4.8 is essentially meaningless…that GPA in concert with a student’s course of study takes on more significance. A 4.8 GPA

next to a course of study and a GPA distribution is even more telling. And, finally, a 4.8 GPA next to a course of study, a GPA distribution, two teacher recommendations, and a counselor letter of support speaks volumes to those evaluating it. Thus, the vague and unhelpful phrase, “it depends” is a much better answer than it first seems. Occasionally, such a response sends people fishing for answers to their very legitimate and understandable questions, but that’s where the College Office can provide the proper framework so as to provide accurate and meaningful answers. Finally, a word about comparisons. At a competitive high school such as Blair, it’s inevitable that students and families will sometimes get caught up trying to draw comparisons. The questions fly fast and furious: “How does my GPA compare to those of my classmates?” “My prefect got into Ivy U with a freshman GPA like mine, so does that mean I have a shot at getting in as well?” “If I had stayed at my public school, my grades would certainly be better, and I’d be at the top of my class, so is being at Blair going to hurt my chances for college?” 19

These and other such queries can have rather convoluted answers. Often, there are no direct or helpful responses, as so much more needs to be added to a lower school record to allow us to offer any sort of informed answer. As such, we urge our lower school students and parents to understand that this is a time for students to prepare academically, to explore extracurricularly, and to grow intellectually. It is not the time for sweeping predictions, as too much still needs to be written. The lower school years should be a time for students to be free from the clutter of comparisons and the pressure of getting into the right schools. Rather than worry about stacking up, we would prefer that your child focus on those types of things that will turn him or her into the best student and young person he or she can be!

Standardized Testing: Building a Base Another popular topic of conversation among lower school students and parents is standardized testing. “When should 20

I take the SAT?” “What’s a good score?” “Do colleges have testing cutoffs?” “How important is the ACT or the SAT in the college process?” “Do colleges favor one test over another?” These and other questions are typical fare for students and parents longing for some clarity on a seemingly straightforward but often misunderstood aspect of the college process. When it comes to offering advice on the subject, especially to freshmen and sophomores and their families, I like to remind parents that most of our students earn their best standardized test results as upper-schoolers, when they are physically, emotionally, and intellectually ready to perform. It’s really common for even the best of our freshmen not to perform as well on subject tests as their course grades would suggest. That doesn’t reflect poorly on the course or the teacher...students just aren’t ready to knock out great scores—yet. There will be ample time and opportunities for them to put up some fine test scores as juniors and seniors. Regarding the setting up of a plan for testing during the lower school years, we believe we have a workable course of action, one that should serve our lower schoolers very well.

Freshman year: Nothing. For the vast majority of freshmen, there is simply no need to worry about standardized testing. There may be a few freshmen who elect to sit for SAT II subject tests, but those few students would be outliers. We certainly wouldn’t stop them from testing, but we also wouldn’t encourage any freshman to take a subject test. There’s plenty of time and opportunity to do so during the upper school years. Sophomore year: Targeted Prep Work. Of course, we realize that there will be a handful of eager beavers

when it comes to sitting for the SAT and for some SAT IIs. Still, we’d rather have our sophomores use the year to prepare for the testing that awaits them. In the early spring of the year, the entire sophomore class will sit for a diagnostic SAT and ACT. These are former ACTs and SATs given under test conditions in Hardwick Hall, the results of which will serve as an accurate baseline and a great starting spot for directed test preparation in the summer, should it be needed. After taking both tests and comparing the results, students are in a good position to select one test over another and move forward in that direction in terms of preparation. As well, we provide sophomores and their families access to Method Test Prep, our fine online test prep option that has been very well-received by our current students and is free of charge. Method Test Prep is built to offer preparation for both SAT and ACT, so everyone is covered regardless of test choice. We believe that if students are inclined to take full advantage of Method Test Prep, there is little need for any additional test prep service. 21

In brief, when it comes to standardized testing, later is better than sooner. There’s no harm in waiting until the upper school years when your child is at his or her most well prepared to sit for these exams.

Beyond the Classroom: Go For It! One of the best things about Blair for lower schoolers is the wide array of co-curricular and extracurricular opportunities that are available, and the freedom for them to explore new and different directions. Students new to Blair are often inclined to consider trying

something a bit outside their sphere of influence. It’s not uncommon to see a student who had always considered herself an athlete give acting a whirl because, well, why not? We urge our lower school students to pursue this type of experimentation...often, it results in students finding new passions that they might not otherwise have considered. It’s true that, for our freshmen, there is a fair amount of extracurricular activity that is proscribed...sports, for example. However, when the opportunities present themselves, we believe that it’s okay to try new things, to venture out and about to chart new and exciting pathways. There is a veritable cornucopia of options available…from Model UN to the Service Corps to robotics to all sorts of clubs that offer opportunities beyond membership. And it’s not about one particular club or activity or sport that is more important than another…it’s the level of interest and excitement your child brings to that endeavor that becomes important, especially in the lower school years. So, writing one’s Blair story starts when the student arrives, and how that story unfolds often has its roots in things new and different. Developing interests

with passion and excitement will surely become the foundation of your child’s personal Blair story.

College Visits: Is There Such a Thing as ‘Too Early’? We often field questions from lower school students and their parents about the appropriateness of visiting colleges. Our response has remained the same for years— visiting colleges at any time is a good thing, just as long as it’s done when it’s convenient and makes sense for you and your child. If, for example, you are visiting relatives in the Philadelphia area over the Thanksgiving break, go check out a few schools in the area. Schedule a tour and an info session…it’s easily done by way of the college website, and each visit should take no more than half a day. It doesn’t matter which schools you see—big, small, public, private, urban, rural, uber-selective—visiting all sorts of schools will help your child develop a college “context.” Having seen, say, Haverford College while in the Philly area, for example, your child will have a general idea of what a small liberal arts college located in the

suburbs of a large city looks and feels like. That sort of context, as well as understanding the differences that exist among schools, will serve your child well in the future.

Summary The true value of the lower school years lies in building a solid foundation: learning how to learn, asking questions, accessing support, and by “doing” Blair in a way that is meaningful. That will be the blueprint for success later on. For years, when asked by lower school students or their families how best to prepare for college, our answer was simply this: “Work hard, enjoy your time here, and be involved and committed to what’s important to you. When the smoke clears in January of your junior year, we can start to talk about college.” I still think that answer is apt and most helpful. It’s time to take a closer look at the upper school years.

PART TWO: THE UPPER SCHOOL YEARS College…How Do I Get There?

“ What students take and how they do during the junior year is important.” Andy Strickler Dean of Admission, Connecticut College

Academic Achievement: The Junior Year & the Senior Fall It is often said that the junior year is the most important year of your child’s high school career and that the fall semester of the senior year is the most important semester of his or her high school career. We couldn’t agree more with that statement, but we’d like to go one step further: The eighth semester, or final semester, is certainly not the time for our upper school 24

students to “ease up” academically. Research studies indicate that how a student finishes out his or her high school career is a strong indicator of success in college. As it turns out, there is such a thing as academic “momentum,” so doing well during the final semester of high school is the best means of preparation for the demands of college. Junior Year As you likely know, we do not rank our students, nor do we weight any classes. Our transcripts are absent of year-end or cumulative GPAs, class rank, or standardized test results. All that is placed on a Blair transcript is the name of the course taken, the final year-end or semester grade earned, and the number of credits earned for the course. We also put on the transcript explanation of our 6.0 grading scale, very 25

Grade: 11

Blair Academy

English 3

Yr Gr 4.0

Credit 3.00

Physics

4.5

3.00

Pre-Calculus

3.5

3.00

Spanish 3

4.0

3.00

US History

4.5

3.00

Photography 1

5.5

1.50

2017 - 2018

Grade: 12

Blair Academy

Amer. Gov.: Con. Law

S1 Gr 5.0

AP Eng. 4 - Lang.

4.5

AP Microeconom.

4.0

Biomechanics

4.5

College Algebra

5.5

Blair Academy Grading System 5.5-6.0 = Truly Outstanding (A+) 5.0 = Excellent (A) 4.5 = Honors (B+) 4.0 = Very Good (B)

3.5 = Competent (B-) 3.0 = Satisfactory (C+) 2.5 = Acceptable (C-) 2.0 = Passing (D)

The bar graph on the next page provides a general sense—an aerial view, if you will—of where our juniors fall in their class.

2 w

4. Be

7 4.

9 4.

1 5.

3 5.

4. 0 4.

1.50

2016 - 2017

Pass

1.50

Blair LEADS

5.5

3.00

Theatre 1

4.5

3.00

Western Civilization

3.00

5.0

4.5

Chemistry

3.00

Spanish 2

Credit 3.00

4.5

Yr Gr 4.5

Algebra 2

English 2

Blair Academy

1.50

Grade: 10

1.50

Pass

4.5

Health/Freshman Seminar

World Religions

On our School Profile, which also receives high marks from admission professionals because of its clarity, we do provide a junior year GPA distribution. Why the junior year? It’s the one year that nearly everyone has in common. Students come to Blair at various junctures… most arrive as freshmen, but some are new sophomores and still a few others arrive as new juniors. The great majority of students in any graduating class at Blair take their junior year together.

1.50

5.5

3.00

Contemporary Art

4.5

3.00

Global Issues

3.00

4.0

Biology

3.00

Spanish 1

Credit 3.00

4.5

30% 25% 20% 15% 10% 5% 0%

Yr Gr 4.5

Geometry

2015 - 2016

Blair Academy

(11TH GRADE ONLY)

Grade: 9

English 1

GPA DISTRIBUTION

2 Park Street, Blairstown, NJ 07825 United States Birth Date: 01/01/2000 Enrollment: 09/01/2014 Expected Graduation: 2018

2014 - 2015

much like the one found on page 17 of this handbook. That’s it…our transcripts reveal nothing about a student’s relative place in his or her class at Blair. Colleges often report that reading a Blair transcript is easy, and that’s precisely how we and they like it (see example on left).

Blair Academy 2 Park Street Blairstown, NJ United States Phone: 9083626121 310105

Student, Blair

As we discussed earlier, no academic credential by itself is all that telling…rather, admission offices are adept at “layering” other credentials such as program rigor and testing and recommendations onto the GPA component piece so as to gain a clearer picture of a student. Even so, as the junior year GPA is a credential, it stands that doing well during the junior year is very important.

“The Blair college counseling office supports students with thoughtfulness and authenticity, providing us with the necessary context to see each applicant clearly. In my experience, Blair faculty are skilled as writers, crafting college and academic recommendations that are not only enjoyable to read, but wonderfully humanize their student applicants. Boston College deeply values our relationship with Blair.” Jeffrey Gallant Associate Director of Admission, Boston College

1.0 = Failure (F) 0.0 = Work not submitted I or Inc. = Incomplete W = Withdrawn; W/P Withdrawn/Pass

Senior Fall Seniors, when they arrive back at Blair in early September, are met with a frenzy of activity. From the increased academic demands to sports practices to prefectship to other senior leadership responsibilities, they find themselves busier than ever before. Add to that the demands of the college process and you have the potential for a sagging academic record. Knowing this, we push our seniors to prioritize their academic responsibilities and to recognize that how they perform in their classes during the fall semester can, and likely will, impact their college outcomes. Nearly every college and university to which our students apply looks closely at a senior’s level of achievement in the fall. In many cases over the years, a strong set of fall mid-semester grades (early programs) or fall semester grades (regular decision) can make all the difference. As we have already mentioned, how colleges assess the relative strength of a candidate can vary greatly…there is much to consider, GPAs and testing and course rigor being three component parts. However, one aspect of 28

your child’s candidacy at any school to which he or she applies will always be seen in a good light: Blair is a “100-percent school.” In other words, we are a school that sends 100 percent of our graduates to four-year schools. That is the gold standard—-a AAA bond rating, if you will—when it comes to assessing the relative strength of your child’s academic preparation.

Standardized Testing & Its Place in the College Process Standardized testing remains a necessary part of the college process for most Blair seniors applying to college. Trying to understand what standardized testing actually means, or perhaps more practically, how much standardized testing “counts” in the college process, is a subject of much discussion and debate. Most all highly selective colleges make every effort to look beyond standardized testing to find the most capable, well-prepared, and compelling candidates for their schools, which means that such things as academic

performance, counselor and teacher recommendations, student involvement, and essay writing really do carry the day. We at Blair hold to the notion that standardized testing should be seen as part and parcel of a student’s complete “package” to college. In the great majority of cases, we have found that student performance on standardized tests tends to be reflective of academic performance. In other words, students who do well academically tend to produce standardized testing that is reflective of their high level of achievement. Our hope is that our students are able to present standardized testing that is in keeping with their academic accomplishments, which, in the minds of admission professionals everywhere, is certainly “high enough.” A number of years ago, I crafted a piece dealing with standardized testing...given that I’ve not ever been able to say it any better, I’ve included it in what follows. For a while, it was available to prospective families in a number of admission offices at some of

the most selective colleges in the country, those where the question of standardized testing is often raised by students and parents eager to learn of testing’s true worth.

You Are Not Your Scores: Standardized Testing & the College Admission Process by Lewis M. Stival Dean of College Counseling, Blair Academy “When in doubt, just pick the letter C.” Many years ago, I recall hearing this “advice” from a self-proclaimed test prep expert who claimed that, statistically, the letter C was the right answer more often than any other choice. While I’ve never known of any evidence to support such a strategy, I have offered that “advice” to many kids over the years, if for no other reason than to provide a bit of comic relief for those nervous souls about to sit for a test. Comic relief aside, standardized testing (for simplicity’s sake, I will limit the discussion 29

to the SAT) remains the most misunderstood, misinterpreted, and least interesting piece of the college admission process to college counselors and admission professionals. Students and parents, however, often see standardized testing as being the key to success through the admission process. Over the years, I’ve sat in on information sessions where well-intentioned admission professionals would attempt to talk about some of the distinguishing characteristics of their schools. Instead of having the chance to talk about what makes their schools distinct and appealing, they regularly would find themselves fielding questions about testing. “So does Ivy U really have an SAT cutoff? “What is the average SAT score for this year’s class?” “Do you super-score the ACT?” “Do you really admit students with scores in the 500s?” Such questions would invariably turn information sessions into a boring mess, where admission officers might not get the chance to present the really important and interesting information about their schools. It’s no small wonder prospective students visiting colleges often complain that one information session is just like another and 30

that distinguishing among schools can be very difficult. In crafting this essay, I hope to provide a better understanding of standardized testing; to articulate why the SAT is one of a number of important parts of the admission process; and to offer some practical “advice” to help students and families keep standardized testing in its proper perspective. Before we go any further, it might be helpful to understand where standardized testing came from in the first place.

The SAT: A Background In 1933, then-Harvard president James Bryant Conant believed that the country needed a way to create a governing intellectual elite, chosen not by family background and influence but by the results on standardized aptitude tests and demonstrated academic talent. Conant aimed to make Harvard College a more egalitarian institution by establishing a scholarship program for students from modest backgrounds. Conant settled on the Scholastic Aptitude Test (SAT), developed by Carl Brigham, a psychology professor at

Princeton. Convinced that the SAT was an accurate measure of intelligence and not just of the quality of a test taker’s education, Conant began requiring the test for scholarship students to Harvard in 1934 and, starting in 1941, required the SAT of all applicants. Soon, other colleges followed suit, and, by the end of World War II, the SAT had become a part of the admission process at most selective colleges across the country. The original intent of the Scholastic Aptitude Test, which changed its name in 1995 to the Scholastic Assessment Test, was to help identify talented students from all quarters who deserved an opportunity to attend college. In theory, it was intended as the great “leveler” in American higher education. A strong showing on the SAT made it possible for talented students from lesser means and from weaker school systems to attend the most prestigious colleges and universities in the country (FRONTLINE, PBS online. WGBH Educational Foundation, 1995).

for those of advantage, as well as a roadblock to access for those less fortunate. If President Conant were alive today, he would not be pleased to see that his well-intentioned test to identify the best and brightest without regard for influence or advantage has become more a tool for exclusion than a vehicle of opportunity. What role the SAT plays in selective college admission generates much discussion among students, parents, guidance counselors, and admission professionals. I believe it was Eric Kaplan, former Director of Admission at Lehigh University, who once responded to a question about the importance of standardized testing in the admission process by saying, “Testing is less important than the general population thinks, but more important than we (admission professionals) are willing to admit.” While vague and a bit political, Kaplan’s comment does shed an interesting light on standardized testing…somewhere in that quote lies the truth about its real value in the admission process.

Over the years, the SAT has morphed into something it was never intended to be—a tool to gain advantage 31

Standardized Testing: Its Role in the College Process Today In the early days of the SAT, when effectively only white males from private schools or strong public high schools in affluent communities along the East Coast sat for the test, the results of the SAT revealed much in the way of aptitude among that limited segment of the college-bound population. As years passed and more and more students from different socioeconomic and demographic backgrounds began to sit for the SAT, the results became much less reliable because such factors as economic advantage and educational quality varied wildly among testers. So, while the test remained essentially the same, the types of students taking the test had changed greatly. Convinced that the test remained the key to identifying academic aptitude and promise, admission professionals began to use the SAT as a means of winnowing down increasing numbers of applicants seeking admission to their schools. Unfortunately, for those very capable students whose academic records would suggest that 32

they could be successful in any academic environment but whose testing failed to “measure up,” the SAT had become a “deal-breaker” of sorts, an easy way to exclude applicants who often did not come from advantage or from strong high schools. By the 1970s, with applicant pools at selective colleges growing ever larger, college-bound students and families came to see that their SAT scores mattered in the college process. For students whose scores weren’t up to standard, the SAT had become a separator. While most admission professionals would agree that the SAT has always revealed aptitude, particularly in those students from similar socioeconomic backgrounds and educational experiences, it’s only been recently that college admission professionals have come to understand SAT results within a much larger context of student performance and background. In such a context, test scores are of relatively little significance until they are set against other factors that, taken together, provide a much greater understanding of a student’s preparedness. As such, the SAT is useful as…

A Verifier of Student Achievement Most admission professionals are quick to point out that a student’s academic record as reflected by the transcript is the most important and effective way of assessing achievement and potential for success in college. They are also quick to say that just the transcript is often not enough…a familiarity with the student’s high school and community gives texture to the student’s record of achievement. As well, they will learn much from the student’s teacher recommendations and counselor recommendations, which, in turn, lend a subjective depth of understanding to the student beyond the transcript. And, finally, what the student reveals in the application—his or her personal background, extracurricular interests, and the personal statement— serves to frame him or her even more completely. With all those factors taken into account, where does standardized testing fit in? Taken in conjunction with the above-mentioned subjective measures of achievement and context, the SAT often is used to

verify a student’s record of achievement, and that can be a very good thing. Simply put, most good students who have challenged themselves in the classroom and who have earned the praises of their teachers tend to score “well enough” on the SAT, certainly in relation to the other factors considered. A Helpful Diagnostic Tool In cases where admission professionals are not familiar with a student’s high school or have little to go on from teacher and counselor recommendations, or when there are questions and concerns about a student’s relative preparedness, then standardized testing can be a most helpful tool. For example, for an aspiring engineer whose most advanced math class in his high school is calculus, and who writes in his essay about a string of ineffective math teachers during his high school career, a 700 math score on the SAT I would likely be seen in a very different light from another aspiring engineer in a similar calculus class at a high-powered high school that offers three math classes beyond calculus, and where the average math SAT I score among that 33

student’s senior class is 690. In the first case, that student’s 700 score might suggest real talent…this young man has managed a fine score without the benefit of strong preparation in math. In the second case, that student, frankly, should have a good score… everyone does at his school, especially those students taking calculus-based classes. In the case of the two aspiring engineers, the same 700 math score on the SAT I can be interpreted very differently, and for good reason. In such situations when there is limited context or questions about a student’s relative preparedness, the SAT can provide a glimpse into a student’s academic promise.

Standardized Testing: What It Isn’t The All-Important Factor in the Selective College Admission Process It’s no overstatement that Americans are obsessed with standardized testing. For generations, we have used testing to engineer various constituencies within our 34

society. From the aptitude tests to enter the military to vocational assessments to identify skills and interests to professional exams to certify knowledge, we test our children incessantly and for all sorts of reasons. Often, by the time they reach junior high school, our children have been assessed and tracked and identified and branded. It’s come to pass that, with the SAT, we have anointed those who have performed exceedingly well as brilliant and gifted and ready for college. From financial rewards to the awarding of academic credit or advanced standing, the SAT benefits students who perform well. The SAT certainly has its place in the college process. According to a National Association of College Admission Counselors (NACAC) State of College Admission Report, nearly 90 percent of colleges surveyed said that the top three factors in selecting applicants—in order—were (1) grades in college preparatory courses; (2) strength of curriculum; and (3) standardized testing (Journal of College Admission, fall 2012). Testing matters, as the NACAC survey

indicates, but it does have its place—dead last among the three most critical factors in the selection process. Test averages and means are used in other important ways as well. They are factored into a college’s credit rating; they are used prominently in such ranking services as the U.S. News & World Report; they are viewed by consumers and employers as a measure of a college’s relative academic strength; and they are often seen as an important measure of a college’s prestige factor. Simply put, college administrators and boards of trustees know that the higher a college’s SAT or ACT averages are, the better off they will be in most every measurable way. Even so, testing does not carry the day, certainly not in a way many students and families have been lead to believe. Within the confines of committee rooms in admission offices throughout this country, standardized testing is not first into the room. The Golden Ticket to Success in College & Beyond There is little evidence to suggest that high achievement on the SAT or ACT leads to academic, financial, or personal success in college and beyond. Standardized

testing has precious little to do with students, their educational experience, or just about anything after they leave high school. Besides being an admission requirement at many colleges in this country, the SAT or ACT will not play a part in anyone’s life beyond the college process. And recent research indicates that standardized testing is not an accurate predictor of college performance, so great scores don’t necessarily translate to a high GPA in college. Standardized testing provides no buffer from the vagaries of college life. High SAT/ACT scores are no guarantee of social acceptance or financial success, and high scores do nothing to point a student in the direction of his or her dreams.

Standardized Testing: A Sensible Approach “What is a good score on the SAT?” “How many times should I take the test?” “Is it true that colleges average my scores if I take the test more than three times?” “Will colleges find out if I cancel my scores?” “Is it bad if I focus just on one section and not try on the 35

others?” These are just a few of the literally thousands of questions regarding the SAT. In most cases with questions such as these, there is rarely a simple answer; rather, responses to questions about the SAT are almost always nuanced and personal. Most often, I end up explaining the SAT within a larger framework, and, hopefully, in a way that makes some sort of sense. If we recall that standardized testing ranks third in order of importance in the admission process behind grades in college preparatory classes and strength of curriculum, students need to remember that they really are much more than their scores. In conversations about students with admission professionals during my many years of counseling college-bound students, I can recall very few that had to do with a student’s test scores. Typically, conversations with admission professionals center on such things as the quality of a student’s essay writing, the strength of his or her academic record, or the relative quality of the student’s application as reasons for concern. Rarely do conversations about students have to do with testing. 36

Who you are, how well you’ve done in school, and what you say about yourself are what you can control best and are ultimately what matter in the college process. There is no shortage of information about standardized testing; coaches and tutors and test prep specialists abound. There are guidebooks filled with practice questions and helpful advice, and there are summer programs at high schools and colleges across the country designed specifically to improve scores and pave the way toward acceptance at one’s preferred college. Whom to listen to? At the risk of adding to the confusion, I thought I’d offer something in the way of perspective about standardized testing in an effort to “lower the temperature” regarding testing and the college process. Test Prep Can Be a Good Thing I like to compare test prep for high school students with fitness and weight training for serious high school athletes. Judging by the size, strength, and fitness level of so many varsity athletes at Blair Academy, I can attest to the fact that most every varsity athlete at Blair

is very serious about becoming bigger and stronger and faster. Likewise, many Blair students applying to the most selective colleges in this country are just as serious about the test prep they undertake. For those willing to do the “heavy lifting” and to make the necessary sacrifices to improve their SAT scores, many have experienced significant gains. Even so, test prep can be very expensive and time-intensive, and, if not kept in its proper perspective, can become an obsession for some students and families. If you are planning on doing test prep, then do so with the following in mind: It should not bankrupt you, and it should never take precedence over your academic work or your extracurricular responsibilities. There are so many test prep options available that there is something out there for everyone. Before choosing a particular test prep option, one might explore what other options might be available. Ask your child’s college counselor for ideas… it’s a great place to start. Like everything else, if your child is going to do test prep, and he or she puts forth his or her best efforts, he or she will be rewarded in the way of improved scores!

Keep Testing in Its Proper Place I’ve always enjoyed jigsaw puzzles, especially those I can complete, and, for years, I’ve used the jigsaw puzzle analogy to help students and parents understand what component parts of the application are important and how the pieces “fit” together to form a clear picture of the student. The following is an “admission puzzle” for Matthew. Here we see that the centerpiece is Matthew’s academic record, the largest and most important piece of Matthew’s puzzle. Around it, the other pieces of Matthew’s college application “puzzle” fit quite nicely, creating a clear picture of him through his 37

application. As one can also see, the standardized testing puzzle piece has its place, but it is neither overly big nor is it prominently placed in a way that might overshadow any of the other component parts. It just so happens that, whatever Matthew’s scores are, they are in keeping with the rest of Matthew’s puzzle pieces, and that is important!

Extracurricular Involvement: “Go Deep”

Final Remarks Over the years, this puzzle idea has served to “lower the temperature” about the role of standardized testing in the college process for many students and their families, mostly because it drives home the point that it’s the puzzle “picture” that matters WAY more than any individual pieces. Remember as well that, as one moves through college and beyond, test scores will have little to no influence in who or what your child becomes. For now, know that your child will likely need to include the standardized testing puzzle “piece” in his or her own jigsaw puzzle for college. Make it fit in as nicely as Matthew’s and your child will present himself or herself beautifully for college! 38

Many of us who have played sandlot football are familiar with the following play drawn up by the quarterback: “Go deep!” When it comes to extracurricular activities and school involvement, going deep is the perfect play, as showing sustained interest will give shape and form to any activity you undertake. Years back, I worked with a young man who loved roller coasters…yes, roller coasters. He referred to roller coasters in theme parks across the country by their names…he could describe every twist and

turn and just how long each ride would last…he even knew of each coaster’s maintenance schedule. When it came time to apply to college, this young man applied only to mechanical engineering programs at colleges located near theme parks. He wrote an inspiring essay about his love for roller coasters and his interest in building them one day. Aside from being solidly prepared academically, this young man was admitted to every school to which he applied. During a few of my counselor calls with his schools, he was warmly referred to as “the roller coaster kid.” Indeed, in every applicant pool, this young man was easily spotted, not so much because he was a superior student, but because of his easily recognizable interest in roller coasters. The point of this story is not to show that having an unusual interest is the key to gaining admission. Rather, it is that sustained interest of any sort is noteworthy. It is true that few students have such strongly marked interests as this young man; but if your child is excited and committed to whatever matters to him or her, it will likely be noted by admission representatives everywhere. 39

PART THREE: THE COLLEGE PROCESS The Component Parts

Before your child begins the college process in earnest in January of junior year, he or she will have already been immersed in all things college. Be it anxious seniors chatting about their college lists or faculty reminiscing about their own college experiences, college is in the air and indeed in the water at Blair. In fact, most juniors who arrive for their first meeting often have some strong opinions and feelings. It falls to your child’s college counselor to provide the proper guidance and perspective so that he or she can move through the process in a successful fashion. Beyond all else, your child’s college counselor is responsible for making sure that there are options come the spring of senior year. To that end, we college counselors work in concert with students and their families to craft a balanced and sensible college list, one that will yield some positive outcomes. It is our 40

pledge to each and every student to provide effective and supportive counsel so as to ensure appropriate outcomes. While we cannot promise that each and every student will get exactly what he or she wants, with a balanced list and a thoughtful approach to the process, each child will certainly get what he or she needs.

A Timeline… December to January of junior year: • Juniors assigned a college counselor • Small group meetings with the College Office • Junior Parents’ Day to kick off the process for parents • Complete the junior survey on Naviance Student before meeting with individual counselors 41

February to May of Junior Year:

Summer Vacation:

• Self-schedule consultations with counselors as needed

• Visit colleges

• Visit colleges during spring break

• Work on personal statements and individual school supplements

• Sit for appropriate standardized testing (SAT I/II, ACT, AP, TOEFL) as recommended by counselor • Attend the Blair Spring College Fair in late April and meet with college representatives

• Test prep if appropriate/necessary

• Select an appropriate senior-year course schedule

• Get a job…do something constructive and meaningful; it pays better than you might think!

• Secure two junior teacher recommendations

• Read for pleasure…read some more • Work on the Common Application when it goes live

• Finish out junior year strongly!

• Enjoy the summer!!!

By the close of junior year, your child should have met with his or her college counselor at least three times, sat for an appropriate battery of standardized testing, and prepared a relatively expansive college list. By midJune, you will receive a summer parent letter from our office, which will serve as an overview of where your son or daughter stands at this juncture of the process and which will provide suggestions as to how to proceed with the process through the summer and into the fall.

September to January of Senior Year: • Consult with college counselors to finalize a college list • Take appropriate standardized testing as needed • Secure teacher recommendations • Prepare tapes, auditions, or portfolios • Work with counselors on essays and supplements • Review completed applications with counselor before submitting

• Keep Naviance Student site updated…manage college affairs online

• Deposit at ONLY ONE school by May 1, the Common Reply Deadline

• Submit all applications and online forms in a timely fashion

• Respond to all other offers of admission and indicate that you have chosen to enroll elsewhere

• Submit appropriate testing via testing services to those colleges that require it

• Send back waitlist offers (hopefully, no more than two) as soon as possible

• Complete and submit the necessary financial aid forms (FAFSA and CSS Profile) as soon as possible

• Prepare waitlist letters by mid-April expressing your desire to attend

April of Senior Year:

May & Graduation:

Typically, most college decisions are received by April 1. Unless they have committed to a school via an early program (such as early decision), seniors will have the entire month of April to decide where they will enroll. Therefore, the month of April is typically the time when seniors will revisit their schools in an effort to make a final choice. April can also be a time of anxiety, as those seniors who have been placed on waitlists hope for good news toward the end of the month and into May. Some important guidelines:

For the great majority of seniors, the college process ends by May 1, but seniors are hardly done with school. For those students taking AP exams, strong scores could mean college credit and/or placement advantages. Remember, recent studies indicate that eighth-semester performance (senior spring) is the best predictor of success during the first year of college— again, another important reason for seniors to finish strongly. In early June, we will send final transcripts to your child’s college.

Responsibilities…Who Does What?

• Complete all assignments given by your counselor

• Provide the College Counseling Office with any additional information that you think might be helpful, especially financial considerations

• Plan (with parents) college visits/interviews during spring and summer vacations

• Meet with your son’s or daughter’s college counselor or maintain phone contact

• Work on applications/essays/supplements as soon as possible

• Provide your child access to credit cards for application fees

• Know which colleges require which tests (SAT I, SAT II, TOEFL and ACT), register for, and take them

• Allow your child to do his/her own work on applications and essays

• Submit appropriate test scores to colleges • Work with your counselor on essays in a timely fashion • Know deadlines and submit Pink Sheets to the College Counseling Office at least two weeks before applications are due Students • Attend all class meetings • Arrange regular meetings with your counselor • Chronicle accomplishments/activities in and out of school 44

• Secure teacher recommendations via Green Sheets • I nsist upon doing your applications on your own

• Read emailed News From the College Office updates Parents • Be involved in the process, but leave your child to manage it • Frankly discuss your agenda with your child before the fall of senior year • Research colleges yourself; know what your son or daughter is interested in 45

Blair College Counselors

and School Profile to colleges • Read and comment upon rough drafts of essays • Update colleges on students’ progress throughout senior year • Attend national conferences to stay current on admission policies and trends • Visit colleges to broaden knowledge of appropriate schools for Blair students • Host college representatives’ visits to Blair (about 100 in the fall and 100 in the spring) and facilitate representatives’ meetings with interested students

• Hold regular meetings to inform students of their responsibilities • Inform and advise students on issues regarding standardized testing • Help students build an appropriate college list • Write the comprehensive school letter of support • Submit Blair support recommendations, transcripts, 46

• Provide information regarding all aspects of the admission process • Open and maintain relationships with college admission offices

The Search Process: Things to Consider Moving through the college search process means

applying many of the skills your child has acquired throughout high school. In many ways, choosing which colleges to apply to is a real-life research project requiring organization, thoroughness, and awareness. By fall of senior year, your child should have built a working list of perhaps 10 schools that will serve his or her needs and interests well. The following are topics of interest to many students…often, these topics end up serving as “separators” for your child in winnowing down his or her list.

“When it comes to the college search, be thoughtful and observant and objective about what you see and hear, and always be mindful of how you feel about the schools you consider.” Joe Mantegna Associate Dean of College Counseling, Blair Academy

Student Enrollment Some of the key factors to examine here include size of school, percentage of undergrads, male/female ratio, commuter/resident ratio, percentage of minority students and/or particular religious affiliation, geographic diversity, percentage of freshmen who graduate in four years, and the percentage of students receiving financial aid. Physical Environment Consider here the location of the school, including geographic region of the country, urban/suburban/rural setting, distance from home, weather, and recreational and cultural opportunities. Also, examine the school environment itself, including the campus, facilities (especially the areas important to you), dormitories, student center, and library. College Type & Philosophy Schools vary in their stated purposes; as such, it can be helpful to read the school’s mission statement. For 47

instance, is the school public or private, independent, or church related? Is it strictly an undergraduate institution or are there graduate programs as well? Is the focus on liberal arts or on pre-professional programs such as business, education, law, engineering, or art? Often tied to the mission statement are identifiable characteristics. For instance, is the school traditional or progressive in its educational approach? Is the role of the professor primarily teacher or researcher? Does the academic schedule (semesters, trimesters, etc.) promote certain programs of interest to you?

Curriculum Though many high school students are undecided about what to major in, most have a general idea about areas of interest. In comparing colleges, pay attention to such curriculum-related topics as the latitude you will have in choosing your courses, the majors offered in your area of interest, the number of graduates in various majors, the strong departments, and the special opportunities available to undergraduates (research work, co-op programs, cross registration with area schools, study abroad, internships, and independent study). Many colleges offer special first-year seminars that are worth investigating. In addition, you may want to examine the grading system of the school, grade distributions (especially for freshmen), and requirements for a degree. Academic Environment Connected to curricular issues are a series of factors that make up the academic environment. The faculty of any college constitutes the heart of the academic environment.

be important. Pay particular attention to the academic environment for first-year students. Also important, though more difficult to discern, are pressures on the student body, the student attitude on campus toward learning, the quality of special enrichment activities such as guest speakers, and campus interest in national and international issues of importance. Lastly, look into what happens to students as they get ready to graduate. Learning about career placement, recruiters on campus, records of pre-professional programs, percentages that go on to graduate schools, and job-placement records can be revealing. Inquiries into faculty background and faculty concerns are often a key to understanding this environment. Look into the percentage of faculty who hold doctorates, typical teaching load, research/publication expectations, and the role of graduate students in the undergraduateâ&#x20AC;&#x2122;s academic life. Of more direct interest is how the academic environment will affect your life as a student. Faculty/ student ratios, advisory systems, average class sizes, and availability of tutorial assistance and support services could

â&#x20AC;&#x153;The faculty of any college constitutes the heart of the academic environment. Of more direct interest is how the academic environment will affect your life as a student.â&#x20AC;? Lew Stival Dean of College Counseling, Blair Academy 49

Campus Life In searching for appropriate college choices, keep in mind that you are also choosing somewhere to live for four years. It is important that the style and setting of your schools reflect your personal preferences. For this category, perhaps more than any other, campus 50

visits can be most informative and revealing. Look into living arrangements by examining dormitory quarters and the school’s system for assigning rooms. Examine the larger school environment by taking a look at facilities you might use extensively (e.g., student center, cafeteria, gym, labs, and theatre). Student body issues are important, too. Is the makeup of the student body largely homogeneous or noticeably diverse? Is individuality welcomed? What is the role of fraternities, sororities, and other social groups within the community? What campus issues dominate the minds of undergraduates? Are the social policies of the school consistent with your philosophy of life? Do the athletic, cultural, and community offerings on campus dovetail with your interests and needs? Look critically and carefully, and don’t be afraid to take the time to talk to students at the school…many will enjoy the opportunity to tell you what they think.

Costs & Financial Aid As you gather information about costs and financial aid opportunities, it is important that you talk with your parents. The financial aspects of college often affect parents more than students, so their input could be of critical importance to your decision-making. Examine information pertaining to yearly costs (tuition, room and board, books, lab/studio fees, travel, and personal expenses). Consider your ability to pay, including

your parents’ contribution, your willingness to work while at school, and the amount of loan you’ll need to assume. Know that financial-aid policies and financialaid awards can vary wildly among schools, so it is important to use each college’s net-price calculator, which can be found on the institution’s admission or financial aid web pages. Inquire about the percentage of students receiving aid, the range of awards, and the average award. Is there merit-based money available? Are early decision applicants advantaged or disadvantaged in the aid process? What is the average indebtedness (money borrowed and owed) of a student when he or she graduates? What are job opportunities on campus or in the community? Final Thoughts As you gather information on individual schools, keep accurate and organized records. After visits, jot down some notes to remind you of your impressions. These details will help later. Of course, all of the data are important, but don’t forget to “trust your gut” on schools. 51

Years of experience has taught us that a student often gets a feeling, good or bad, about a school pretty quickly. These feelings can be just as important in the process as the data you’ve gathered.

search. Listed below are key sources of information that you should bring to bear in conducting your research. Your College Counselor Consider your Blair college counselor your human “guidebook.” Plan to meet regularly with him or her to help personalize the process and to keep you moving in the right direction. Remember, your college counselor is perhaps your most fair and balanced source of information/counsel/advice throughout your college process. Online Sources

Researching the Schools Knowing how and where to find helpful, current information on colleges is critically important to your 52

Most students begin their research by checking college websites, which usually include a full description of all courses, a streaming tour of campus, links to faculty research projects, a profile of the incoming first-year class, and complete admission and financial aid information. In addition, web-based college search programs can also be helpful. At Blair, we currently use the TCCI/Naviance web-based program for our

students and parents, which can be a most-helpful Blairspecific resource, particularly when it comes to Blair histories at individual colleges. Naviance Student can be a great way to organize your search. You will receive the required information to get your account set up from our office manager during the winter of your junior year. Remember that while Naviance Student can be a big help with your college plans, your hard work is still the key to a successful process. Your Personal Network Personal contacts afford an excellent source of research information. Family members, friends, alumni, and others may well have direct experience with your colleges of interest. Be curious and ask questions. Learn what you can from your personal network. Be discerning, though, in how you weigh information, as, occasionally, well-intentioned, personal opinions can be unduly biased and out-of-date.

College Guidebooks There are a great many guidebooks available to help you research colleges. The following guidebooks contain factual information about a wide array of schools and can be valuable tools in gaining an overview of a wide range of colleges. • The College Board’s The College Handbook •U .S. News Ultimate College Guide 53

• Princeton Review’s Complete Book of Colleges Others are more subjective in content and tend to be less data-driven and more opinion-based. These guidebooks can be excellent supplementary sources about colleges and can often give more of a flavor as to what a specific college is actually like. Some popular examples include: • Edward Fiske’s Fiske Guide to Colleges • Loren Pope’s Colleges That Change Lives • Princeton Review’s Best Colleges Guide •C ollege Prowler Guidebook Campus Visits Visiting a college campus is the most direct way to learn about a school. A campus visit should be both a formal and informal process. On the formal side, there are campus tours and group-information sessions, and, occasionally, at some schools, there is still the interview (typically informational in nature and generally non-evaluative). You will need to call the admission 54

office in advance to learn more about times and to register for these interviews. Remember, visiting colleges and taking part in these activities will give you the chance to learn more about the college. The informal side of a visit can be equally valuable. Talk with enrolled students; they are usually very open and honest about their experiences. Look for professors who have a few minutes free and strike up a conversation. Sit in on a class if possible. Check bulletin boards and read a copy of the student newspaper. Find out if there are Blair students there who might be willing to host you. Just hang out and look around…it doesn’t sound all that productive, but doing so can be quite revealing! College is a huge investment in time and money, so seeing colleges yourself is the best way to “size up” your investment.

done thoughtfully and thoroughly. Applying to college means more than simply filling out the application. You’ll need to write essays, take standardized testing, secure teacher recommendations, fill out supplements, and possibly interview on campus or away from campus with alumni. What follows is a brief overview of the “pieces” of the application process.

Presenting Yourself to Colleges

Nearly all applications are relatively straightforward and easy to complete, but it’s the writing of the essays and the supplements that often make completing applications a bit more taxing. There are schools that use the Common Application and still others that use

College applications represent the end product of your college search. To the college, the application is you; as such, it is important that each application is

The Application

their own applications. While we strongly encourage Blair students to use the Common Application whenever possible, there are a few colleges that are not Common Application schools. In those cases, students can access applications from the websites of the respective schools. As you complete your applications, make sure you answer all questions thoroughly, and it is not a bad idea to have your counselor check your work before sending them out! The Essay

“Authenticity and voice matter more than polished, sanitized content.” Niki Applebaum Johnson ’01 Co-Director of College Counseling The Baldwin School Former Senior Assistant Director of Admission, Stanford and Harvard Universities

The essay often presents the biggest challenge for many students. It can be a tough writing assignment, but some forethought and planning can help alleviate the stress. There are all sorts of essay requirements…some colleges have wildly esoteric essay assignments, while some colleges, especially large state universities, do not require an essay. Generally, though, there is a great overlap among essay topics and requirements, which allows a student to use an essay for more than one school. This is fine, but this opportunity should not be stretched beyond its limits. If a new and different essay is called for, write it. And remember this: If you indicate in your essay that Ivy U is the place for you, then make sure you delete Ivy U if you use the essay again for another school. The admission people at other colleges won’t take kindly to reading that Ivy U is your top choice! A few other things to consider about the essay: Rarely are student essays so amazing that they get students into schools, and rarely are they so bad that they result in a denial. Essays are part of the application and your opportunity to add something about yourself that might not be found in the rest of the application. 56

Essays should be personal in nature and be about you. What you write about is not all that important; what is important is that your colleges can learn more about you. You really don’t have to construct the great American essay…sometimes the simplest topics can be the most effective and interesting! If the essay is good, you’ll know it! Seek the advice of others, especially your counselor, about your writing. From there, edit, edit, edit! Always look to “tweak” the essay by chipping away at awkward phrasing, word choice, and organization. It makes a difference in the final draft. And, finally, make sure that you own the topic…admission readers can almost always spot a phony one that has been “worked over” by wellintentioned individuals who hope to make your essay into something more than it needs to be. The Interview Gone are the days when frightened students in formal attire sat in front of admission representatives or alumni whose impressions could make or break

very well in these interview situations. As such, here are a few general guidelines. • Be on time...don’t make an admission representative or alumnus/alumna wait for you. • Be neat and clean...Blair school day attire will be fine. • Be polite and courteous...speak to the interviewer as you would one of your teachers. Remember to get the interviewer’s name so that you can send a follow-up thank-you card. their candidacy. Today, the interview is largely conversational; it is a good opportunity for you to learn more about the college and to have specific questions answered. Blair college counselors have all conducted these interviews and, in our experience, there is relatively little evaluation going on. These days, many Blair students sit for alumni interviews. These tend to be a bit more evaluative, but rarely do they “make or break” one’s candidacy. Because our students are accustomed to speaking with adults in all kinds of circumstances at Blair, they tend to handle themselves

• Be responsive...answer questions thoughtfully and honestly; try to avoid the “and ums” and the “you knows” and other types of distracting teenage dialect. • Be yourself...there simply is no substitute. If you follow these very simple guidelines, we’re sure you’ll be just fine during the interview. Don’t worry about such things as being nervous or making the right impression…everybody, including your interviewer, is thinking about these things. There’s just not that much that you can get wrong; relax and be yourself and you’ll be a hit! 57

Teacher Recommendations

which you apply.

At nearly all colleges and universities, teacher recommendations are an important part of the evaluation process, so it makes sense to put some thought into just who should be writing on your behalf. You will be expected to secure two academic teacher recommendations, preferably from your junior-year teachers, which will be sent from Blair as part of your school support. The process at Blair is simple and streamlined—in the spring of your junior year, you should approach two junior teachers for whom you’ve done well and ask them to write for you during the course of the summer. If the teachers agree to write, then you must fill out an online teacher recommendation form (aka Green Sheet). Once you’ve secured your teacher commitments and have emailed your teachers the Green Sheets, you’re good to go. Your teachers will do the rest by writing the recommendations and emailing them to the College Counseling Office. Your counselor will see to it that teacher recommendations are sent to every college to

In some instances, there may be special teacher recommendations or requirements outlined by your prospective schools. Such undergraduate programs as engineering, architecture, fine and performing arts, and hospitality management may require certain types of recommenders and may also require portfolios and auditions. Occasionally, an additional recommendation may be needed. You will be responsible for securing any and all special/additional recommendations, should they be necessary. See your counselor with any questions. School Support The College Office sends to every school to which you apply your Blair school support, which includes the following items: (1) A School Profile, which contains detailed information about Blair and your class; (2) a counselor letter of support, which serves as Blair’s letter on your behalf; (3) an official transcript and senior grades; and (4) your teacher recommendations.

As a matter of course, we will contact your colleges to update them of noteworthy things (such as special recognition) as deemed appropriate. Your counselor will be your advocate and school voice throughout the process, so it makes sense to keep him or her apprised of your progress throughout the entire college process.

Special Admission Programs

Application Deadlines & Procedures

Note: When considering multiple early programs, it’s always best to speak with your counselor to make sure that what you are doing makes sense and is deemed acceptable by the colleges.

Application deadlines vary from school to school. It is important to know your deadline dates and then plan accordingly. Things to do: • Complete an online transcript request form (aka Pink Sheet) for each and every school to which you apply. • Make certain that you have arranged to have the appropriate standardized testing (SAT I/II, ACT, TOEFL) sent to each and every one of your colleges. • Arrange for payment of application fees. • Do your applications yourself!!! Taking ownership of the process, from start to finish, will make your experience that much more rewarding.

Many colleges offer varying admission plans that meet the needs of both students and colleges, and generally are based on early notification. The following programs are very popular with many Blair students for good reasons.

Early Action

Under this plan, students are notified (usually by midDecember) if they are accepted, deferred, or denied. If accepted, the student may still apply to other schools and has until May 1 to decide where to attend. Single-Choice Restrictive Early Action

This program generally operates under the same guidelines as Early Action with one exception: Applicants typically cannot apply to other Early Action 59

or Early Decision schools while the Early Action application is pending. Early Decision

Under this plan, a candidate agrees to attend that school if accepted, and, if applicable, the financial aid award is sufficient. An Early Decision applicant generally cannot apply to other schools with similar programs while the application is pending. Also, if accepted and the aid award is acceptable, the applicant is expected to withdraw all other applications at that time. Rolling Admission

Under this program, colleges admit qualified students in waves as they apply. Those applying to schools via rolling admission should apply as early in the fall as possible. Students considering rolling admission schools should see their counselor in early September. Note: It falls to each student to be aware of the college’s requirements regarding these types of admission programs, as they do vary from one school to the next. 60

PART 4: FINANCIAL AID Managing the Cost of Attendance

“We ask parents to consider their own economic situation and how much they can afford to pay for college before we engage in a conversation about financial aid.” Shana Russell Assistant Dean of College Counseling, Blair Academy Paying for college these days is a daunting undertaking. What’s more, applying for need-based financial aid may be the most harrowing and onerous aspect of the entire college process for most families. As no two financial situations are ever the same and there are so many variables to consider, it becomes next to impossible for anyone (save

financial-aid professionals) to be of much specific help to students and their families. Just as every student who goes through the college process has his or her own special set of circumstances that often belie generalization, so it is with everyone’s financial circumstances. Each is highly individualized and textured. For that reason, trying to rely on what worked for another family or trusting what you hear from non-experts is fraught with problems. Instead, we urge you, should the cost of attendance be an issue, head straight for every college’s admission website and make good use the school’s net-price calculator, a useful tool that can provide a clear estimate of that school’s cost of attendance. Every school is required to provide a net-price calculator, and taking the time to enter your financials into it can be a great way for you to get a reliable sense of the cost of attendance. As with most tools, the net-price calculator is only as good as the entered financial 61

information. The more thorough you are in entering your financial information, the more accurate the results of the net-price calculator will be. The following is a set of commonly-asked questions, as well as our best attempts at answers. I hope you find this Q & A section to be of some use. For your convenience, we’ve also created a glossary of financial aid terms, those that are often used in discussions about need-based, merit-based, and other sources of financial support.

The Big Questions The following section takes a look at some of the important questions that all students and families applying for need-based aid should feel free to ask of admission representatives, and, if possible, financial-aid professionals. Certainly, answers to the following questions regarding financial aid in the college process can be invaluable to students and families as they plan for college.

“Beyond the cost of attendance, students should consider the cost of a school’s overall experience. Ask whether the study abroad opportunities, the summer internships, and the social extras available to all students will be affordable and accessible for you.” Ashley Bianchi Director of Financial Aid, Williams College Q. Is your school need-blind? If you are need-aware, could you explain what, exactly, that means? A. Only a small handful, and that would generally include the most selective colleges in the nation, are actually need-blind. Rest assured that, if admitted to a school that is truly need-blind, you will be aided to

the fullest extent you possibly can. Schools that are need-aware do their very best to meet 100 percent of every admitted student’s financial need but simply do not have the financial aid budgets to do so. As a result, some students, and it’s usually those who are very marginal applicants, are either denied admission because of a lack of funding, waitlisted or, in some instances, admitted but offered only a percentage of their full need. Q. Does financial need have an impact on admission decisions? A. This is a tricky one…of course, need-blind schools would never consider the ability to pay as a condition of an applicant’s candidacy for admission. However, there are other schools where the ability to pay may indeed have an impact on a candidate’s candidacy for admission. The prospects of finding this out are not good, though increasingly, colleges with relatively limited financial aid budgets are indicating that the inability to pay, particularly for the final few offers of admission, can result in a waitlist or a deny.

Q. Does the decision to apply for early admission (ED or EA) impact in any way need-based financial aid awards? How will I know if my entire need has been met through the early round at your school? A. Traditionally, we have not encouraged needy students to opt for early decision programs, due in large measure to their binding nature. If admitted (and the aid award is sufficient), then students are bound to attend. Instead, we feel it is in a student’s best interest to be able to compare aid awards in April and to investigate options. These days, it seems that an increasing number of needy students who are involved with early programs (ED/EA) are being aided favorably. Bottom line—as each student has different needs and interests, and each college does things in their own way, it makes sense to speak with your counselor about an appropriate strategy. Q. Will I know or be able to find out, particularly through the ED or EA admission rounds, if I have been “gapped” in my aid award? 63

A. Gapping is a term that applies to the practice of not meeting 100 percent of a student’s demonstrated need. In other words, if a student qualifies for $35,000 in need-based aid but is only offered $30,000 in aid from the college, he or she has been “gapped” by $5,000. Of course, the easiest way to find out if gapping has occurred is to compare aid awards from various colleges, which is possible in April at the conclusion of the regular round of admission. During the early rounds of admission, however, this is often difficult to do…there is nothing to compare. It’s always best to call the financial aid office(s) of those schools where you have been admitted and simply ask the question: “Have I been gapped in my aid award?” Most schools will be forthright in explaining the aid awards they’ve offered. Q. Does your institution offer other financial aid programs such as merit awards or outside scholarships that do not include consideration of financial need? A. Many colleges do grant merit-based financial aid as a reward for excellence in certain specified areas 64

(academics, sports, leadership, etc.) that do not take into consideration a family’s ability to pay. It’s wise to investigate these types of awards as a means of managing the cost of attendance. It does fall to the student and his or her family to investigate these types of awards whenever possible. Q. Will I continue to receive comparable need-based aid throughout my four years at your school? A. As a general rule, students who receive need-based financial aid as freshmen will continue to receive comparable aid awards throughout their time as undergraduates, provided they make satisfactory progress academically and they remain in good standing at their schools. However, some schools may “tweak” aid awards to include a higher percentage of self-help and/or loans. In other words, colleges do have the ability to “adjust” student packages as they see fit, sometimes cutting back on grant aid and increasing student indebtedness. So, while the overall amount of financial aid a student receives from the college

will likely not change over four years, how the aid is apportioned (grants/loans/self-help) can be adjusted, depending on changes in family situation or how a student actually performs. Q. What is the average indebtedness of your students when they graduate from your institution? A. This is an important question to ask, as it can reveal a good bit about a college’s commitment to supporting its financial-aid students. While every student and family circumstance is unique, as a general rule, it’s best to leave college with as little debt as is possible. Keeping student indebtedness under, say, $20,000 (and hopefully less!) should be a realistic goal for every undergraduate. Q. Do outside scholarships detract from my need-based aid award from your school? A. It’s not uncommon for students and their families to apply for outside funding, often in the form of local

scholarships, to offset the cost of a college education. While it’s always a good idea to consider applying for these types of scholarships, it’s also a good idea to find out whether any outside monies will result in a lowering of the grant portion of a need-based aid award. For example, a student applies for and wins both a $1,000 scholarship from the local PTA and a $1,000 scholarship from the town business association, which is great; the student’s total bill for the year is $2,000 cheaper, right? Unfortunately, some colleges simply lower the grant portion of the student’s financial aid package; thus, the student’s family is still paying the same overall cost of attendance, while the college just saved $2,000 dollars. The far better scenario is when the college reduces the student’s loan or self-help portion of the aid award by $2,000 instead. Q. Are there other ways to help finance my education, such as off-campus work in the community? Will the college help me to locate these types of jobs? A. Most colleges will list on-campus work 65

opportunities, and, quite often, they will be helpful to students who want to look off campus for other types of employment. It’s best to ask the school’s financial aid and career services offices about such outside opportunities.

Financial Aid: Other Questions To Consider

Q. When will I be notified about financial aid decisions?

2. If I/we cannot meet the financial responsibilities from current income or assets, what financing options are available to help me/us pay my/our share?

A. This is a very important question to ask. Traditionally, you would learn of your financial aid award when you received your letter of acceptance, and, in many instances, that is still the case. However, with the growth of such early programs as early decision, early action, and rolling admission, it has become a bit more difficult to know when the aid award will arrive. College financial aid offices try their best to push aid awards out in a timely fashion, but delays in the receipt of important financial aid information (FAFSA and CSS Profile) will surely make getting the aid awards out much more difficult. So, always…always…try to get your financial aid paperwork completed and submitted as early as you possibly can! 66

1. Are there any other costs not accounted for in the aid offer that I should plan for, such as expenses for books, room and board, transportation, or personal needs?

3. If the financial aid award package is insufficient to make it possible for me to attend this institution, under what conditions, if any, will the aid office reconsider its offer? 4. Regarding renewal, what are the academic requirements or other conditions for the renewal of financial aid, including scholarships? 5. What impact will cost increases have on my financial aid package? What will happen if my family’s financial situation changes? 6. When can my family expect to receive bills from the college? How many times a year will we be billed? If the bill is not paid by the deadline, will there be penalties?

Does the college accept payment by credit card? Is there an option to pay monthly? 7. Is all financial aid credited to my student account, or will I receive checks for some or all of the financial aid awarded? What about my employment earnings? If aid exceeds billed charges, how does the student receive the funds? 8. How much money will I need during the first week of school for things such as books, a parking permit, etc.? Can I use financial aid to pay for books and supplies? Can books and supplies be charged to my account? What typical out-of-pocket expenses do most students have during the year? 9. Is information provided regarding budgeting resources, money management, and credit card usage? 10. Are there banking services with fee-free ATMs and/or check cashing on or near campus? 11. Will the college be responsive to mid-year changes in family financial situations? 12. Regarding student employment, including federal

work-study: How are jobs assigned? How many hours per week will I be expected or allowed to work? How often and in what manner will I receive earnings payments? Will earnings be automatically credited to my account? — Adapted from The College Board materials

Glossary of Financial Aid Terms Assets: Holdings in the form of cash, stocks, bonds, real estate, trusts, business equipment, and business inventory. All are considered in the formulation of the Expected Family Contribution (EFC) for the Free Application for Federal Student Aid (FAFSA). Award Letter: The official document, issued by the financial aid office, lists all the financial aid awarded to the student. While award letters vary among institutions, the letter generally lists the expected family contribution, cost of attendance, and all the terms of the aid awarded. 67

CSS Profile: A financial aid form used by more than 300 colleges and universities in order to supplement information received on the FAFSA. Along with a registration fee, there is an additional fee to send a CSS Profile report to each college that requires it. Low-income families who qualify for SAT/ACT fee waivers can qualify for a waiver of the registration fee and two reports. Custodial Parent: The parent with whom a student lived the most over the course of the previous 12 months. It is a term used in cases where parents are divorced or separated. Expected Family Contribution (EFC): The amount a family is expected to pay for college as indicated by calculations made upon completion and submission of the FAFSA and/or CSS Profile. FAFSA (Free Application for Federal Student Aid): Form provided by the government and used by nearly every college. This is the form you need to fill out in order to be considered for federal aid such as the Pell Grant and Perkins and Stafford Loans. 68

Federal Aid: Funds in the form of loans and grants provided by the U.S. government. These include the Pell Grant, Perkins Loan, Stafford Loan, and PLUS Loans. (Check https://studentaid.ed.gov/sa for more detailed information on federal aid.) Federal Methodology: The formulas used to determine a student’s eligibility for federal Title IV funds, taking into account income, some assets, expenses, family size, and other factors. The methodology is written by Congress rather than a peer community assessment and is not updated regularly. Financial Need: The difference between what it costs to attend a particular college and the amount it has been determined that a student and her/his family can afford to pay toward those expenses. The term “demonstrated financial need” is typically used to describe an assessment based on Institutional Methodology for undergraduate need-based, institutional funding. The amount that an applicant can be expected to contribute is measured according to standardized formulas, which include the federal and

institutional methodologies. Gapping: Financial aid policy in which demonstrated need is not met fully by the institution. Grants: Financial aid awards that do not have to be repaid. Institutional Aid: Funds in the form of grants and loans provided by the college itself. Institutional Methodology: A nationally accepted standard used by many colleges, universities, graduate and professional schools, and private scholarship programs for assessing a family’s financial eligibility to receive funding from the school to help meet the cost of attendance. While similar to the federal methodology, IM includes a comprehensive review of assets, income, family size, home equity, and other factors. It also permits more generous treatment of medical/dental expenses, elementary and secondary school tuition payments, and child support payments in determining a family’s total available income to pay for the cost of attendance. Merit-Based Aid: Financial aid awarded in conjunction

with a student’s academic ability or, in some cases, special talents (athletics, arts, or leadership). The family’s financial need is not considered when it comes to awarding merit-based aid. Think of merit-based aid as a “scholarship.” Needs Analysis: A process of reviewing a student’s aid application to determine the amount of financial aid for which a student is eligible. Completing a needs analysis form is the required first step in applying for most types of financial aid. Need-Aware Admission: The policy of admitting students based on their ability to pay for the cost of attendance. Need-Based Aid: Financial aid awarded solely on the basis of a family’s ability to pay. Need-Blind Admission: The policy of accepting students without regard for their ability to pay for the cost of attendance. Parent Contribution: A portion of the expected family contribution that is derived from the parents’ family 69

income, assets, state and federal taxes, an allowance for family living expenses, and the costs of other family members in college.

that institution. Preferential packaging may increase grants over loans or provide more aid than a studentâ&#x20AC;&#x2122;s demonstrated need.

Pell Grant: A federal grant program that helps families who show a very low estimated family contribution (EFC). The maximum grant depends on the EFC calculations and the cost of attendance at the college in question.

Self Help: Financial aid self-help awards are available via programs that require the student to either repay the assistance or work for the assistance. Loans and work-study are examples of self-help awards.

Perkins Loan: Funded by the federal government, this loan has among the lowest interest rates of all the loan programs, with the debt incurred by the student. Repayment of this loan is deferred until nine months after a student graduates or leaves the college. PLUS Loans: A federally sponsored loan administered by private lending institutions. PLUS loans are taken out by parents at a relatively low interest rate. Loan amounts cannot exceed the balance of the total cost of the attendance, minus financial aid. Preferential Packaging: A financial aid package that is enhanced in order to entice a student to attend 70

Stafford (Subsidized) Loan: A subsidized Stafford Loan is federally guaranteed and is based on financial need. Interest on this loan does not accrue while the student is in school (as long as he or she is enrolled at least half time). The federal government subsidizes (pays) the interest on the loan while a student is enrolled. Stafford (Unsubsidized) Loan: An unsubsidized Stafford Loan is federally guaranteed and is not based on financial need. Interest will accrue from the time the loan is taken out, but a student does not need to make interest or principal payments until six months after graduation (or until six months after a student drops below half-time status). There are maximum amounts a

student can receive per school year. Student Contribution: In addition to the amount parents are asked to contribute, students are also expected to help meet a portion of their own educational costs each year. A studentâ&#x20AC;&#x2122;s minimum contribution may come from prior year earnings, summer employment, savings, and educational benefits. Student Aid Report (SAR): The Student Aid Report, which includes the EFC, is returned to you after completion and submission of the FAFSA. Total Cost: All expenses involved in attending an institution of higher learning, including tuition, room and board, fees, books, travel, and any miscellaneous expenses. Work Study: Federal program in which students are assured jobs in college in order to supplement their financial aid. Hours vary by institution but cannot exceed 20 hours per week.

CONCLUSION: WHERE TO GO FROM HERE Our aim in putting together this handbook is to provide a resource for students and families interested in finding Blair-specific answers to their questions regarding the college process. At the same time, we endeavor to provide a greater understanding of the larger forces that have impacted the process in the last decade or so. While our handbook addresses issues both large and small, we understand that we may have raised more questions than we have answered. If so, then that is a good thing. In fielding these questions, we are better able to offer the support and direction our students and families deserve as they reckon with this sometimes-daunting process. As always, we welcome your questions, concerns, and comments. Finally, the College Counseling Office would like to thank Blair Academy Head of School Chris Fortunato for allowing us the freedom to chart our own course and for providing us the unwavering support to build a first-rate college counseling program.

MISSION STATEMENT The Blair College Counseling Office believes that the college process should be a fitting capstone to a four-year high school experience, one that is more a journey toward self-realization than a frantic rush toward any particular destination. Our role in the process is to serve as a source of support and a voice of reason throughout, and our overarching responsibility is to ensure that our seniors enroll at colleges and universities where they will thrive.

NOTES

Blair Academy Post Office Box 600 Blairstown, New Jersey 07825-0600