College Counseling Handbook
s t i f t a e r g g n i find 2011
103 North Mooreland Road Richmond, Virginia 23229 (804) 740-7077 www.collegiate-va.org
College Counseling Office: Location: South Science Building, Upper School Campus Office Phone Number: (804) 741-9742
Office Fax Number: (804) 740-2130
Office Website: http://college-counseling.collegiate-va.org School/CEEB Code: 471845
Office Staff: Brian Leipheimer Director of College Counseling (804) 741-9741 bleipheimer@collegiate-va.org Kim Ball Associate Director of College Counseling (804) 754-1561 kball@collegiate-va.org Suzanne Lewis Associate Director of College Counseling (804) 740-2153 slewis@collegiate-va.org Joel Nuckols College Counselor (804) 741-9739 jnuckols@collegiate-va.org Martha Nesmith College Office Assistant (804) 741-9742 mnesmith@collegiate-va.org
FINDING GREAT FITS College Counseling Handbook—Collegiate School
TABLE OF CONTENTS GETTING READY • Our Role, Your Role, Meeting With Us
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FRESHMEN & SOPHOMORES • 3 Top Tips, Considerations for Your Parents • Freshman Year Roadmap • Sophomore Year Roadmap
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JUNIOR YEAR ROADMAP
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SENIOR YEAR ROADMAP
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STARTING YOUR SEARCH • Asking the Right Questions, Narrowing Your Preferences, The Gap Year Option • Special Talents & Considerations: Arts, Athletics, Learning Differences
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DEEPENING YOUR SEARCH • Research, Visits, Interviews
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HOW “THEY” MAKE ADMISSION DECISIONS • Common Admission Criteria, Additional “Tip” Factors, Looking At the Numbers
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STANDARDIZED TESTING • The SAT, The ACT, SAT/ACT Comparison, SAT Subject Tests, “Test Prep”
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FINANCIAL AID & SCHOLARSHIPS • Demonstrated Need, The Financial Aid Package, Scholarships
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THE ARTS • Preparing materials, General Degree Information, Resources
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COLLEGE ATHLETICS • Recruiting Game Plan, Admission Impact, Eligibility Center
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THE APPLICATION PROCESS • The 1st Weeks of Senior Year, The Essay, Letters of Recommendation • Application Types & Timeframes, Completing & Submitting Applications
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RESOURCES • College Counseling Webpage, Family Connection Website • Most Frequently Asked-For Websites, Resource Room—recommended guidebooks
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BACK POCKET CONTENTS
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(School Profile & Tips on Writing Essays)
GETTING READY Welcome to the college search process! This is an exciting time in your life, and if you head into it with a sense of adventure and fun, optimism and enthusiasm, you will find it to be a rewarding experience. “But wait a minute,” you say, “I’m worried about getting into a ‘good’ college.” Most students naturally look forward to college with some degree of fear and doubt. The worry often focuses on the end result of admission, and on feeling a lack of control: you know your character and potential, and you’ve worked hard in your classes and your activities, but some admission board will make the final decision on your application. True enough, no one can control that aspect of the process. What you can control, though, is the decision of where to apply and just as importantly, the definition of a “good” college. The truth is that there are more than 3,000 colleges and universities in this country alone. Each and every one of them has positives to offer students; the only meaningful definition of "good" is the one you create for your own purposes. During the search process, you’ll find your initial fears shifting to questions of which institutions offer the best “fits” for you personally. And you’ll discover that every student who successfully graduates from a school as rigorous as Collegiate will have a number of great “fits.” Here is your opportunity, and your responsibility, to take charge, investigate your options and determine the best setting in which to continue your education. The key is to work toward conclusions that you own, made because they best fit your talents, interests, qualifications, and plans for the future. Begin some serious self-assessment, and be positive about your future. Think about what you might enjoy studying, but take time to consider all aspects of your life. What are your strengths and weaknesses? What do you like to do most in your free time? What favorite activities do you hope to continue, or maybe take up for the first time? For most of you, college will be a residential experience—your happiness will likely be influenced by the total atmosphere of the campus. What do you want it to look and feel like, where do you want it to be, and what types of people do you want to surround you? Be adventurous in your thought. Consider schools with names that are unfamiliar to you, or are located in different regions. Think about potential academic paths beyond those you already have experienced, and about the possibilities for growth outside of your norm. There is little risk in thought, and you may discover some options you never before thought possible. On the other hand, you may end up with choices already familiar to you. We recognize that this process is not a small job, as it requires substantial thought, organization, and commitment. It is not, however, too complicated for you to handle, and rest assured that we are here to guide you along the way. Using this Handbook will be a valuable reference guide as well. Enjoy!
Website: http://college-counseling.collegiate-va.org
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OUR ROLE We are committed to guiding each of you and your parents through a process of discovering a set of college options that best “fit” or match you as an individual. Informal guidance begins in ninth grade as we partner with the advisory system to address topics like self-assessment, course planning, balancing extra-curricular life, and standardized testing. Formal college counseling begins in the winter of the junior year and over the next year and a half, we work closely with you and your parents from initial meetings through your final college choice. Finding the “fits” requires us to perform 3 roles simultaneously: 1)
Head Cheerleader: enthusiastically supporting your endeavors, including one of our largest responsibilities—writing your school letter of recommendation.
2)
Trail Guide: exploring your desires/goals/parameters and helping you navigate the twists and turns of the terrain.
3)
Realistic Messenger: explaining how your academic/other qualifications will impact admissibility, and developing with you a balanced list of schools along 3 broad ranges of admission likelihood.
That third role is often the trickiest, and no personal judgments are attached to our assessments of admissibility. Whether the admission door is likely to swing open or not, our feedback is not a reflection of our faith in your ability or character. It is based simply on the concrete data of past decision patterns and on what we know about the current processes at the institutions. Given the bevy of great institutions across the country, there is no cause for worry over finding the excitement within the balance. One hat we do not wear is that of a “Placement Officer” who can make sure you “get in” to a certain college or university, nor are we the micro-managers of your process. Rather, we are your mentors, resources, advisors, and advocates—we work to facilitate the process, and you conduct it.
YOUR ROLE Ultimately, then, you are responsible for owning the various aspects of the process, from actively researching schools on your list to writing the applications and following the deadlines. We are eager to help with each and every aspect, whether with initial research suggestions or mapping out essays and deciphering the pesky paperwork, but task follow-through remains firmly in your court. Maintaining your self-motivation, and communicating with us openly and consistently are keys to landing on a well-planned set of applications. It is vital to keep us informed of your thoughts and interests, seek our input regularly and in advance of deadlines, and stay on top of the paperwork. We find that students who put in good work early in the process are most often rewarded with excellent results. They seldom face great disappointment because they have worked out a list over time that is both realistic for them and filled with exciting choices.
Website: http://college-counseling.collegiate-va.org
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MEETING WITH US There are 5 of us in the college counseling office to help you in your search: Ms. Ball, Mr. Leipheimer, Mrs. Lewis, and Mr. Nuckols are the counselors, and Mrs. Nesmith manages the records and paperwork for the process. Each junior will be assigned to work with one of the 4 counselors individually; while you will work with your counselor most directly, the rest of us are always happy to answer questions as well. We welcome your interest and expect you to make use of all of our services. Our goal is to get to know each of you well enough to guide you personally through this process. Remember, though, that we cannot achieve this goal without equal effort and interest on your part. Prior to Junior Year: Ms. Ball is our point-person for all matters related to freshmen and sophomores, and Mrs. Lewis is our point-person for athletic recruiting, but you can tap any of the counselors for advice. The 2nd semester of Junior Year through Senior Year: You will begin a series of meetings with your counselor to help you define your goals and interests, create a college list, develop a plan for standardized testing, discuss course selection, and map out the process milestones. You should plan to meet with your counselor at least once before spring break and again before the summer begins; we expect a third formal meeting at the beginning of your senior year. By the end of the process, it is normal to have spent numerous hours meeting with us. Some issues may require long discussions and others only a brief question—we hope you will meet with us often, beyond the formal sessions. Parents: We also enjoy working jointly with your parents. While we encourage them to call on us as needed, we do respectfully expect the following: • Meetings between your parents and us also must include you, unless a highly sensitive adult-toadult matter needs to be addressed, so that all parties are on the same page. Because we believe that you should direct your own search, our first official meeting is reserved for student and counselor only, but we strongly recommend that parents join for a meeting before the end of your junior year. • When questions arise on the home front, compile a list and come ask us yourselves, then relay the information back to your folks; they can tap us with any follow-up concerns. This will empower you to take ownership of your process, and the more interactions we have with you, the better we get to know you.
Website: http://college-counseling.collegiate-va.org
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FRESHMEN & SOPHOMORES The college process should not take center stage for you in your first two years of high school. Some parents may be ready for their children to dive into the process at earlier points, but most students are not ready to embrace it meaningfully until later in the junior year. So, we wait to assign individual college counselors until the summer between your tenth and eleventh grades, and we begin intensive, one-on-one college counseling work as the second semester of your junior year opens. The single-best thing you can do to prepare now for the college process is to perform to the best of your ability in the classroom.
3 TOP TIPS 1) Work as hard as you can in your classes. Your academic rigor and performance will be the largest factor in any admission decision—your grades from every year in high school matter. 2) Find a few activities that you enjoy and pursue them fully. Boasting a lengthy résumé without depth is not helpful. Certain types of activities, like service, will not “look better” necessarily than ones that demonstrate your passion, commitment, and eventually, leadership. 3) Recognize that standardized testing will be a reality, but don’t panic. We will help you navigate the various tests at the appropriate times, including selected SAT Subject Tests after 9th and 10th grade, but there is no need to take the SAT or ACT until spring of 11th grade. Likewise, if you want to do “Test Prep,” there is no need to consider it before the spring of junior year or the following summer. (Exception: athletes with the potential of being high-level recruits may want to consider prep during the summer before junior year, in anticipation of one of the fall testing dates.)
CONSIDERATIONS FOR YOUR PARENTS: Register on and explore our “Family Connection” website. And, now is a good time to think about how you can best approach the coming process with a healthy, thoughtful perspective. That word, perspective, is a worthy mantra for moving through the process. Questions For Perspective: How much has the college process changed, and how much have specific institutions changed, since you were applying to college? What are your own thoughts/goals about your child’s college process, what are your spouse’s thoughts/goals, and how do both or either fit your child realistically? How much do you want to be involved in the process, and how much do you trust your child to do this process well on his or her own? “Survival” Tips to Keep in Mind: 1. Have faith, it will all work out—this is a long journey, but we have never lost a patient! 2. Don’t believe everything you hear/read, and accept that “doing” the process is the student’s job. 3. Each student engages at a different pace, typically following established personality patterns. 4. The admission process is not a report card on your child as a person, or on you as a parent. 5. Selectivity does not necessarily equal value of the educational experience. 6. Fixating on one college, or on one “key,” typically does not lead to a fruitful process. 7. Choose battles wisely, but don’t avoid the necessary ones and hang in there through the bumps. We communicate regularly with you, during all 4 years of Upper School, through our monthly enewsletter and letters mailed home that address stage-specific topics. We do ask you to read the information carefully, but once digested, please don’t hesitate to call on us with further questions. Website: http://college-counseling.collegiate-va.org
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FRESHMAN YEAR ROADMAP
Fall Semester √ You take the “Do What You Are” personality survey, as we partner with the advisory system to encourage self-exploration √ Parents are welcome to attend our Financial Aid/Scholarships program
Spring Semester √ We add in other future-oriented initiatives and class meetings, covering topics like: course planning, academic goal setting, and transcript reviews in addition to summer and extracurricular pursuits, and building a résumé √ You and your parents gain access to our Family Connection website—explore and enjoy Eventually, you can use this exciting tool to greatly enhance your college search, allowing you to access customized comparison information based on your academic qualifications and the admission action taken on past Collegiate applicants. For now, the “Do What You Are” survey is an excellent platform from which to begin. It gives your personality type, learning and communication styles/strategies, and suggestions for future areas of study and types of institutions/careers that you might want to pursue. √ If you are interested in competing in college athletics, the spring of the freshman year is a good time to begin discussing the recruiting process with your coach and contacting college coaches We also welcome you and your parents to attend our NCAA Information program in January. √ You may want to consider taking a SAT Subject Test in May or June—we will provide you and your parents with detailed information
Website: http://college-counseling.collegiate-va.org
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SOPHOMORE YEAR ROADMAP: Fall Semester √ You take the PSAT in October (we automatically register you) in order to gain exposure and practice for the standardized tests to come √ Parents are welcome to attend our Financial Aid/Scholarships program
Spring Semester √ We will hold several class meetings to keep you informed, including one in May when you will indicate any requests for individual college counselors √ Your parents are invited to attend our Looking Ahead To The Process program √ If you are interested in competing in college athletics and have not yet talked with your coach, now is the time to discuss the recruiting process and contact college coaches We also welcome you and your parents to attend our NCAA Information program in January if you did not attend as a freshman. √ You may also attend the College Fair—aimed at juniors, but sophomores are welcome to attend. √ You may want to consider taking a SAT Subject Test in May or June—we will provide you and your parents with detailed information √ Feel free to take some summer tours of colleges. It is not vital to visit colleges before junior year, but seeing a few ahead of time (especially if they are diverse in type, setting or location) may be helpful. It is always best to see a campus when students are present, but scheduling constraints often make summer visits a good option. Check each college’s website for information on the tours and information sessions.
Website: http://college-counseling.collegiate-va.org
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JUNIOR YEAR ROADMAP September – December √ Individual college counselors are assigned at the beginning of September. We ask for student requests in the spring of tenth grade, and then over the summer balance those requests with the loads that each of us can reasonably handle. √ Attend the college admission representative visits to Collegiate throughout the fall. √ Your parents can attend the Financial Aid & Scholarships program. √ Take the PSAT in October. We automatically register you, and in addition to being good benchmark practice for the SAT, junior year PSAT scores are the first cut-off for the National Merit program. √ Consider taking the mock ACT we offer in November. √ Register for your first SAT—we recommend the January date (registration falls in December) or the March/April date.
January – March √ Complete the Junior Questionnaire on the “Family Connection” website. Designed to spark your thought process, this is a critical tool for us in both approaching your college search and eventually writing your school letter of recommendation. √ Sign up for your first individual college counseling meeting. After our “Kick-Off” programs, this meeting allows us to get to know each other, explore your goals, and develop an individualized testing plan, a course selection plan, and an initial college list. √ Register for spring SAT and/or ACT tests, and likely some Subject Tests, according to the plan devised with your counselor; consider a Test Prep course/tutor in the spring if desired. √ If you are interested in competing in college athletics, attend our NCAA Information program if you have not already done so. √ Begin researching your list and contact prospective colleges for information. College’s websites will be your best avenue for initial research and contact/visit information, and getting on their mailing lists will allow you to receive more material and to be “tracked” by them as an interested student. √ Attend our Application Workshop. In late February, this daylong program with college admission representatives addresses targeted aspects of the application process. Junior parents have a “Deans’ Panel” that night. √ Plan ahead for college visits. Schedule time in your family's calendar to make these visits during the spring and summer. Waiting until the fall of senior year, often the busiest in your high school career, is seldom a good idea. Spring Break is often a great time for a round of visits, as is the late spring for day-trips. Website: http://college-counseling.collegiate-va.org
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April – May √ Sign up for a second meeting with your college counselor. This meeting will focus more on your college list and planning for the application process. We strongly encourage your parents to attend this session—while you are in charge of your destiny, keeping everyone informed and giving a forum for all thoughts to be heard is important. √ Attend the College Fair held on our campus. This fair brings over 170 college representatives from across the country to Collegiate’s campus, and is an invaluable opportunity to gain exposure to and information on a wide variety of institutions. √ Continue to meet with your counselor on an ongoing basis, schedule summer visits to colleges, and consider a Test Prep course/tutor for the summer if desired. √ Ask at least one teacher from your junior year to write a letter of recommendation on your behalf. √ Complete the required materials for our office prior to summer vacation: your Records Release form, and 3 items on our Family Connection site—your Spring Update survey, College List, and Résumé. √ If you plan to compete in Division I or II athletics, register online with the NCAA Clearinghouse.
June – August: √ Make a number of visits and continue to research. Don't find one college you like and quit there. The more colleges you see and seriously consider, the more educated your choices regarding applications will be in the fall. Remember, you’ll need to have a balanced list. √ Complete a full draft of the online Common Application (or other application of your choice, with essay). A requirement, this draft will be due to us during the first week of school, and you will submit a copy of your essay to both your counselor and your English teacher for feedback. √ Collect any other application materials and start planning for the additional essays. Applications typically become available online by mid to late summer, and it is wise to begin drafting essays before the crunch of the fall of senior year hits. √ Utilize our resources and keep your counselor informed. The resource room is open during much of the summer and if you need input, one of us is usually around or you can contact your counselor by phone or email message. It is not unusual to seek input or a conference following a set of visits, but leave enough lag-time for our vacation schedules. √ By August 15, update your Family Connection account: Summer Update survey, College List, Résumé. √ Register online for the October SAT and/or the September or October ACT Website: http://college-counseling.collegiate-va.org
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SENIOR YEAR ROADMAP September √ Meet as early as possible with your college counselor. We’ll review your progress over the summer and plan for the application season. By this point, you will need to have identified a solid nucleus of colleges for your list. They should each be appealing to you, and hold some realistic chance for admission. You should also be open to rounding out your list with a few additions if necessary. √ Register for any desired/necessary fall dates for standardized testing. Most seniors take the October SAT and either the November or December SAT Subject Tests; some will take the ACT. √ Send an official report of your SAT or ACT scores to each college from your list that requires testing. Since most colleges require direct reports from the College Board or ACT of all standardized testing, Collegiate does not include scores on the transcript. It is your responsibility to have these reports sent to each college to which you apply. √ Attend the Senior Class Meeting on “The Nuts & Bolts of Applying.” This provides detailed information and materials on the “how-to” of the application process, including our internal paperwork process. We will host a similar nighttime meeting for senior parents. √ Confirm the teacher(s) writing your letter(s) of recommendation. √ Organize and begin serious work on each application. Read all of your applications closely, and then create and distribute the necessary materials to our office and your teachers—this paperwork process seems pesky, but following it to the letter is important. The best applications will include well-planned and thoughtful essays. Essays are best done over time and with numerous revisions. We are happy to consult with you on your writing, as are your English teachers. Do not wait until the last minute. √ Attend visits from college admission representatives to our campus between September and November. Be very meticulous about following our calendar of visits—It is extremely important that you attend the sessions for the schools in which you have interest. Many colleges keep records on how students have made contact with them, and the visiting representatives are the ones most likely to first evaluate your application.
October – November √ Continue serious work on your applications, and this is the time period when most early action and early decision applications are due.
Website: http://college-counseling.collegiate-va.org
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December – January √ Finish and submit all applications. Although most colleges have regular application deadlines later than December 1, this remains the best target date for Collegiate students. Leaving applications until after this date leads to time conflicts with the end of the semester, exams, and the holiday vacation. √ Perform to the best of your ability on semester exams. Remember that senior year grades are usually critical to admission decisions. √ Notify us of each admission decision. Although we sometimes receive official notification of decisions from admission offices, it is rare and thus we depend on you to tell us. Also, teachers who took the time to write your recommendations are interested in your outcomes. It is an important courtesy to inform them and to thank them. √ If accepted under a binding early decision plan, withdraw all other submitted applications. This is an important step to remember, as your binding early decision agreement requires you to do so and it will afford the colleges the chance to offer a spot to students interested in attending those schools. √ If applying for Financial Aid, submit the FAFSA (and any other forms required by your colleges). As soon as possible after January 1, file the FAFSA form if you are even considering applying for financial aid—this step is critical to be eligible to receive aid and some institution-based scholarships.
February – June √ Finish in strong fashion academically and in conduct, all the way through the end of the year. “Senior Slump” is no laughing matter. Colleges frown seriously on students who let their grades drop in the spring of senior year, and reserve the right to rescind a student’s acceptance if the drop is severe enough and without legitimate extenuating circumstances. Also, honor/discipline infractions can place admission/acceptances in jeopardy. √ Consult with your counselor throughout the waiting and decision period. Although the choice of where to attend is yours, we are happy to listen and offer our thoughts if they are desired. Also, we can offer proactive advice for students who are placed on a waitlist. √ Notify us of each admission decision—again, we depend on you to tell us. Also, remember to inform and thank the teachers who wrote your recommendation letters. √ Notify each of the colleges at which you were accepted but will not attend. Obviously, the school you choose to attend must receive confirmation of your decision— the National Candidate Reply Date is May 1. But, it is extremely important that you inform the others that you will not be coming. Colleges cannot act upon wait-lists until they know the plans of the students they initially accept. In addition, this is a courtesy owed them after their offer to you.
Website: http://college-counseling.collegiate-va.org
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STARTING YOUR SEARCH Where do I start? There are almost countless points on which to compare institutions. The key to beginning is in taking a careful look at yourself, and then matching your strengths/desires to the characteristics of a college. We can help too: if you can describe the institution you are seeking in general terms, we can suggest colleges that best fit that description.
ASKING THE RIGHT QUESTIONS Why are you going to college? ? What do you want from your education, or what do you hope to gain? ? Are you ready to go to college, or does the prospect of a “gap year� seem appealing? ? Will one or two overriding considerations shape your choice of college? How do you want to grow and change in the next few years? ? What kind of environment would stimulate or inhibit the growth you would like to see? ? What satisfactions and frustrations do you expect to encounter? ? What are you looking forward to, and what worries you most? ? How much structure and direction do you want, or need? What academic environment is best for you? ? What balance of study, activities and social life suits you best? ? How interested are you in the substance of intellectual life: books, ideas, issues and discussion? ? Do you want an academic program where you must work and think hard or one where you can make respectable grades without knocking yourself out? ? How important is it to you to perform at the top, or would you be satisfied with the middle or bottom? ? Are you more interested in the breadth of the liberal arts or the focus of pre-professional tracks? Which interests or activities do you want to pursue? ? Do they require any distinct facilities, programs, or opportunities? What kinds of surroundings are essential to your wellbeing? ? How would you enjoy being in a different part of the country? ? Are there certain places, activities, countryside terrain, weather or pace of life that make you content? Or excited? Or overly distressed? ? Do you prefer a fast-paced environment where something is happening most of the time, or an organized environment where you can join a wide variety of planned activities, or a more serene and relaxed environment where you can go your own way? ? Would you like to be one of 20,000 students, one of 2,000, or somewhere in between?
Website: http://college-counseling.collegiate-va.org
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NARROWING YOUR PREFERENCES Using your reflections from those questions to guide you, consider narrowing your preferences into 5 broad categories of the college search: 1. 2. 3. 4. 5.
Location Environment Size Academics Cost
(region, distance, time) (city, suburbs, small town, rural) (small, medium, large) (desired majors if any—most students are “undecided”—and challenge/balance) (family limits, availability of scholarships)
THE GAP YEAR OPTION A gap year allows students to spend some time before college participating in experiential educational opportunities that might include work, travel, internships and community service, or even academic programs in new settings. A gap year offers students the opportunity to gain focus and discipline, learn to set realistic goals, and get real-world experiences. Growing in popularity in the United States, gap year participants often report that the experience has a direct impact on their success in college in that it offers a chance to think about what they want to get out of the next stage of their education, and provides experiences that often shape their course of study and future career plans. If you are interested in exploring the idea of a gap year, please discuss it with us. It is a good idea to begin planning a gap year early, but we also recommend that students apply to colleges, and then ask for a deferment from the college of their choice. RESOURCES: http://www.planetgapyear.com/ http://www.transitionsabroad.com/index.shtml PROGRAMS: • http://www.americorps.org/ - Americorps • http://www.cityyear.org/home.aspx - City Year • http://www.ciee.org/hsabroad/gap/index.html - Council on International Educational Exchange • http://www.elcasalbarcelona.com/index.php - El Casal de Barcelona • http://www.esu.org/ - The English-Speaking Union • http://www.interimprograms.com/ - The Center for Interim Programs • http://www.nols.edu/ - National Outdoor Leadership School • http://www.outwardbound.org/ - Outward Bound • http://www.roundsquare.org/ - Round Square Exchange • http://www.fieldstudies.org/ - The School for Field Studies • http://www.semesteratsea.org/ - Semester at Sea • http://www.thesca.org/ - Student Conservation Association • http://www.thinkingbeyondborders.org/ - Thinking Beyond Borders • http://www.wheretherebedragons.com/ - Where There Be Dragons
Website: http://college-counseling.collegiate-va.org
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SPECIAL TALENTS & CONSIDERATIONS ARTS In addition to the brief treatment below, we provide an extensive section on the Arts later in this handbook and on our website. Depending on the level of your skill and achievement, your talent in the arts may well make a difference in your admission process at a school where you may otherwise be a borderline applicant. Some students have developed their artistic talents to such a high degree that they are able to prepare portfolios, CD’s, or DVD’s of their work to include as a part of their application— typically as supplements uploaded electronically or housed in websites that you create. Along with us, members of our Arts Department will happily consult with you as you consider and prepare any work of this sort. Many selective music and drama programs, and schools of the arts, require that applicants audition or present a portfolio for their limited spots. In such cases, the audition/portfolio can often be the deciding factor in the admission process. Students should consult with their music/drama/art teachers for information on topics like national “portfolio days” and preparing for auditions. Your college counselor can be a good sounding board, and Ms. Ball is the point-person in our office for students who want to pursue the arts in college, but in all cases you should plan on meeting well in advance with your arts teachers for primary guidance. The process of preparing for an audition or developing a portfolio can take several months, not just a few weeks, and it is important to honor your teachers’ time and effort as much as their expertise. In the Resources section at the end of this handbook are some suggestions of helpful guidebooks for students who want to pursue the arts in college, either at an arts school or in a strong program.
ATHLETICS In addition to the brief treatment below, we provide an extensive section on Athletics later in this handbook and on our website. If you want to compete in college athletics, it is wise to engage in an open and frank dialog now with your high school coaches to determine programs that might best fit your skills, and to begin mapping out your recruiting process before the start of your junior year. You must be proactive in the control of that process—do not assume that college coaches will contact you. The process can be very lengthy and involved, and demands constant vigilance. It is your responsibility to make the initial and ongoing contact with the college coaches, and to honor your coaches’ time and effort as well as their expertise by communicating with them early and often. We will work in conjunction with you and your coaches to develop your prospective college list, and Mrs. Lewis is the point-person in our office for athletic recruiting, but your coaches will be the primary and best resource for guiding you through the specific recruiting process. It is absolutely unnecessary to pay outside private consultants to help you prepare your athletic résumé and materials. Our coaches are well versed in these needs, and college coaches do not look more favorably on “glossy” products. Website: http://college-counseling.collegiate-va.org
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LEARNING DIFFERENCES If you have a diagnosed learning disability, you may want to research the process for securing extended-time accommodations for standardized testing. Contact Dr. Todd Hanneman, our Chair of Academic Services, to learn what is involved in obtaining extended-time accommodations and which accommodations are appropriate for your individual situation. The testing agency (the College Board or the ACT) decides whether or not to grant accommodations; in general, the process includes: ďƒ˜ A current diagnosis (within the past 3 years) from a recognized psychologist or learning specialist that specifically recommends extended-time on standardized tests like the SAT/ACT, and the use of extended-time on timed assignments/tests/exams in school ďƒ˜ The process of assembling, completing, and submitting the accommodation request materials takes a minimum of 8 weeks to coordinate, not including time needed to gain an updated evaluation—planning ahead is essential. Beyond the matter of standardized testing, you may want to include your disability as a factor in the college search. It is a good idea to research the services available at the colleges that interest you (academic service offices, levels/types of accommodations, etc.). Also, you may want to consider attesting to your disability in your admission application materials if you feel the disability has had an impact on your high school academic career. This is a highly individualized decision, and your counselor can help you navigate this and other related issues. The K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder is an excellent resource available in bookstores and in the college office.
Website: http://college-counseling.collegiate-va.org
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DEEPENING YOUR SEARCH RESEARCH This is the step many students skip, to their detriment. Take the time to examine your options fully. Whether your research changes your mind, allows you to discover new points of consideration or concern, or simply reinforces your original thoughts, it will be well worth your effort. After all, you are considering living somewhere for the next four years! It is your education, and your reading on the school outweighs anyone else's thoughts. Others will be there to help you, and their thoughts and recommendations are important. However, you must be able to make intelligent, informed decisions. Today, the best source for your research is the web—explore the websites of the colleges on your list. Hit the admission sites, take the virtual tours and surf the links. But don’t stop there—check out the academic departments and course offerings that interest you, the activities that you want to pursue, and the information on student life. For schools that interest you, sign up online to receive further materials from them. This signup will most often be under links like, “Contact Us” or “Request Materials.” This important effort not only places you on their mailing list to obtain more information, but also gets you into their system as a “prospective applicant.” Many colleges track interest, even by these simple requests, and use that interest as a measure in their admission deliberations. Use guidebooks to supplement your web research—we have recommendations for guides at the end of this handbook, which you can view in our resource room or pick up at local bookstores. Some guides are exclusively objective while others contain bias, but most offer quick and helpful points of comparison. After digesting the information, devise a filing system and keep all of your notes and material. You will want to go back and consult it over time.
VISITS The campus visit is one of the most important steps in your college search. It should be the most influential factor in shaping your impression of a college. Make each visit as thorough and productive as possible. No impression or review of any institution is as important as the one you form on your own. As serious as that sounds and is, don’t forget to have fun with these visits—enjoy yourself! Don't plan a long-distance trip around just one school. Countless numbers of students head out intent on one school only to return excited about a different college; often it is one visited almost as an afterthought. The point of visiting is to educate yourself regarding options. Make your visit "official" by going to the admission office and taking the group tour and information session. If individual interviews are available, it is best to take advantage of that opportunity. Don’t be surprised, though, if interviews are not offered. The admission office’s website is the easiest source for information on tour/information session/interview times and any pre-registration required, or you can simply give the admission office a call.
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Look to gain both information and the “feel” for the place—can you see yourself there, and do the students, professors, and surroundings appeal to you? Observe carefully, but also listen thoughtfully to what is said and speak up with questions of your own—see the bottom of this section for sample questions that you can ask your tour guide. Ask for the business card of the admission officer that directs the information session and/or the card of our regional representative in the office. It is wise to follow your visit with a thank-you note, and that person can remain a valuable contact at the college for future questions or advice. If possible, extend your visit beyond the two hours typically taken dedicated to a tour and information session. Speak with other students or spend some time in the student union. Read bulletin boards and observe what takes place on campus. Drive around the town. Have a meal somewhere. Even in the summer, a great deal of insight can be made as to a college's atmosphere. If you have special interest such as music or a sport, arrange a meeting with a person in that department. Faculty members, coaches and activity leaders are often available and happy to speak with students during a visit. However, these meetings almost always need to be scheduled ahead of time. Take good notes after each visit. Often things that seem so fresh in your mind about a school will become more distant over the ensuing months. SAMPLE QUESTIONS TO ASK YOUR TOUR GUIDE: • • • • • • • • • • • •
How large are your classes? Who teaches them? Who grades tests and exams? Do students work primarily for interest in subject matter, or are they more interested in grades? What are the opportunities for undergraduate research? For internships? Have you been in any faculty homes since you’ve been here? What are the study abroad programs like? Are they popular? What is the career services office like? Any chance we could see a class after the tour? Where do students hang out? I have a few hours—where would you suggest I go next? What are the hottest issues on campus? What are the primary social groups on campus? What is the social life like? Why did you choose this college? What would you change about it? What do you think is the most distinctive aspect of your education here?
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INTERVIEWS If you have the chance to interview, we strongly urge you to take it. A meeting with a member of the Admission staff is always productive and helpful; you can learn more about the institution and add to the information you gave (or will give) on your application. And, “doing” the interview can reflect the increasingly important “demonstrated interest” on your behalf. While interviews will often “count” as part of the admission process, they are usually not the basis on which admission decisions are made. Since many institutions no longer offer interviews, don’t be surprised if one is not available, but some allow you to interview with alums in the local area. Ask the admission office if they schedule such interviews, especially if you have been unable to visit the campus. It shows that you are taking an active interest in that college, and gives you a chance to learn more about life on that campus, even if alum reps don’t always carry decisive weight in admission. PREPARING FOR AN INTERVIEW: Even though it is impossible to predict exactly what an interviewer may ask, certain types of approaches and questions are common. The typical college interview lasts about 30 minutes, and usually opens with questions that you can answer easily and comfortably. Then, the interviewer may pose more difficult questions. Overall, the interview atmosphere will be conversational so do not feel as if you are about to face an interrogation. However, take great care to be diplomatic and respectful. Be prepared to answer questions about yourself, your school, your work, and your interests. Keep up with current events, preferably through newspapers, but at least through television and radio. The interviewer may be interested in your opinion on current news, so be sure you know what you think! It is also a good idea to be prepared to discuss something that you have read recently for your own enjoyment. In some instances, you may need to pause for a few moments before producing an answer. It is perfectly all right to say something like, “I need to think about that,” and then reflect for a short while before responding or ask to come back to it later. Of equal importance are the questions you ask of the interviewer. Preparing beforehand is essential; you do not want to ask questions already answered in the information session or on the tour, or questions about programs that the school does not have. Try to make your questions open-ended, like “Can you tell me about students’ involvement in community service?” rather than “Do you offer service programs?” After any interview, ask for the interviewer’s card. Upon returning home, you can use this card to send him/her a thank-you note. This is an important step to remember, and be sure to keep the card for future reference. Samples follow for interview questions and topics.
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SAMPLE QUESTIONS THE INTERVIEWER MAY ASK YOU: • • • • • • • • • • •
Tell me a little bit about yourself. Which subjects interest you the most? Which have been the most difficult for you? What are your favorite activities outside of the classroom? Have you read anything interesting lately? Are you thinking about a specific major or career path? If so, what is it? What specific things about this college interest you? If you had a million-dollar grant to give away, who would get it, and why? What are the “hot issues” at Collegiate right now? What do you like best about Collegiate? What would you change? Describe the qualities of the best teacher you ever had. What are your best qualities? What are your limitations or what would you change?
SAMPLE TOPICS FOR QUESTIONS YOU MIGHT ASK THE INTERVIEWER: • • • • • •
Academics and faculty The student body Social life and campus activities Campus facilities Community outside the campus Financial aid and merit aid
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HOW “THEY” MAKE ADMISSION DECISIONS What are admission officers looking for in a candidate? The application review process varies from college to college. Some larger public universities make admission decisions using a computer formula that measures minimum grade, testing, and course credit requirements. At the majority of private colleges and the more highly selective public institutions, admission officers base their decisions on careful and multiple readings of applications, considering numerous factors beyond the quantitative information provided. The chart below offers a general sense of how many applications will be reviewed by selective admission offices:
Common Admission Criteria Essays Recs Courses & Grades
Activities
Testing *
* Note: At test optional schools, the other components of the chart play larger roles.
COURSES (program of study) AND GRADES: Colleges look first and foremost at your strength of curriculum. When colleges evaluate your transcript, they focus on the rigor of your program of study and the level of your achievement. You should take the strongest program that your academic background suggests you can handle successfully. ✐ Taking the toughest courses and doing poorly will not serve your best interests. Neither will taking a relatively less demanding program and seeming to put forth little effort to achieve honors results. Colleges are looking for students who are willing and able to accept a challenge.
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Admission offices recognize the rigor of Collegiate’s academic program. Many admission officers have reviewed our students’ applications for years and are quite familiar with the difficulty of our courses and the caliber of our students. In addition, the College Counseling Office creates a School Profile that we submit with each application (a copy is enclosed at the back of this handbook). ✐ This document provides admission offices with very specific information about Collegiate and about our academic requirements, course offerings, GPA and testing ranges, AP scores, school policies, and colleges at which our students are currently enrolled. ✐ So, even admission offices that may not be as familiar with Collegiate can and do learn a great deal about our rigor from the school profile—and they read it closely. An admission officer uses the school profile hand-in-hand with the student’s transcript. Thus, you will be evaluated within the context of your achievement in Collegiate’s curriculum, not against the curriculum/GPA of students at different or less rigorous high schools. When viewing your GPA, admission officers are more attentive to grade trends. While lower grades in the freshman and sophomore years might weaken an overall average, an upward trend in grades in the junior and senior years will make a strong and positive statement. ✐ Colleges review all of your work from freshman year on, although grades in the more advanced courses of junior and senior years will be the most important. Colleges do not overlook senior slumps, which can greatly and negatively affect an admission decision.
TESTING: Standardized tests carry more weight in the selection process at some colleges than at others, but colleges do not typically base an admission decision on scores alone and at no time do they outweigh the importance of program of study and grades. ✐ In many admission situations, higher grades accompanied by lower scores is a more compelling combination than lower grades and higher scores because of what the academic record tells a college about academic accomplishment and motivation. ✐ In the most highly selective admission situations, the applicant pool is often so large and strong that the great majority of admitted students present strength across the board. Most colleges will use the best sub-scores drawn from multiple SAT test sittings. They also use the best SAT Subject Test or ACT scores if a student repeats a test. It is important to verify the specific testing requirements of each school. A more in-depth discussion of testing options is included in a separate section of this handbook.
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EXTRACURRICULAR ACTIVITIES: Colleges want strong students; they also want outstanding musicians, writers, actors, athletes, leaders, photographers, etc. who will also contribute meaningfully to the college community. They seek a wellrounded class as much as they seek well-rounded individuals. Talent and commitment in extra-curricular activities are significant factors in competitive admissions, as is demonstrated leadership within those areas – with or without titles of office. Still, extracurricular involvement is seen as part of the whole when evaluating a student’s application and almost never outweighs the importance of program of study, grades, and testing. (Exceptions are in cases of “the special talent” – see the following section on “other admission factors.”) ✐ Thus, it is not necessary or desirable to boast a resume with endless clubs and activities but without depth. Choose a few pursuits, pursue them to their fullest extent, and enjoy them.
RECOMMENDATIONS: Recommendations from the college counselor and teachers help define a student’s academic accomplishments and potential. The most important element of a recommendation is that the comments demonstrate that the writer truly knows the student and can reflect personal, specific knowledge of character and ability. ✐ An additional recommendation from sources like a coach, an art teacher, or a music instructor can add positively to an application if it adds different insight and if the student has demonstrated both interest and talent in these areas. ✐ A more detailed treatment of the role of recommendations follows in a later section of this handbook.
ESSAYS: Writing your application essay(s) is your opportunity to make the process more personal. It is really the one area of the application completely under your control, and can be a difference-maker. ✐ We provide you with guidelines and recommendations for writing essays in a later section of this handbook, and we dedicate significant time to the topic in our junior workshop, in our individual meetings with you, and in offering feedback on your drafts. Also, our English department will work with you on the writing process as well.
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ADDITIONAL “TIP” FACTORS: In-state / Out-of-state admission status: If you apply to a public institution, state residency most often will give you an admission preference over out-of-state applicants. Out-of-state student enrollment quotas and admission standards vary greatly from institution to institution. Legacy & Donor status: At many colleges, sons and daughters of alumni are given preferred status in the selection process, but an admission committee still typically must be able to predict a legacy’s success in its academic program in order to offer admission. Sometimes being related to/ knowing a major donor or supporter of a college will give you an edge in the selection process – but not always. Whether or not it ultimately affects the admission decision, it never hurts your case to make sure that the college knows that you have a connection to the institution. Minority Students: Recognizing the advantages of multicultural diversity in the collegiate setting, colleges seek an ethnically and racially diverse population, and under-represented minorities are actively recruited. While a college will be looking for evidence of achievement and a prediction of success, minority student status may be an advantage in the admission process. The special talent: A student with exceptional ability in an area and who meets basic academic standards may receive special admission consideration. The winner of an elite piano competition, an all-state running back, a published writer, a commercial-quality photographer, or the nationally ranked squash player may all be desirable. If you have a special talent, write about it in your application. Demonstrated Interest in the College: Colleges appreciate students who have expressed interest in attending. Student interest is assessed in a variety of ways: campus visits, email contacts, on campus or alumni interviews, attendance at high school visits. For your top-choice schools, it is wise to inform the college that you are interested. If a visit to campus is impossible, be sure to get the name of an admission representative and email them or write a letter expressing your interest. Continued contact with the college is important, but be sure not to overwhelm them with your communication.
LOOKING AT THE NUMBERS: Selectivity patterns at individual colleges can vary somewhat from year to year with changes in the applicant pools or enrollment targets. Thus, predicting admission or denial of an application is not a precise science. Most colleges publish freshman class profiles that provide useful statistics about their applicant and admitted student pools. These profiles often make it possible to get a general sense of where your credentials might fall in a college’s applicant pool. Our “Family Connection” site offers more personalized comparison stats, and is a better gauge for GPA since it uses Collegiate data. While middle 50% ranges and other statistics are useful guides, remember that other more subjective factors may also be incorporated into the decision process.
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STANDARDIZED TESTING THE SAT You should take the SAT at least once during your junior year, and we recommend the January or March/April dates. Then you and your college counselor will map out an individualized testing plan for you for the rest of the spring and the fall of senior year. You can expect to take the SAT at least one more time, typically in October of the senior year, and many students opt to fit in another testing in the spring of junior year. TEST DATE Months: October, November, December, January, March/April, May, June You must register on your own, and online is the best option: www.collegeboard.com. Our “School Code” or “CEEB Code” is 471845. When registering, you now have the option of selecting “Score Choice,” which allows you to withhold the scores from your official report. There is no harm in doing this, and it may soothe your nerves, but is largely unnecessary—colleges continue to select your top scores from your report, no matter the date taken. Score Choice is wise for SAT Subject Tests.
THE ACT While not a requirement, this alternative test to the SAT is accepted by all but one college in the country in lieu of the SAT and, at a smaller group of colleges, in lieu of any required SAT Subject Tests as well. Today, about 50% of Collegiate juniors and seniors opt to try the ACT at least once, often because they are not seeing the results they want on the SAT. When devising your individual testing plan, we will address the ACT as an option and discuss attractive dates—typically, it is offered at similar times to the SAT. TEST DATE MONTHS: September, October, December, February, April, June You must register on your own, and online is the best option: www.actstudent.org.
SAT/ACT COMPARISON We have created a chart that follows to illustrate some of the differences between the two tests, but it is also worthwhile to try sample ACT questions to determine if this is a valuable investment of your time.
There is no hard science that proves that the SAT or ACT is easier, so you want to determine which test format with their individual structures is best suited to you.
While the writing portion of the ACT is optional, we strongly recommend taking this section, as many colleges require it.
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SAT www.collegeboard.com 3 hours, 45 minutes
Timing # of Questions Sections
140 10: 3 Critical Reading, 3 Math, 3 Writing, 1 Experimental Math: basic geometry, Algebra II Science: none Reading: Sentence completions, short and long critical reading Writing: essay, questions testing grammar, usage, and word choice Slight penalty for incorrect answers on multiple choice questions Heavy focus on vocabulary
Test Content
Penalty Verbal skills Math Section Writing Section
Scoring Score report
Portion requires student to produce own answers Required Tests sentence construction and skill In planning & writing a short essay 200-800 per section, added together for a combined score. 2400 is the highest combined score. “Score Choice.” Students choose the score from a specific testing date.
ACT www.actstudent.org 2 hours, 55 minutes (includes optional writing) 215 4: English, Mathematics, Reading, Science Math: through trigonometry Science: charts and experiments Reading: 4 passages, one each of Prose Fiction, Social Science, Humanities, and Natural Science English: Stresses grammar No penalty for incorrect answers Heavy focus on grammar and punctuation All multiple choice Optional: 30 minutes Tests skill in planning and writing a short essay 1-36 for each subject, averaged for a composite score. A 36 is the highest possible composite score. “Score Choice.” Students choose the score from a specific testing date.
NOTE: More than 750 colleges have adopted “Test Optional” policies for admission, meaning you do not have to submit test scores with your application. Some hold this policy without restrictions, while others have certain GPA requirements or requests for additional written materials. For a full listing of these schools and any alternative requirements, see the following website: www.fairtest.org.
SAT SUBJECT TESTS While these one-hour, multiple choice exams are not required by the vast majority of colleges, they are now required, recommended, or considered as an evaluative component of the admission process at more than 100 highly selective institutions, ranging from UVA, Boston College, Duke, and Washington & Lee to all of the ivies; the number of tests required varies between 2-3. Subject Tests are offered in the following areas, with the specific tests that best correspond to our curriculum: Math: History:
Math I & Math II US History
Science: Language:
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Biology & Chemistry French, Latin, Spanish
English: Literature
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Some of our ninth and tenth graders may want to take one or both of the tests in science, and a few will want to consider the Math II test (if in Honors Pre Calculus or higher)—we send home specific recommendations each January, and then ask you to clarify with your classroom teacher. When we create your individual testing plan as juniors, we’ll recommend the specific tests to take, if any, in the junior and senior years. As with the SAT, you must register on your own for these tests, and online is the best option at www.collegeboard.com We do recommend selecting the “Score Choice” option when registering for the SAT Subject Tests, given that they are used less widely in the admission process and that some students may want to try them early in high school without fear of lower scores.
“TEST PREP” A more comprehensive treatment of the information below can be found on our website.
Test prep courses/tutors can help, but can is a relative word. When you invest the time and energy, and your parents invest the money, you invest in the potential for scores to rise. You may see gains, but frequently they are more modest than anticipated or preferred.
The concrete benefits of test prep are practice, exposure, and discipline. You must balance those benefits, and the potential for increased scores, with the considerable expense and effort. If you are placed in test prep and do not “buy in” by doing the assigned work, the results will not be promising. You must be fully on board in order to reap any potential rewards.
Freshmen & Sophomores: There is no need for test prep during your first two years of high school. If you are a genuine “blue chip” athlete with the potential of being highly recruited, you may want to consider test prep during the summer before junior year in anticipation of taking one of the fall testing dates.
Juniors: We strongly caution against any test prep that will take your focus away from your academic coursework, and thus continue to believe that the summer prior to senior year provides the most reasonable time for test prep. • Yet, a growing number of juniors prefer to start prepping during the academic year, many for good reason. If you fall into that camp, wait for your PSAT results in December and use them (plus the January SAT and/or mock ACT) as a benchmark for considering the need for test prep in the spring. • Feel free to seek our advice, but it will generally fall along the lines of: “Yes, test prep can help and you may want to seriously consider it if your scores are lower than you prefer, but only you can decide if you can balance it while prioritizing your academic work.”
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Our partnership with and recommendation of Revolution Prep: Seeking to offer our students the option of taking test prep at Collegiate, we partner with a specific company, Revolution Prep. Beyond Revolution Prep’s impressive national track record, we chose this partnership because of its mission-based philosophy, its understanding of and proven work with independent schools, and the powerful array of tools in its belt. • Amongst those tools are: SAT & ACT courses conducted on our campus and reserved only for our students; options for online and “live” online courses, one-on-one private tutoring; needbased financial aid and educator’s discount available for group courses. • Our relationship with Revolution Prep is new as of 2010, so we cannot speak to past performance in our waters. Its specific courses are outlined on our website, but to learn more about it visit www.revolutionprep.com, pick up a brochure in the college counseling office, or call 877-738-7737.
We continue to stand by our list of other recommended test prep companies/tutors. This list is posted in full on our website, and includes the following (we do not endorse one over the other, as all have met with positive results from our past families, but the two most widely used year in and year out are CSS Tutoring and Kaplan): • Academic Advisors:
Dr. Martha E. Kolbe, 285-7087
•
CSS Tutoring Services:
Carolyn Scaniello, 897-7136, csstutoring@aol.com, www.satactprep4u.com
•
Huntington Learning:
Charles W. Tysinger, 270-6000, http://glen_allen.huntingtonlearning.com
•
Kaplan Test Prep:
Shawana Hoy, 501-0000, shawana.hoy@kaplan.com, www.kaptest.com
•
S.T.E.P.S. to Success:
Mary Raymond, 287-6302, mraymond@richmond.edu, http://scs.richmond.edu/ocpe/sat
•
Sylvan Learning:
Brady Zizzo, 782-2377, bradyz@sylvanrichmond.com, www.educate.com
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FINANCIAL AID & SCHOLARSHIPS Financial aid is one of the more unpredictable facets of college admissions. Although applying for aid can be complicated, it is well worth exploring for many families. Our strong recommendation in reviewing costs is not to be immediately frightened or enthused by initial "sticker prices" of institutions.
DEMONSTRATED NEED Most colleges award financial aid on the basis of demonstrated need, $
All need-based aid is determined at first, and often completely, by the submission of the FAFSA (Free Application for Federal Student Aid); some private colleges also ask for a form called CSS PROFILE.
$
Available online—www.fafsa.ed.gov and https://profileonline.collegeboard.com/index.jsp, the two forms request slightly different information but each relies heavily on your prior year’s tax returns and is sent to a central clearinghouse. From there the results are processed and sent to the colleges you select.
$
In addition to submitting those forms, it is best to contact the financial aid office at each college to which you apply, both as sources of specific information and because they may require their own forms in addition to the others. Individual admission office and financial aid office websites offer you an excellent avenue.
$
The FAFSA cannot be filed until January 1 of the student’s senior year. However, it should be sent in as soon as possible after that date. The CSS Profile should be registered for as early as September of the senior year. Institutional forms vary in due dates.
A family's “financial contribution” is determined by formula and projects what a family can pay for higher education in the upcoming year. Need is then determined by subtracting that figure from the total cost of each institution. Consequently, need fluctuates at each institution. $
You can find a reliable financial aid calculator at www.finaid.org, which lets your parents input personal data and figure a rough estimate of the “EFC” (estimated family contribution).
THE FINANCIAL AID PACKAGE: This generally consists of 3 parts: 1. Grants 2. Loans 3. Work-Study (campus-based employment) Your aid package added to your family contribution should equal the total cost, which should include tuition, room, board, and special fees (such as books and travel costs).
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TAG GRANT The Virginia Tuition Assistance Grant (TAG) is awarded to all Virginia residents attending in-state eligible private colleges. Currently, the grant is approximately $2000 and is available to anyone, regardless of income. This grant can be acquired after the admission process is complete, but it is useful to know about in planning.
FINANCIAL AID TERMS Need-blind:
Colleges that agree not to use financial need as a consideration in admission.
Need-aware:
Colleges that hold open the option of considering financial need in admission.
Admit/Deny:
The strategy by which students are admitted need-blind but denied financial aid.
Need Analysis:
The process used to evaluate an applicant’s financial situation and determine how much the family can pay. The most widely required form to determine need is the government’s Free Application for Federal Student Aid (FAFSA).
Expected Family Contribution (EFC):
The amount of family income and assets that are deemed available to help pay for school in a given year.
Demonstrated Need: The cost of attending an institution, minus the EFC, equals demonstrated need. Preferential Packaging:
When admitted students are awarded aid packages of differing attractiveness based on their assessed desirability.
Gapping:
A practice in which a school offers needy students some aid, but in an amount Less than the difference between the cost of education and the EFC, resulting in unmet need.
Need-based Aid:
Financial aid awarded based upon demonstrated need.
Merit-based Aid:
Financial aid, including scholarships, awarded based on merit (i.e. academic, special talent, citizenship, competition), excluding athletic aid. This form of aid may or may not consider financial need.
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Scholarships Most merit scholarships are completely separate from the need-based financial aid. While “merit” most often signifies academic achievement, it can include music, art, community service, citizenship, leadership, etc. $
The great majority of colleges offer merit scholarships in order to encourage interest from students who otherwise might not apply or attend.
$
At the most selective colleges and universities, merit scholarships are often limited in number and fiercely competitive; some of these most selective institutions do not offer merit scholarships of any kind.
$
The scholarship search and application process can require a great deal of legwork, but the potential benefits often outweigh the challenges.
We have some scholarship offerings on file—posted in Family Connection—but the most comprehensive and effective scholarship sources are found on the web at free search sites. Generally, the most highly recommended site is www.fastweb.com. Beware of scams that ask for fees: you should never have to pay for scholarship applications or information.
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THE ARTS Typically, students with genuine talents in the arts seek to employ one of two avenues (or both) in their college search and admission process: 1) Prepare and submit materials as a supplement to enhance their application 2) Prepare and submit materials to a specific degree program or arts school/conservatory Even if you are not intending to focus on the arts in college, providing supplementary materials (visual, musical, or dramatic) in your admission application is often an excellent way to showcase your talent and thereby enhance your overall profile. During the spring of your junior year, consult with the members of our Arts Department (and/or your private instructor) to begin the process of developing a portfolio/CD/DVD of your work. Your college counselor can be a good sounding board, and Ms. Ball is the point-person in our office for students who want to pursue the arts in college, but in all cases you should plan on meeting well in advance with your arts teachers for primary guidance. The process can take several months, not just a few weeks, so it is important to honor your teachers’ time and effort as much as their expertise. The process of submitting these materials is a moving target in today’s electronic age, but in many cases you will upload your materials directly to an admission application website or provide a link to a website that you have created. Our arts teachers are versed in that aspect as well. Also, ask your arts teachers/instructors to assess your talent vis-à-vis how impactful you might be to a particular department in college and if you should pursue contacting that department directly. For instance, you might not be planning to major in music, but you may consider playing in the band; the band instructor may need your particular instrument/talent and thus may advocate for you in the admission process depending on your skill and commitment. If the arts will be a primary focus for you in college, and your plans include applying to distinct degree programs or arts/conservatory schools, many of those selective programs/schools require that applicants audition or present a portfolio for their limited spots. In such cases, the audition/portfolio can often be the deciding factor in the admission process. Just as in the advice above, you should consult with your arts teachers for information on how to prepare for portfolios and auditions, how to create an arts résumé, and how to take advantage of events like national “portfolio days.” When considering an intensive arts program or school, conduct an honest self-assessment, including the evaluation of your personal and professional goals, degree of motivation to spend many hours in your chosen art field, ability to handle competition, willingness to adhere to the structure of a visual art or conservatory program, and your level of talent and skill. Ask yourself about these things, but also seek the wisdom of your Collegiate teachers and private instructors. In addition, there may be opportunities to seek the advice of college professionals, whether it is through a local portfolio review day or an informal connection at a local institution. Participating in a summer immersion program in your area of the arts can also be extremely helpful in determining which degree program may be the best for you. Not only will this allow you to test whether you really love spending 14 hours a day playing the piano or acting or drawing, it will also give you valuable experience doing so and often assist you in creating portfolio or audition pieces. Website: http://college-counseling.collegiate-va.org
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GENERAL INFORMATION ON DEGREE PROGRAMS IN THE ARTS: A) Bachelor of Fine Arts: The Bachelor of Fine Arts, usually abbreviated BFA, is the standard undergraduate degree for students seeking a professional education in the visual or performing arts. In the US, the degree differs from a Bachelor of Arts degree in that the majority of the program consists of a practical studio component, as contrasted with lecture and discussion classes. A typical US BFA program consists of two-thirds study in the arts, with one-third in more general liberal arts studies; for a BA in Art, the ratio might be reversed. According to The National Association of Schools of Art and Design (NASAD), which accredits BFA programs in visual art and design in the US, the BFA degree will often require an area of specialty such as: acting, musical theatre, ceramics, computer animation, creative writing, dance, dramatic writing, drawing, fiber, film production, visual effects, animation, graphic design, illustration, industrial design, visual arts, interior design, metalworking, music, new media, painting, photography, printmaking, sculpture, or television production. B) Bachelor of Music: The Bachelor of Music (B.M., B.Mus., Mus.B. or Mus. Bac.) is an academic degree awarded by a college, university, or conservatory upon completion of program of study in music. In the US, it is a professional degree; the majority of work consists of prescribed music courses and study in applied music, usually requiring a proficiency performing an instrument. It may be awarded for music performance, music education, composition, music theory, musicology / music history, music technology, music therapy, music business, music entertainment, music production or jazz studies. Recently, some universities have begun offering degrees in Music Composition with Technology, which encompasses traditional theory and musicology coursework, but also adds the element of engineering in a studio, and becoming proficient at full-scale studio production. C) Bachelor of Arts: The Bachelor of Arts (B.A. or A.B.) is a bachelor's degree awarded for an undergraduate course or program in the liberal arts, the sciences, or both. It focuses on art, design, music, or theater in the context of a broad program of general studies.
Resources: The Resources section at the end of this handbook contains some helpful guidebooks for students who want to pursue the arts, either at an arts school or in a strong program, and below are some additional websites to enhance your search: �• �• �• �• �• �• �• �• �•
Search tool for music programs www.bridgetomusic.com/search.php Tips on auditions for theater, music, and dance www.musicaltheatreaudition.com Dance programs www.artslynx.org/dance/univ.htm www.dancemagazine.com/thecollegeguide/intro Dance Magazine’s College Guide issue List of theatre and performing arts programs www.a2zcolleges.com/arts/Drama/ Unified Auditions for Theater http://urta.com/index.php Preparing your portfolio for art school permission www.artschools.com/articles/portfolio www.nacacnet.org/EventsTraining/CollegeFairs/pva/Pages/pvaschedule.aspx NACAC Performing and Visual Arts College Fairs www.vcu.edu/arts/nationalportfoliodays/ VCU hosts a national portfolio day each fall
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COLLEGE ATHLETICS The NCAA governs 3 divisions of college athletics—Division I, II, and III—which are determined by size, competitiveness, and availability of scholarship money. Division I (D 1) programs often can offer the most scholarship money, but are also the most competitive. Some D 1 schools, such as the Ivy League, offer no athletic scholarships. Of the small percentage of college athletes on scholarship, only a fraction of those receive full scholarship awards. Division II (D 2) programs can offer scholarships, but there are fewer member schools. Division III (D 3) programs offer no scholarships and often exist at smaller colleges where academic life is stressed. While often a bit less competitive than the other two divisions, some D 3 programs are close, if not equal to, the level of play and many prove an excellent match for strong athletes from independent schools like Collegiate. The best source of information on NCAA Recruiting, from available sports to topics like “official visits” and registering with the Eligibility Center (or Clearinghouse), is www.ncaa.org.
RECRUITING GAME PLAN If you are hoping to participate in college athletics, you need to sit down with your coach in the spring of your freshman year to discuss your options. While many students desire to play at the college level, only a select few can. Your coach is the best predictor of your chances and can guide you toward the Division most appropriate to your skills. Stay in close contact with your coach during this process, as he or she can act as a guide for you and a liaison to the college coaches. You and your coach can then consult one of the college counselors about which schools might be the best match for the mesh of your academic and athletic profiles. Note: we are eager to help, and Mrs. Lewis is the point-person in the college office for athletic recruiting, but your coach will be the primary contact person for the college coaches. Once you select a list of schools and programs that interest you, contact them via 2 methods: complete the online recruiting questionnaire on the college’s athletic website, and send an email to the college coach. In the email, write a simple note of interest: tell the coach that you are following up on completing the recruiting questionnaire, and offer some information about your athletic and academic profile and accomplishments. Include your name and contact information, the fact that you attend Collegiate, your GPA, any academic interests, your sport position and stats, and request to receive further information. Be sure to write in a formal, respectful manner. These are crucial steps, and you should not expect your coach to make the initial contact; it is your responsibility! Also, do not assume that college coaches will contact you—even top D 1 recruits often have to initiate the contact.
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STAYING ON TOP OF THE PROCESS Most college coaches will reply to your initial contacts at least, which is a positive step; but do not assume that a reply means that they are actively recruiting you. Most replies are form letters, and often signify little more than that you are in their database. Continue to develop a relationship with each college coach. Over time, the measure of their interest will become more apparent. Request available game tapes from your Collegiate coach so you can create a DVD of skill/play highlights to send (or post on U-Tube or your own designed website). Additionally, write an athletic résumé, and if appropriate, ask your coach to consult with the college coaches who show interest in you. Your coach likely will recommend summer “exposure” camps where college coaches can see you in action. Stay in regular contact with the college coaches (send update emails on a frequent basis). Coaches are limited in how often they can contact you, but you may contact them as often as you like. As of yet, the NCAA does not regulate email or texts, so the college coach and you can converse via those methods with no restrictions. Your efforts in touching base regularly are critical. Be careful not to go overboard, and be sure that it is you making the contacts, not your parents. College coaches who show a high level of interest in you may invite you for “official” visits to the campus, and you may ask for “unofficial” visits. Limitations on official visits vary between the 3 divisions, so consult your high school coach or the “Guide for the College-Bound Student-Athlete” on the NCAA’s website for guidance. We strongly recommend that you read that document thoroughly. Fit is very important in this process, and each athlete needs to do thorough research on each college. We have a handout available on our website that addresses what athletes should consider/ask when researching or visiting a school; in general it covers: o o
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What will your academic experience be like—level of priority, support; ability to pursue intended major (especially if in engineering or lab sciences/pre-med); graduation rate What will your social/living experience be like—housing; ability to join other clubs/activities/Greek life What will your athletic experience be like—schedule in and out of season; facilities; relationship with the coach, the team; the coach’s philosophy/approach; playing time How do you stack up as a team prospect and in admission—how many freshmen are recruited each year; how many get “slots” or support in admission and how many of those are accepted; where do you fit in the recruited mix
Take great care to conduct yourself with appropriate interest and respectful decorum when you are on these visits. Participate fully in any set schedule of events, and always follow up any visit, meeting, or contact with a sincere note/email of thanks. Don’t feel the pressure to commit while on campus, but talk with your parents/high school coach/counselor about how to approach offers if and when they come. Often, college coaches will request that you fax your transcript. Simply request an unofficial copy of your transcript from our office and you can fax it to the coach. Website: http://college-counseling.collegiate-va.org
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ADMISSION IMPACT You have heard undoubtedly that college coaches have “pull” with the admission committees. It is important to understand exactly what this “pull” means. Generally, a coach is permitted to “support” a certain number of applications in order of preference, and the admission committee places that support under consideration. Where you are on the coach’s list is significant, BUT academic merit is the final deciding factor. College coaches do not sit on the admission committees. Therefore, no matter what they may tell you or what you may perceive from your conversations with them, there are no guarantees. Most are forthright and honest about how they will support your application, but even the coach with the best intentions does not get to make the final decision.
ELIGIBILITY CENTER In order to be eligible academically to play Division I or II college athletics, you must be certified by the NCAA Eligibility Center. Division III athletes do not have to gain this certification. For Division I, it requires: the successful completion of 16 core academic courses (our graduation requirements exceed that number); and, according to a sliding scale, the minimum 2.0 G.P.A. requires a combined 1010 SAT or ACT equivalent and the minimum combined 400 SAT or ACT equivalent requires a 3.55 G.P.A. For Division II, it requires: the successful completion of 14 core academic courses; and, a minimum 2.0 G.P.A. and a minimum combined 820 SAT or ACT equivalent. For both Division I and II, the combined SAT score includes critical reading and math only. During the spring/summer before your senior year, it is essential for you to fill out and send your Eligibility registration form. May/June is a good target as you will not be permitted to go on “official” NCAA sanctioned visits in the fall until you have registered with the Eligibility Center. Registration is available through www.ncaa.org; be sure to inform Mrs. Nesmith in the College Office as soon as you complete your registration—we must send your transcript on your behalf. Instruct the College Board or ACT to send your standardized testing scores directly to the Eligibility Center; the necessary four-digit code is 9999. Notify your College Counselor that you have registered.
Website: http://college-counseling.collegiate-va.org
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THE APPLICATION PROCESS As the summer ends for rising seniors, the time for serious work on applications begins. By assigning you to complete a draft of the online Common Application (or other application with essay of your choosing) over the summer, we give you a jumpstart on that work.
THE FIRST WEEKS OF SENIOR YEAR You will meet with us individually to review your Common Application and get our feedback on it and your essays—your English teacher will also lend input on those essays. And, we will map out the rest of your applications. We will hold a “Nuts & Bolts of Applying” class meeting to address the “how-to’s” of the application process—we’ll have a similar program for your parents that night. You should use a chart at home (we will give you one or you can make one of your own) to track all of the deadlines and requirements for the applications on your list. It is not necessary for your list to be finalized by September, but a solid nucleus of schools should have emerged that is both exciting to you and reasonable for admission. Some early action deadlines fall as early as October 1 while “rolling decision” schools often give you the chance to apply even earlier than that. Many seniors in the early fall will be filling out applications to a few schools, making visits to others and receiving initial information from still others. This is normal and not problematic provided that a "solid nucleus" is in place.
THE ESSAY As challenging as it might appear, the essay provides you the forum to shine personally and creatively in your application, an opportunity not found elsewhere in most applications. It is the forum in which you can add creatively to your application. Although some questions steer you in a specific direction, most allow for tremendous variety in responses. Here is your chance to add personality to a folder filled with paper, and it is best to make the most of it! We offer considerable guidance on writing these essays, from covering the topic extensively in the Junior Workshop to reviewing individual drafts; our English Department is also proactive on this front, during their classes at the end of the spring of junior year and again in the fall of senior year. Use the following tips for reference, and the excellent handout in the back jacket of this handbook: “Writing the Essay: Sound Advice from an Expert” written by Parke Muth, a Senior Assistant Dean of Admission at UVA and a nationally recognized expert on admission essays.
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ESSAY WRITING TIPS BE YOURSELF! Don’t make the mistake of asking, "What does the admission office want to hear?" This leads to writing that sounds too generic and lacks individual personality. Better questions to ask are, “What do I want them to know about me?” and “How can I convey that in a unique manner?” Allow for parts of your character to emerge and write in your own voice. PICK A TOPIC OF GENUINE INTEREST. Admission officers look for commitment, enthusiasm and real passion from potential applicants. These traits can only come through in your writing if you choose a subject that elicits emotion on your part. But, the subject can be very simple—there is no need to choose a topic that “sounds” impressive—and it is FAR less significant than what an admission officer learns about you through it. The topic is a vehicle, a lens, and little more. WRITE WITH CONVICTION, DEPTH, AND SPECIFICITY. Too often, students only scratch the surface with their message. Strive to achieve real personal depth, using anecdotes to illustrate your points. Choose the most narrow lens, a single moment in time, to allow you to shine through with specific and illustrative examples. English teachers typically advise their students to “show, not tell” in their writing, and the same lesson applies here. Thus, if you do feel the need to write on one of the more common “McEssay” topics, work to make it original and distinct to you. AVOID LISTING YOUR ACCOMPLISHMENTS. Remember that you already have given them a great deal of factual information in other portions of your application and thus there is no need to regurgitate your resume. The essay is an opportunity to elaborate and expand on that information or to address something completely different. BE AWARE OF LENGTH LIMITS. Colleges often limit the length of an essay because of the volume of reading they face. If an essay exceeds these limits slightly, it is unlikely to cause problems. Essays that go well beyond the requested length likely may annoy the reader, though, and do more damage than good. Also, some online applications will automatically cut the essay at a pre-determined length, so be sure to leave enough time for editing if necessary. PROOFREAD, PROOFREAD, and PROOFREAD! There is no good excuse for any type of error in an essay of this importance. Errors that could have been corrected with revision often distract completely from otherwise solid material. It is a good idea to let someone else read your essay, both to review clarity and to catch any mistakes you might otherwise miss.
Website: http://college-counseling.collegiate-va.org
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LETTERS OF RECOMMENDATION Most colleges require at least one recommendation from a school official. At Collegiate, your college counselor will write this recommendation. Most students also will include letters of support from faculty members. Additional letters may be sought from current or former employers, church or other civic organization leaders, or even alumni of the particular college. The two main criteria in a useful letter are that the writer knows you well and can add information otherwise not included to your file. THE COUNSELOR RECOMMENDATION We are charged with describing you from a "whole-school" perspective by writing a one-to-two page narrative that highlights your character, passions, talents, and accomplishments. ✏ Like mini research projects, we draw on multiple sources when composing these letters in the fall—chiefly, your written responses from questionnaires and our interactions with you, your transcript and your teachers’ comments, and your parents’ input (from the “Parent Questionnaire” and our discussions with them). ✏ We write as your advocates, from an honest but supportive perspective. TEACHER RECOMMENDATIONS Many colleges require additional letters from teachers. We will guide you through selecting which teachers to ask, and when and how, but in general you should plan on seeking at least one recommendation from a core academic teacher from your junior or senior year. ✏ In the late spring of junior year, you will ask at least one teacher from that year to write on your behalf. ✏ A good teacher recommendation doesn’t need to come from the course in which you received the best grades. Teachers who know you the best in the classroom context, who have seen your best effort and can vouch for your academic abilities and approach, are the ones on which to focus. ✏ If a certain teacher also knows you through other activities (coaching, student activities, etc.), this can be a bonus, but not necessary—they are responsible for attesting to what you are like in the trenches of their classrooms, and we are responsible for addressing the larger picture. OTHER RECOMMENDATIONS Adults who know you in a context other than academics (coaches, employers, mentors, etc.) may be able to add significantly to the "picture" being created in your application. But, additional letters are not essential and quality is of far more importance than quantity. Choose (at most) two other people who know you well and can add points that are not covered previously in your file.
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APPLICATION TYPES & TIMEFRAMES Colleges may use one or many of the following application plans, so it is important for you to learn which plans are available at the colleges on your list and, if more than one plan exists, to decide the type and deadline you will follow. Read each college’s requirements and follow their specific instructions carefully. REGULAR DECISION: Students apply by a set deadline, usually between December and February, and receive their decisions typically between March and April. Admission comes with no obligation to attend. ROLLING DECISION: In most cases, applications may be submitted beginning in the summer before senior year, and often will post final deadlines of early-to-mid-spring (it is better to apply earlier in the cycle rather than later). Decisions are made on a "rolling" basis and replies are sent out generally within 4 to 6 weeks of receipt of a completed application. Admission comes with no obligation to attend. EARLY DECISION: Students apply by an earlier deadline than the regular decision date. For instance, November 1 rather than January 15. Most early decision deadlines fall between November and December, and students typically receive their decision in mid-December. Offers of admission are generally binding, meaning that accepted students are obligated to attend and further applications cannot be made. Consequently, Early Decision is designed for use only by students at their first-choice college. EARLY ACTION: Similar to early decision except that the decision is not binding. Students may be accepted under early action and continue applying to other schools. However, there are a few schools that have adopted a Restrictive Early Action plan that does not permit early applications to other schools until after a decision has been rendered. Note: some early action deadlines are as early as October 1. “Early" application programs have exploded in popularity in recent years. Before you commit to any obligation at any school, make sure it is truly a top choice. Too often we hear students exclaim, "I am definitely applying early, I just don't know where." It is a mistake to take this approach. Remember, the vast majority (usually around 75-80%) of any class will not commit to any final college choice until spring of the senior year. Still, it is clear that there is a statistical advantage to applying early at a growing number of institutions, and thus it is wise to weigh the options (advantage vs. student readiness—personal and/or academic) with your counselor.
Website: http://college-counseling.collegiate-va.org
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COMPLETING & SUBMITTING APPLICATIONS ONLINE Virtually all applications can now be completed and submitted online, via the college’s admission website or the Common Application website, and almost 100% of Collegiate seniors have applied online in the past few years. Some admission offices may target certain students to receive “fast,” “snap,” or “priority” applications—in these cases, it may be wise to complete and submit that distinct version. See your counselor for clarification if this issue arises. Most applications still can be handwritten as long as they are completed neatly in black nonsmear ink; essays should be typed unless otherwise stipulated by the application instructions. 12 STEPS 1) READ AND FOLLOW THE DIRECTIONS. This may sound obvious, but it is remarkable how many people bypass this step. Most of your questions will be answered, and incomplete issues avoided, if you take the time to read the instructions carefully. 2) ORGANIZE AND DISTRIBUTE ALL PARTS OF THE APPLICATION. In most cases, the application consists of 4 parts: a) Sections for you to complete and submit b) A recommendation section for your teachers to complete and submit c) A section for your counselor to complete and submit, along with your transcript and other “secondary school materials” d) Your test scores, which you must have sent from the testing agency to your colleges Generally, all 4 parts will be submitted separately, either electronically or in hard copy, and will be centralized in your application file at the admission office. We will provide you with directions on how and by when to distribute the teacher and counselor materials, but in general you will prepare formal requests for each and give at least 3 weeks leadtime in advance of the application deadline—your application does not need to be complete in order for you to distribute these requests. 3) FOLLOW THE DEADLINES—THEY ARE INFLEXIBLE AND ABSOLUTE Colleges almost never grant exceptions to a student who misses the application deadline; you need to treat the deadlines with the utmost seriousness.
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4) GIVE YOURSELF PLENTY OF TIME. Too often, students rush to fill out an application only a few days before the due date, and most find that it takes far longer than expected. Rushing at the last minute greatly heightens the chances for sloppy errors and poorly written essays, both very damaging to your case for admission. Take the time to produce your best work. 5) PROVIDE AS MUCH INFORMATION AS POSSIBLE. This is not a time to become shy or overly modest. Open up and tell them all that you can about yourself. Include everything that you would like them to know and let them decide how much they will use. Be concise, as you generally do not want to go beyond the space provided for answers, but put down anything that feels important to you. If you do not feel as if the application affords you enough space to serve you well, you may (in many instances) submit supplementary materials—consult with your counselor on how to approach this, but if you do submit extra materials be sure to write your name and date of birth or social security number on each piece. 6) DO NOT WORRY IF YOU MUST LEAVE SOME SPACES BLANK. Every year students panic when they reach a section for which they have no information. This is not necessarily a strike against you; applications are designed to coax as much information from applicants as possible. If a college provides space for music and art accomplishments, for instance, that does not mean they expect all applicants to have skills in these areas. 7) MAKE A COPY OF EVERY PIECE OF THE APPLICATION. As careful as all admission offices are, it is inevitable that some materials will be misplaced. Occasionally, portions of applications and even entire applications do not end up where they are supposed to, given the amount of paperwork, electronic and mailing procedures, and offices involved in the processing of applications. Keeping a copy at home ensures that missing material can easily be re-sent replaced if necessary. 8) BE CONFIDENT IN AND HAPPY WITH EACH APPLICATION YOU PRODUCE. Make sure it is a true representation of you. Waiting for a decision is much easier if you feel good about the application you filed. If accepted, it is best to know they like the real you. Believe it or not, it is best to be denied admission with the same knowledge. 9) IF YOU ARE APPLYING ONLINE: Be sure to enter your payment information, and as simple as it sounds, remember to click “submit.” Also, remember to update your Family Connection account—a critical step to ensure that we can submit your secondary school materials.
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10) IF YOU ARE APPLYING IN HARD COPY: Most deadlines are “postmarked by,” but read the application directions to make sure they are not “received by” deadlines. Be sure your name and date of birth or social security number are on the payment check, particularly if there is a different last name on the checks, and check with the post office for proper postage. And, be sure to notify Mrs. Nesmith that you are applying by hard copy—a critical step to ensure that we can submit your secondary school materials. 11) SEND OFFICIAL REPORTS OF YOUR STANDARDIZED TESTING. Since most colleges require direct reports from the College Board or ACT, Collegiate does not include scores on the transcript. It is your responsibility to have these reports sent to each college to which you apply. Review the policies on reporting these scores on the SAT/ACT websites. 12) CHECK TO CONFIRM THE RECEIPT OF YOUR APPLICATION & OTHER MATERIALS. Although some schools will send confirmation of receipt to each applicant, it is a good idea to check on the status of an application a few weeks after sending it to the college. You should not expect instantaneous processing—often there is a lag of several weeks.
MATERIALS FROM THE COLLEGE OFFICE To each of the colleges to which you apply, we will send: Your transcript Our “School Letter of Recommendation” and the “Secondary School Report Form” Your teacher letter(s) of recommendation (in most cases, teachers will submit these independently through our Naviance/Family Connection site) Our “School Profile” Remember that sending standardized test scores are your responsibility. SENIOR YEAR QUARTER GRADES: During the process, we are happy to send any interim grades at the first and/or third quarter—this is ultimately your decision, though, and we encourage you to discuss the topic with us individually in order to ensure that you put your best foot forward. SENIOR YEAR SEMESTER GRADES: We will automatically send an updated transcript to each college to which you have applied showing your first semester grades from senior year as soon as those grades become available. There is no need to worry about the “Mid-Year Report” forms provided in many applications—our transcript will suffice in almost all cases and we will handle the exceptions internally. FINAL TRANSCRIPT: We send this in June to the college you plan to attend—this means that you absolutely must finish the year on strong academic footing, commensurate with your level of achievement when you submitted your application and when you were accepted.
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RESOURCES College Counseling Webpage: http://college-counseling.collegiate-va.org This site is filled with information and links to aid in the college search process, from Collegiatebased material to specified search engines and financial aid and scholarship resources. We welcome you to explore online in our resource room—there is a computer solely dedicated for your use.
“Family Connection” Website: link from the College Counseling Webpage This exciting tool allows you and your parents to access a wealth of customized information, including the ability to compare your academic qualifications with the qualifications of accepted Collegiate students over the years at schools you select. It also includes tailor-made search and matching functions, quick biographical data on all colleges and universities with direct links to their individual websites, and the “Do What You Are” survey, which analyzes your personality type and suggests future areas of study and types of schools/careers to pursue. We give access to this site to all Upper School families in the spring of the freshman year, and you can find instructions on our college counseling webpage. During your junior and senior years, you’ll use Family Connection extensively for our office’s questionnaires and application needs.
Most Frequently Requested Websites: Financial Aid:
www.finaid.org www.fafsa.ed.gov https://profileonline.collegeboard.com/index.jsp
Scholarships:
www.fastweb.com
Testing:
www.collegeboard.com www.actstudent.org
Athletics:
www.ncaa.org www.collegestudentathletes.com
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College Counseling Resource Room Over 200 college catalogs and DVD’s Information on standardized testing, financial aid, scholarships, and summer programs Recommended Reference Guides: o
General Guides: College Board’s The College Handbook Fiske’s Fiske’s Guide to Colleges Pope’s Colleges That Change Lives Yale Daily News’ The Insider’s Guide to the Colleges Barron’s Profiles of American Colleges Orchard House’s Four-Year College Admissions Data Handbook
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Degree Guides: College Board’s Index of Majors and Graduate Degrees Orchard House’s College Index of Majors and Sports Handbook
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Testing Guides: College Board’s Official SAT Study Guide College Board’s Official Study Guide for All SAT Subject Tests
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Financing Guides: College Board’s The College Cost and Financial Aid Handbook College Board’s Scholarship Handbook Peterson’s Scholarships, Grants, and Prizes
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Arts Guides: Peterson’s College Guide for Visual Arts Majors (Art, Design, & Media) Peterson’s College Guide for Performing Arts Majors (Dance, Music, and Theater) Tumielewicz’s Directory of Theatre Training Programs: Profiles of College and Conservatory Programs throughout the United States
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Athletics Guides: Koeler’s Advising Student Athletes Through the College Recruitment Process McQuillen’s The Road to Athletic Scholarship Lincoln’s Playing the Game: Inside Athletic Recruiting in the Ivy League
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Learning Disability Guide: Kravets’ The K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder
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Summer Pursuits Guide: Peterson’s Summer Opportunities for Kids and Teenagers
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Good Reads: Pope’s Looking Beyond The Ivy League, Coburn’s Letting Go
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The Back Pocket Contains 2 Handouts: � The School Profile, used by admission offices to learn about Collegiate and to evaluate the strengths of our curriculum and students. It is sent with every application. � Tips on Writing the College Essay, authored by a nationally acclaimed expert on the topic.
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Website: http://college-counseling.collegiate-va.org
http://college-counseling.collegiate-va.org
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