Underformer's Guide to College Counseling

Underformer’s Guide to college counseling

The

lawrenceville

school

I n t ro d u c t i o n : B u i l d i ng the Fo u nd ati o n 3 Pa rt I : Do i ng Law renc evi l l e Wel l 6 Pa rt II: C o u r se Sel ec ti o n a nd Sched u l i ng 10 Pa rt I I I : Sta nd a rd i zed Testi ng 16 Pa rt IV: Ex tr a -C u r r i c u l a r Li f e at L aw renc evi l l e 24 Pa rt V: A thl eti c Rec r u i ti ng 30 Pa rt VI : Su m m er A c ti vi ti es 34 Pa rt VI I : C o nc l u si o n 38

Building

the foundation

The most common questions underform parents ask the college counseling office concern the timing of the college search process. Why does Lawrenceville begin working with students in the Fourth Form? What colleges should my son be targeting as a Third Former? Can we have a counselor assigned to our child as a Second Former just to make sure she is on the right track? We understand where these questions come from, certainly, as parents wish the best for their children and college preparation is a natural extension of that care. Students and families worry they might be overlooking an important detail which could eventually affect college options and the intense focus placed on selective college admission in media amplifies this concern. Underform families often express a desire to “do something� connected to college admission. While Underformers are not ready for specific college admissions tasks, this Underformer’s Guide addresses some foundational steps and discusses internal educational principles that will help students prepare for their eventual college admissions process.

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If you have attended a college counseling panel presentation such as the Second and Third Form Q & A session at Parents’ Weekend or spoken with a college counselor casually while on campus, you have heard that we define the college search process as an extension of the education that students receive at Lawrenceville. This belief is the underpinning of everything we do in the College Counseling Office. It guides our students as they move through the process, it defines the educational outcomes we embed in our counseling program, and it is a critical component of our Mission Statement.

Helping students develop life-long transferrable skills which build recursively upon each other and in combination with other skills lies at the heart of the learning outcomes of every academic department at Lawrenceville, including College Counseling. Additionally, Lawrenceville faculty work to foster appreciation, respect and understanding of each particular discipline as students engage within each classroom. Thus, students at

Lawrenceville develop increasingly more complex intellectual skills and a deeper disciplinary understanding as they move through the Forms and across the curriculum. Students’ ability to conduct historical analysis and understand what it means to think like a historian becomes sharper through their work in the History Department; students’ mathematical literacy skills expand and their ability to employ quantitative analysis grows as they experience more complex concepts in Mathematics.

A well-done college search progresses much the same way, although the college process requires both developmental readiness from a maturation perspective and intellectual skills from an educational perspective. Just as a student would be ill-served to jump into AB Calculus at Lawrenceville without taking Pre-Calculus, a student is ill-served to engage the college search process without the developmental skills and intellectual abilities that are essential to navigating the complexities of the college process. In most cases, students are not ready to grapple with these intricacies

as Underformers, so the College Counseling Office waits until they are ready, which for the great majority of students is in the junior year.

There are, however, deliberate actions students can take as Underformers to ready themselves for the college process, actions which will also enhance their overall experience at Lawrenceville. The goals of this guide are to detail those specific actions and identify where they present themselves at Lawrenceville, to give the students the

necessary guidance to excel across the entire range of student experience, and to make sure they do not “miss anything” as they prepare to begin their college search. Underformers who fully embrace the ideas within this guide will find that they begin their college process in the Fourth Form with the background and skills to grapple with the complexities of the college process. At that point, they will be ready and well-prepared to conduct a mature, proactive and effective college search.

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Part I

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Doing Lawrenceville Well

If there is a personal mantra or code of conduct that we wish all Lawrentians embraced in their experience on our campus it is the idea of “doing Lawrenceville well.� We believe strongly that the absolute best preparation for the college process at Lawrenceville is active commitment on the part of the students to engage deeply in all of the venues available to them on our campus, yet given the selectivity in college admission today and the concurrent media blitz that has accompanied the current culture, students and families often feel pressured to move swiftly to the finest details of the college process and, as a result, inadvertently skip over the all-important journey.

If students wish to prime the pump of the college process, then “doing Lawrenceville well” is by far the best strategy, as the procedural and product-oriented components of the college search simply aren’t appropriate until students are well into their high school experience. This distinction is somewhat akin to a runner arriving for track practice on the first day and saying, “Tell me what I have to run today to set the state record in the 100 meters and I’ll do it right now.” Track coaches know that for student-athletes to reach their potential they must attend to the process – the training – before they can attain the product – the finishing time – and so coaches begin to help the student with the long climb of building mileage, adding speed work, boosting endurance and VO2 max, honing the running form, assessing skills and progress to identify their optimal events, etc., and all the while spicing the preparation with specific physical techniques and training events which make the experience fun and worthwhile. If all goes well, the athlete will develop to his or her maximum potential in the event, acquire

the requisite grit and passion for running, and, while they might not set the state record in the 100 meters one day, never mind that day, they will have learned a great deal about themselves, understood the discipline of running more deeply and put themselves in the best possible position for success: there’s much in this extended metaphor to compare to the college search process.

Students at Lawrenceville will fare far more successfully in the college process if they “do Lawrenceville well,” i.e., if they take the time to discover and develop passions, engage themselves in their activities, deepen their intellectual and academic skills, immerse themselves in the House system, connect with faculty mentors and at all turns find ways to make the most of the incredible resources – physical and human – that Lawrenceville presents. These experiences, dispositions and skills carry far more weight in a successful college admissions experience than anything else, so much so that when the appropriate time arrives they reap great rewards in college and in life.

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Be proud of your efforts, accept your weaknesses and endeavor to make them strengths. The study habits you develop as an Underformer will reap great rewards as the rigor of your academic work intensifies over the course of your academic life here.

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Doing Lawrenceville well goes beyond the idea of simply enjoying one’s time at Lawrenceville to the fullest, however, although that is a common misconception.

Spring nights in the Bowl, late Saturday feeds with friends and lively banter in the House common room will all produce wonderful Lawrenceville memories – and should be part of every student’s experience – but doing Lawrenceville well extends beyond the social aspects of high school. Doing Lawrenceville well means a student examines all the elements of a comprehensive experience – academic, residential, social, and extra-curricular – and

follows through on those opportunities in a deep and meaningful way.

Our best advice to Underformers asking us how they should “do Lawrenceville well” is as follows: Challenge Yourself in Your Classes Develop good study skills, push yourself to become a good learner and aspire to fully engage in each of your classes (even those that might not come as easily to you).

Immerse yourself in the breadth and depth that a Lawrenceville education has to offer.

Develop Passions Outside of Your Classes Whether it’s music, dance, visual art, student government or journalism (to name only a few examples), take the time to engage in extracurricular activities that are meaningful to you.

It does not matter if your interests take you into Science Olympiad, Periwig, or Outdoor Leadership, but it is important for you to find ways to broaden your experience beyond the classroom door. It is a myth that colleges respond to lists of “clubs joined” as a marker of your involvement in the school. Instead, colleges respond to depth of involvement in the activities that are important to you.

Find Opportunities for Leadership Leadership can take place in the classroom, in the House, on the athletic field or in an

extra-curricular activity, among other venues.

Leadership takes place both visibly and subtly, so don’t fall victim to the notion that “leaders are born.” Leadership comes from experience, dedication, practice and opportunity. Find ways to contribute to the life of Lawrenceville and to the world outside our gates and you will develop essential leadership skills.

Recognize That Relationships Matter The Lawrenceville community is comprised of dedicated, interesting and eclectic faculty and students. Take time to develop close relationships with a wide range of community citizens. Find mentors and role models and open yourself up to opportunities to learn from them and with them.

Engage in Community Service Make time to explore the community service opportunities at Lawrenceville. Do not merely be satisfied with meeting your Circle Requirement, however. Second and Third Forms are the ideal windows to expand and personalize your service horizons. Review the

list of service opportunities and match them to your strengths and interests or branch out to try something new and intriguing. Once you start getting involved, you’ll find opportunities that spark your energy and enthusiasm even more. The sooner you find that catalyst for involvement “outside the gates,” the more opportunities you’ll have to develop them into something special.

When you embrace these opportunities

Expand Your Horizons Lawrenceville is a diverse and compelling community. Take advantage of opportunities to learn about other cultures and perspectives on and off campus. Sign up for a Global Initiatives trip that connects to your academic and personal interests and curiosities. Join the Cross Cultural Club. Ask classmates from

growth and positive results well worth your

different backgrounds about their experiences at home and at Lawrenceville. Every moment you take to expand your horizons is an opportunity to learn something new and interesting.

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as we’ve described, you will undoubtedly achieve a dual result. One, you will enjoy your Lawrenceville experience more deeply and make stronger connections across the entire campus. Two, you will have created a valuable foundation for your college search.

In both cases, you will find the personal effort.

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Part II

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Course Selection and Scheduling

Selecting an appropriate academic courseload and creating a balanced schedule is a delicate process. If students overextend themselves and elect a schedule that’s too demanding for them their grades may suffer, but holding back from an appropriately rigorous path of study is similarly troublesome from a college’s perspective. Piling on the academic rigor under the assumption that “I need to take as many Honors/500 level courses as possible” can lead to gaps in disciplinary understanding, a problematic situation which affects long-term learning and can lead to a lower cumulative GPA both now and in the future. Alternatively, college admission officers see the avoidance of rigorous courses or advanced classes problematic as well. College admission officers frequently assert that the key is balance of both rigor and performance.

“If Honors/AP courses are available, we hope to see a selection of these courses.

This does not mean that a senior schedule should contain five, six or seven AP courses, but should include as many as the student is comfortable tackling and/or advised by counselors.”

– Jane Crowley, Senior Associate Director, Boston College

“When evaluating a transcript, we are not only looking at the grades, but we are also looking at the strength of the curriculum.

While we do not expect them to take every single AP/Advanced/500 Level course offered, we do expect them to challenge themselves appropriately.”

– C. Darryl Uy, Director of Admission, Kenyon College

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“Successful applicants to Bates College will typically have carried five or more major courses in each [term] with each course following an appropriate introductory or prerequisite offering in that particular area of study. We expect that the transcript and teacher’s recommendations will reflect a high level of accomplishment in those courses, and [we] look for evidence that the student has challenged her/himself by undertaking as rigorous a curriculum as may be advisable in light of previous course work undertaken at the school. Both breadth and depth of study are important.”

– Leigh Wiesenberger, Dean of Admission, Bates College

A college admission officer’s first step when evaluating an application is to analyze the applicant’s high school transcript – both the rigor and the performance – within the context of the school’s curricular offerings. Thus it is extremely important for underformers to select their classes carefully and thoughtfully.

In order to avoid potential problems, students should solicit specific feedback from their academic advisor, current and former classroom teachers, and their Housemaster and/or Department Chairs in order to establish a suitable courseload that weighs a host of inter-related factors, including: A The rigor of each course elected A T he comprehensive difficulty across the student’s entire schedule A I ndividual preferences for specific disciplines or courses A T he student’s ability to succeed to the best of his/her ability in the level of course(s) selected

A Lawrenceville’s graduation requirements A C ollege admission expectations for depth of study within disciplines

Luckily, Underform students have minimal concerns when it comes to selecting courses, as many of the disciplines are pre-determined or sequenced: English III follows Humanities, Third Form Science follows Second Form Science, Spanish 3 follows Spanish 2, etc.

Students will find that the choices they need to make are confined to a few decision making points, usually found when choosing art, music and religion electives or when Advanced/500 Level courses first become available to them in the Third and especially Fourth Form year.

Here are a few key guidelines for selecting an appropriate courseload when those decision making points arise: Colleges value students whose high school curriculum is both broad and deep in the five major subjects: English, history, science, language and math. Four years of English and mathematics, three full years of lab science and history, and the equivalent of three, if not four, academic years of foreign language are basic expectations at most highly selective colleges. Lawrenceville’s graduation

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requirements mirror these expectations closely, so the normal sequence of classes should prove helpful when students elect coursework.

Students who reach the advanced level of a discipline have more options to elect other courses; otherwise, students are expected to

take the major disciplines for as long as they reasonably can.

“Is it better to get a ‘B’ in a Honors/500 class than get an ‘A’ in a regular level class?” is a misleading question. In reality, colleges expect high grades. Highly selective colleges “want it

they have pursued a full year of honors survey course work. For more detailed information, please refer to the discussion of SAT Subject Tests in the “Part III: Standardized Testing” section in this Guide or in the “Standardized Testing Guide” which is sent to your home in August.

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all” and naturally expect top grades in the most

Students should be prepared to take two

rigorous courses a school offers, though they

SAT Subject Tests by the end of their Fourth

allow institutional discretion in defining those

Form year. Third Formers should keep this in

courses, which is why there’s no disadvantage

mind when scheduling their classes, as their

for Lawrenceville to have stopped offering

courseloads should enable them to display

the AP curriculum. Moderately selective

reasonable mastery in two different disciplines.

colleges want high grades as well, so it is

Subject tests are offered in foreign language,

counterproductive for students to accelerate

literature, math, and laboratory sciences as well

beyond their ability to perform at the highest

as U.S. and World History. Overall, students

level. Again, the key is finding balance between

are likely to find more success on SAT Subject

course rigor and optimal performance.

Tests in the disciplines they enjoy and in which

Beware of the “I don’t like foreign language” or “I’m not good at math” trap. While this is similar to the first point above, this issue crops up predominately when scheduling the Fourth Form year, as students who have finished their minimum graduation requirements might start looking to avoid subjects that do not come as easily to them. Remember, colleges expect language and math to continue as far as possible in students’ academic programs and if they do not, these courses need to be replaced with courses in major disciplines of equal (or preferably greater) rigor to offset the perceived courseload deficiency. If students are considering dropping out of a core discipline, they should consult the department chair, a college counselor, and their families, as it can

be extremely frustrating for a student to have an early conversation with a college counselor and have that counselor say, with surprise, “Why did you drop that course of study so early?”

Plan Ahead & Keep an Eye on Pre-Requisite Courses. When you sit down with your academic advisor, plan ahead through your senior year. You do not need to select your Fifth Form English electives, obviously, and you should expect you might change your mind as your interests evolve over time, but anticipating your courseload beyond the next term or the next year can be incredibly useful. Ask yourself forward-looking questions. How might Phys/ Calc fit in the junior or senior year? Are there pre-requisite classes for Research in Applied Chemistry or Advanced Studio Art that you need to work into your schedule? Will I have the ability to take two SAT Subject Tests in my junior year? When might I fit in my Interdisciplinary requirement? Can I take the 500 level Religion and Philosophy class I’m interested in?

“Taking the toughest courseload you can safely handle” is a slippery piece of advice to be sure, but that guidance entails balancing all the competing interests – graduation requirements, college expectations of achievement, the academic inclinations of the individual, the level of rigor in the courseload and a student’s ability to handle that rigor successfully. If students strike that balance and schedule their courses with all these concepts in mind, they will present their strongest possible academic profile in their college applications.

Work closely with your advisor, current teachers, campus mentors and the Department Heads to assess your options and make an informed decision about your optimal path, as you will find the majority of decisions regarding your courseload and class placement are best answered by these resources.

If you have specific, more nuanced questions about the implications a complex scheduling decision will have on college admissions, please contact the College Counseling Office.

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Part III

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Standardized Testing

The College Counseling Office encourages students at Lawrenceville to take a sane approach to standardized testing, i.e., give standardized tests the necessary attention for their eventual college application process, but nothing more. Emotional energy or undue worry about standardized tests is unproductive at best and frustrating at worst, so while it’s appropriate to attend to standardized testing’s place in college admission, do your best not to let your scores define you or add emotional weight.

To be fair, college admission offices also have a conflicted relationship with standardized tests. Admission professionals understand the predictive limitations or potential biases which are present in these examinations, but the size of applicant pools beg for a normed measurement to help account for variations in school rigor, grading scales and curriculum when admission officers evaluate applications. Further, SAT averages are a factor when institutions are ranked by popular press and bond rating agencies, among other influences, so an admission office can have significant incentives to boost their incoming scores. This dilemma between limitations and necessity leads institutions to employ a wide variety of policies regarding the role of standardized tests. Some colleges require the SAT, others are “scores optional” or “scores flexible.” SAT Subject Test requirements currently range from two to none, with others “recommending but not requiring” submission.

Lawrenceville’s “Standardized Testing Guide,” distributed at the beginning of the school year,

contains comprehensive testing information.

Please refer to that publication for more information about standardized testing at Lawrenceville and in the college admission process. Underformers do not need to pay attention to the idiosyncrasies of standardized tests to understand them except in the few specific instances detailed here.

SAT Subject Tests The only college related standardized test Second or Third Formers should consider is an SAT Subject Test in a subject area where their knowledge of that specific discipline has peaked, usually at the completion of the Honors/Advanced/500 level of a particular subject. While this circumstance happens infrequently for Underformers in Lawrenceville’s curriculum, it does occur occasionally, especially for those who are accelerated in foreign language and math.

Foreign Language: Students who are highly advanced in a foreign language and are prepared to display exceptional ability in that

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language may wish to take an SAT Subject Test, especially if they are on the verge of ending their language study. Underformers who feel their academic standing in a foreign language is strong enough to take a Subject Test should discuss the possibility with their current instructor or the Department Chair.

Students who wish to end their language study at the end of their Third Form year whether

or not they plan on taking an SAT Subject Test are strongly encouraged to discuss this choice fully with their advisors, the Department Chair and the College Counseling Office.

Math: Underformers may elect to take the Math 2 (M2) Subject Test at the end of the Pre-Calculus sequence, most commonly during the May or June administration.

Other students choose to wait until they enroll in a Calculus course the following year before sitting for the M2 test, usually taking the examination in November or December.

Although the Math 2 (M2) SAT Subject Test has no Calculus questions on it, some students value the review period which takes place early in the Calculus course. Students should choose whichever administration feels appropriate for their preparation and performance. The Math 1 (M1) test is a potential Subject Test for many Underformers, as students will have exceeded the curriculum once they complete Lawrenceville’s “Math 3” course, but college admission officers will expect any student who continues past “Math 3” to take the Math 2 (M2) Subject Test later in their academic career, and that Subject Test supersedes the Math 1 (M1). As such, there are very few reasons to take a M1 Subject Test in the Second or Third Form year (and if one of those reasons arises in the Fourth Form year, it’s not a problem to return to that Subject Test in junior spring).

Additional Subject Tests for Underformers: Unusually sophisticated or accelerated underform students may be prepared to take subject tests in special areas of strength if they have studied these subjects independently. A complete listing of available tests is located on the College Board website. If a student is curious about a particular test, that student should endeavor to take a practice test to assess content familiarity and prospects for impressive results.

If, however, the student is planning to take advanced year-long survey courses as a Fourth Former, such effort is unnecessary. At the end of the day, two or three outstanding scores trump multiple mediocre scores every time.

PSAT The PSAT is the Preliminary SAT and is also known as the National Merit Scholarship Qualifying Test/NMSQT. The PSAT is a practice test for the SAT, although it has two other main purposes. First, it is the test which determines eligibility for the National Merit Scholarship Program. Students who score above a certain threshold are eligible

for consideration for a special written citation, such as those who reach Commended, Semi-Finalist, and Finalist status, while the eventual winners receive monetary awards.

Roughly 1.5 million students take the PSAT yearly, 15,000 are named finalists, and approximately 0.5% of test-takers receive an award.

Companies or businesses which support the NMSQT and employ a parent may offer matching grants to a student who receives a certain status in the NMSQT and there are some colleges, usually public institutions, which give students a scholarship award if they meet a particular threshold and then matriculate at their institution. Second, the PSAT collects information on students’ academic interests as part of the registration process and sells the information to colleges along with email addresses and other contact information.

Lawrenceville automatically registers all Fourth Formers to take the PSAT in early October, but please know that all other standardized test registrations are the student’s

responsibility. The College Counseling Office sends all Fourth Form students a PSAT packet in advance of the test date which contains specific directions as well as a practice test.

Underformers need only be aware of three issues connected to the PSAT: Test Preparation: Formal and lengthy test preparation for the PSAT is usually unnecessary, although many students find some review helpful to allay any nervousness or test unfamiliarity. A few hours working through a published PSAT guidebook or looking at free websites offering basic test preparation and sample questions are all that’s necessary for the majority of students.

Repeat Students – Please Note: The NMSQT requires that students wishing to be considered for the National Merit Scholarship competition must take the PSAT during their third academic year of high school. Lawrenceville students who have repeated the 9th or 10th grade at any high school and, therefore, will be entering their third year of high school before the Fourth Form year at Lawrenceville, should contact the

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College Counseling Office at the beginning of their Third Form school year if they are strong testers who wish to be considered for this competition. The College Counseling Office staff will explain the complex exceptions and procedures the student must follow in order to compete.

Third Form PSAT Administration: Although it is common practice at many public high schools, Lawrenceville does not recommend students take the PSAT in the Third Form year. Students’ attention in the Third Form should be squarely on “doing Lawrenceville well” and thriving in their coursework, not attending to standardized testing. Diverting energy to practice a practice test which does not count for either college admission or the NMSQT is a misapplied use of that energy.

Advanced Placement (AP) Exams While Lawrenceville does not offer the College Board’s Advanced Placement curriculum, some upper level classes cover much of the same material. This overlap allows students

who wish to take an AP examination – essentially the final exam for the Advanced Placement class – when they are offered on the national administration dates in May. Requirements to take the AP exam and the common content of the course with respect to Lawrenceville’s curriculum vary widely from discipline to discipline, so students should consult with the course instructor to determine if an AP exam is appropriate. Similar to the SAT Subject Tests, this happens most often for Underformers in math (AB/BC Calculus, for example) or in foreign language. Standard Second and Third Form history, as well as underform English and science courses, do not prepare students for an AP examination.

Non-Standard Testing Non-standard testing, most often referred to as (though not limited to) “extended time,” is available to those who have a diagnosed and properly documented learning disability or physical handicap that meets the ETS and ACT eligibility qualifications and is being accommodated at Lawrenceville. If you

believe that a qualifying learning disability exists and this disability affects your ability to perform on standardized tests, we encourage you to contact the Coordinator of Academic Advising and Educational Support (609-6206131) early in the Fourth Form year to begin the process of petitioning the testing agencies.

Students who qualify for non-standard testing through ETS or the ACT Corporation can sit for a PSAT, SAT Reasoning Test, SAT Subject Test, AP or ACT with different conditions than the standard administration.

SAT Reasoning Test / ACT Most Underform students do not need to take an SAT Reasoning Test or the ACT before beginning their college process in the middle of the Fourth Form year. Students who take an SAT or ACT before the spring of their junior year often find their results disappointing or unrelated to their eventual score. This result isn’t surprising, as an added five or six months of coursework at Lawrenceville, additional intellectual maturation, and an opportunity for test preparation over spring break all

positively impact student performance on the SAT or ACT. Students who feel particularly well-prepared or well-suited to accelerate their testing timeline can sit for an SAT in January, although they will be at no disadvantage whatsoever by waiting until spring; in fact, the substantial majority of Lawrentians over the years have not taken their first SAT until March or May and have found that timing appropriate and suitable for their college aspirations.

Exception: Division I/Scholarship athletes should strongly consider taking the SAT Reasoning Test or the ACT on an earlier timeline in the Fourth Form year. The SAT is offered in November, December and January and the ACT is offered in December and February. College recruiting at the highest level of competition has accelerated to the point where reciprocal commitments between a Division I coach and a high school player can occur early in a student’s high school career, so it is helpful to have a standardized testing profile in hand when those conversations begin.

Please note that this exception applies only

to students who will be high Division I or scholarship level student-athletes. If you are uncertain if you will be a Division I or Division III intercollegiate athlete down the line or if you are not 100% sure you will play sports in college, that uncertainty means this exception does not apply to you and you can take your standardized tests on the normal timeline.

If you will not be on an accelerated recruiting timeline, you will not be asked to make a commitment in the middle of the Fourth Form year, so you will be better served to wait and have the strongest possible standardized testing scores when you begin the recruiting conversations.

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Standardized Testing Timeline for Underformers Second Form May/June SAT Subject Test or AP Exam in the spring upon successful completion of a 500 Level /Adv. class and with faculty or Department Chair endorsement.

Third Form October PSAT for students who have repeated ninth or tenth grade and wish their scores to be considered for NMSQT. Check with the College Counseling Office for more details.

November Foreign Language Listening Exams for students who have previously finished or are concurrently completing a 500 Level/ Adv. class. Students are encouraged to consult their instructor or the Department Chair before choosing to take this examination.

November/December Math 2 (M2) SAT Subject Test for students who have completed Pre-Calculus and are enrolled in a Calculus class and wish to take the M2 in the fall versus the previous spring.

May/June SAT Subject Test or AP Exam in the spring upon successful completion of a 500 Level/Advanced class and with faculty or Department Chair endorsement.

Fourth Form October PSAT Exam: Lawrenceville registers Fourth Formers for the PSAT, but students must register for all other subsequent standardized tests. Repeat students who have already taken the PSAT may take the test, but it will not count toward the NMSQT. November/December SAT Subject Tests in Math and Foreign Language: Students who

have completed Pre-Calculus and are enrolled in a Calculus class may take the Math 2 in the fall. Upper level language students may take the Foreign Language Listening Subject Test in November.

As you can see, standardized testing issues in the Second and Third Form are minimal and

only

occur

in

certain

uncommon

circumstances, e.g., a repeat academic year or a highly accelerated academic performance

November/December Division I/Scholarship level athletic recruits should strongly consider an SAT and/or ACT.

in a narrow band of disciplines. In most cases,

January/February The college process begins!

Fourth Formers develop a full standardized testing plan with their college counselor based on their academic strengths, spring commitments and overall testing strategies.

Read widely and deeply across genres to

the best test preparation you can undertake as an Underformer is to “do Lawrenceville well.� improve vocabulary and exposure to diverse literature, immerse yourself in the academic offerings at Lawrenceville to grow your overall intellect and develop your analytical, close reading and critical thinking skills so standardized testing measures your ability, not your test-taking skill. When the time comes to prepare for standardized testing as part of your college applications and formal test preparation becomes part of the equation, we will certainly give standardized tests all due attention, but for now, it should only be a small part of your Lawrenceville experience.

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Part IV

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Extra-Curricular Life at Lawrenceville

Just as Lawrenceville offers academic courses across a wide range of disciplines, student opportunities for extra-curricular or co-curricular experiences abound. Lawrentians can explore music performance, technical theatre, cultural and ethnic groups, Outdoor Programs or community service, to name only a few of the avenues on campus to develop passions and interests. If Underformers wish to “do Lawrenceville well,” they will find that developing a rich, fulfilling co-curricular life will lead to a greater enjoyment of their time here and contribute to their personal development. Students and families occasionally ask questions regarding the eventual role of extra-curricular activities in the college process, yet it’s important to emphasize that extra-curricular involvement reflects a classic “process versus product” paradigm.

“My advice to 9th and 10th graders? Get Involved.” – Wes Whiteside, Admission Counselor, Syracuse University

If students attend to the process, i.e., engage in meaningful, personally-fulfilling activities, then they will be well prepared for the extracurricular expectations of college admissions.

Lawrentians who find passions, develop themselves outside of the classroom, explore student leadership and otherwise embrace the opportunities available to them will undoubtedly have a better overall experience at Lawrenceville, but they will also have interesting, thorough and varied areas of their experience to discuss when it comes time to interview with college admission officers and to detail on their college applications.

Much like the questions surrounding standardized testing or course selections, students and families often wonder if colleges have certain expectations or preferences. The role of a student’s extra-curricular life in college admission is a tricky one and far too complex to describe succinctly here, but given the complexities we thought we’d share the answers to a few frequently asked questions to help point students in the right direction.

“Are there general guidelines for engaging in extra-curricular activities at Lawrenceville?”

A: Yes. Depth versus breadth is the key.

Find passions and pursue them to the fullest extent possible, a path which will both maximize your enjoyment and provide the best opportunities for growth. Obviously, the sooner you begin finding these passions, the longer you can develop your talents and deepen your experience in the activity.

College admission offices agree: “Long term commitments are more compelling than a variety without depth,” says Morgan KreiderLane of Haverford. A smattering of activities where you have only surface engagement or experience makes it neither fulfilling for you nor will it eventually impress admission offices.

“Is there anything besides depth that can make a difference?”

A: Certainly. Extra-curricular activities provide the opportunity to develop leadership and creativity, both qualities that colleges value in

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“Laundry lists don’t impress us; a student who is committed to 1-2 activities is much preferable.” – Jared Nunes, Associate Director, Clark University

to an activity as well as a deeper understanding of the intricacies necessary for the activity to succeed, so they will look for those experiences in their applicants. Further, if you have an interest or passion for something which is not available at Lawrenceville, all schools (including Lawrenceville) value tremendously the personal initiative it takes to be the creator or founder of a new extra-curricular activity or club. If you have a passion, share it with others! That initiative and experience will make Lawrenceville a more interesting and valuable experience for everyone.

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their students. Being in a leadership position within an extra-curricular activity gives you the opportunity to learn an entirely new set of skills, as you learn how to manage complex tasks, organize groups effectively or work with a variety of personalities to achieve a common

objective. Colleges value these traits in their student body as well, and these traits make for a more vibrant college experience for everyone on that campus. College administrators and admission officers know that leadership usually results from a long-term commitment

“We like sustained investment in activities showing a progression to leadership, creating new initiatives, showing independence and strong leadership. Why? Because those are the students who thrive and are the most satisfied in our environment.”

-Kimberly Gordy, Associate Director, Goucher College

“ Do colleges have biases for some extracurricular activities? Do they prefer some to others?”

A: In general, colleges do not favor one particular extra-curricular experience: “There is no ‘magic’ activity that is better than others…” says Lauren Sefton of Rhodes College. Admission officers simply want to see that you will contribute to the greater life of the community first, and second, they want to see that you are making the effort to develop yourself outside of the classroom. College campuses mirror Lawrenceville’s in many ways, including the composition of the student body. An undergraduate population will likely have students from varied backgrounds, a curriculum with dozens of academic majors and a campus ethos with a tremendously wide range of personal interests. An admission office attempts to build this vibrant, diverse and interesting community, thus they seek applicants who will contribute to the overall breadth of extra-curricular life and create an exciting energy in the student body.

Accordingly, an admission officer values

engagement and enthusiasm more than valuing one particular activity over another, as supporting the full range of student experience helps to create an interesting community.

“Don’t ever join a club or activity because you think it’ll look good to colleges! We have a sixth sense for your lack of passion in those clubs.”

-Julie Carroll, Assistant Director, Brandeis University

“Colleges really have no preferences? I have free rein to pursue whatever activity I like at Lawrenceville and it will ‘count’ the same when I apply?”

A: Colleges respect a diverse range of extracurricular interests, certainly, but it’s fair to say you should not take that perspective to extremes: a college admission office will certainly prefer students who participate in Model UN over the Poker Club and have a greater respect for students who contribute to the School Camp over those students whose main activity is the Video Game Club. This doesn’t mean you shouldn’t join

the Poker Club, but you will likely find your Lawrenceville experience far more interesting if that’s one of the activities you enjoy versus the main one. College admission offices do not distinguish, however, among Ropes Course, the Cross Cultural Club, and/or Operation Smile, for example, and they recognize and value participation in all facets of student life.

The key is to find meaningful activities which excite you, fulfill you and enhance your life at Lawrenceville and then to pursue them in depth. Students have a great deal of flexibility to discover activities which make a difference in their experience at Lawrenceville and beyond.

“Activities Night is in the fall. Should I sign up for a whole bunch of clubs?”

A: There is great value in exploring a wide variety of extra-curricular activities. Be open to the possibility of discovering a new side of your personality. Feel free to try out an activity even if eventually you decide it’s not for you.

The important point to note is to avoid being a “joiner” in order to fill out a resumé. Yes,

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“[Extra-curriculars] can obviously be an important aspect of the process. With more academically qualified students applying than there are spaces available, extracurricular activities can help push a student over the top.

The academic portfolio is the most important thing for us – transcript and test scores. If a student is [similar academically to others], extra-curriculars may help push

colleges like to see that you are involved, as they hope you will be as involved in campus life when you reach their institution, but they want it to matter to your high school experience and your overall happiness – so should you. You are far better off (and will find far more enjoyment) finding a few key activities that excite you and where you will persist versus dabbling in a laundry list of activities.

them into the admit pool.”

- David Tobias, Sr. Assistant Director, Univ. of Miami

“I am already thinking ahead to the college process. What role do extra-curricular activities play in an application?”

A: Before we answer this question, it’s important to remember that as an Underformer you should not be concerned about the application process quite yet. Participation in extracurricular activities is far more important from a personal development perspective (process) versus from a college application perspective (product). When it comes time for your college applications, an admission office will look to see that you are an engaged, contributing member of your current community, as it’s reasonable to expect you will do the same when you get

to college, but they will begin their application review with your academics.

Extra-curricular participation can make a difference in admission when you apply to a college where your academic profile is similar to many others in the applicant pool. If a college admission office expects that you will be successful academically and will simultaneously make a substantial contribution to the school’s student culture, that combination of traits can make a difference in an application.

The College Counseling Office brings over one hundred admission officers to campus every spring to participate in our two night college fairs. One year we asked many of them questions regarding the role of extra-curricular life in admission, among other topics, and we have included some of the answers in this guide. When we asked them the most common question students and families have on this subject – “How important are extra-curricular activities to the application process?” – the answers were unerringly consistent in their view of student life. Not one admission officer spoke of extra-curricular involvement as a score to

be totaled after reading a resumé or a grade to be given on the application. Instead, each admission officer spoke at length about the importance of contributing to a community and the role activities can play in positive student development.

“How will a student contribute to campus life? Will they be active on our campus? We use high school activities to tell us…”

- Tim Akers, Assistant Director, St. Lawrence University

Your overall Lawrenceville Experience will be greatly enhanced if you find passions and activities to pursue outside of your classes, so as an Underformer we encourage you to embrace the full scope of the extra-curricular opportunities at Lawrenceville, or as one admission officer sagely advised:

“Be active. Be involved. Be!”

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Part V

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Athletic Recruiting

Lawrenceville offers students tremendous opportunities for personal growth and exploration outside of the classroom, including the chance to develop passions or discover lifelong interests across a wide range of activities. Many of these activities will continue into the college years and beyond, such as an interest in theatre arts, outdoor programs or advanced music performance, to name only a few. Most of these nonclassroom pursuits will neatly fold into a traditional college search and require no advanced planning for Underformers if they wish to continue following those interests after Lawrenceville. Intercollegiate athletics, however, does take a modicum of advanced planning, and that planning increases directly as the level of competition increases.

Historically, students at Lawrenceville wishing to continue their sport in college have fallen into two categories. First, there are students who have been playing their sport at a high level before they arrive at Lawrenceville, including significant regional or national participation, and their athletic trajectory already includes college athletics. These students very quickly find themselves to be varsity contributors as Underformers and, whether they know it or not, they are already on the radar screen of college recruiters. Second, there are students who blossom later in a sport or perhaps discover a new athletic talent and passion at Lawrenceville and hope to continue competing intercollegiately. This latter group is the bulk of those students from Lawrenceville who continue on to play sports in college. Whether you are in the group of students who will eventually commit to a scholarship or Division I offer early in your high school career or you are simply looking for a place to continue your interest in a particular sport and want to be prepared to enter the athletic recruiting

process, there are a few key points to keep in mind during your Underform years.

If you think that intercollegiate athletics may eventually become an important part of your college search, you should: Make sure your academic performance starts strong and stays strong. The Ivy League, the Patriot League and the NESCAC have quantitative analytical measurements for their incoming classes of student-athletes that begin with high school GPA. The advice in “Part II: Course Selection and Scheduling� applies directly to these three athletic conferences, as both rigor and performance must be in balance for prospective student-athletes to be successful with Ivy, Patriot and NESCAC athletic recruiting. Both the quality of your courseload and the degree of your academic performance matter significantly. Similarly, colleges which pride themselves on having an athletic-academic balance to their community all carefully scrutinize high school transcripts before determining admissibility, a level

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of academic analysis that likewise takes place across the entirety of Division III. Students who are interested in highly selective institutions cannot simply “turn it on” academically when they get to the junior year, even if they turn out to be strong athletes, as they may find themselves ineligible or inadmissible for recruitment.

If you have repeated a year in high school and have an interest in participating at the Division I level, contact the College Counseling Office. The NCAA eligibility rules for students who have repeated a high school grade have changed in the last few years. There’s no cause for undue concern, but it would be worth a conversation to ensure you reach your core courses and attain your eligibility.

Accelerated athletic recruiting for Division I athletes: If you are receiving significant college recruiting contact as an Underformer, feel free to contact the College Counseling Office for advice and guidance as how best to proceed.

We will be happy to help you negotiate this

confusing process. Please acknowledge the balance, however, of a general desire to continue to play your sport in college where the recruiting timeline operates normally versus the need for accelerated college advising because of substantial early contact from colleges and coaches. Students who are not receiving significant early attention or feeling commitment pressures as an Underformer should wait to have discussions about the athletic recruiting process until they have been assigned a college counselor in January of the Fourth Form.

Supplement your athletic development through summer camps, off-season performance opportunities, regional/national travel teams or other high level club teams to participate in your sport. In the last decade, college athletic recruiting has shifted away from a primarily high school based evaluation system; currently, the focus increasingly lies on high performance teams outside of Lawrenceville.

Some sports, such as football, for example, still rely on the high school experience, but

even those sports offer up the opportunity to be seen and evaluated during the offseason. While we certainly encourage you to participate in multiple interscholastic sports while you are at Lawrenceville, as it’s clearly beneficial to both your overall enjoyment of your Lawrenceville experience as well as your complete development as an athlete, you should still find ways to gain skills and experience in your primary sport beyond your varsity participation on campus.

Monitor your standardized testing schedule.

The college recruiting timeline has shifted for a range of intercollegiate sports and you may need to have a testing profile in place by the fall or winter of your junior year. If it appears that you will be a serious contender for a Division I or scholarship opportunity, plan to take your SAT Reasoning Test in November, December or January of your junior year. If Division III is a more likely scenario, you will have more time to complete your testing profile, although you should still consider taking your first set of SATs in January of your junior year.

Keep good records of your performances and accomplishments. It’s highly likely you will need to submit an athletic resumé or fill out an online questionnaire as part of your athletic recruiting and one of the significant data points will be your performance in competitions, especially ones which coaches recognize as exemplary levels within the sport. Create a file which lists tournaments won, medals earned, opponents bested, regional or national competitions where you were successful, etc.

These accomplishments may seem memorable or front and center in your mind right now, but in a few years some of the details may fade and those details are extremely helpful in a coach’s evaluation. Store recordings of your competitions, if possible, as a visual evaluation in person isn’t always possible for some coaches. In years past, many programs relied on videotapes or DVDs prospective students would submit to coaches by mail to assess performance, but now and in the future a file sharing site or link to a YouTube video or personal drive can lead coaches to examples of your exceptional performances.

Discuss your aspirations with your current coach(es). Have an upfront and frank conversation with your Lawrenceville coach and/or your club coach about your long-term interest in intercollegiate athletics. If you have the opportunity, find college coaches who are open about their recruiting thresholds and who will let you know what times you need in an event or favorite tournaments and programs they use to assess their recruits.

Find out what skills you need to develop or what level of performance you might need in order to be recruited. Finding a college where you can participate in your chosen sport is easy, although reaching a level where you are actively recruited and supported by a college coach in the admission process is not. Ask questions to find out where you stand, put aside any ego you might have when you hear the answers, and if you wish to follow through and pursue intercollegiate athletics, listen to the advice of the adult coaches in your sport.

The majority of Underformers will not need to take any special actions regarding their athletic life at Lawrenceville, although all Lawrentians should take advantage of the opportunities a healthy athletic program presents. Enjoy the House traditions, explore new sports and immerse yourself in the exceptional camaraderie that athletic teams can create. If you wish to continue to pursue your athletic endeavors at the college level, be sure to attend to your academic performance, your standardized testing schedule and your athletic development opportunities, and to solicit the guidance of your coaches and the College Counseling Office, when appropriate.

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Part VI

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Summer Activities

In this Underformer’s Guide we have addressed many of the falsehoods or misconceptions about college admission and explored ways in which a successful and healthy Lawrenceville experience prepares a student for the actual college admission process: there may be no better example of this tricky dynamic than in the role of summer activities. It can be difficult for students and families to separate good advice from the ideas generated by the rumor mill on summer experiences, as the background chatter of finding a “winning formula” in admission lends to assuming there is a perfect script. In fact, there is no perfect script for summer activities. Each and every student has individual skills, interests, passions and personal circumstances which define what would be a good use of the time off in the summer.

The most important advice we can give is simply to do something – what that something will be depends on the student.

When a college counselor informs a student or family that admission offices do not have a particular preference, a common response is, “That just can’t be true. Admission officers must have a bias for a certain activity or have a favored type of summer program.”

It’s true that Admission officers as individuals may have a preference, but admission offices as a whole usually do not. In an admission office all the possible preferences regarding summer experiences, positive and negative, are represented; thus, sitting on an admission committee on any given day you will find an admission officer who prefers college courses, one who thinks travel is important, one who is tired of reading essays about summer camp, another who has a clear bias for community service, and yet still another who downplays organized summer programs a mark of family resources and not of student initiative. Youlim Yai, at Wellesley College, stated it clearly at one of Lawrenceville’s college fairs: “No activity is ‘better’ than another. Having a summer job at the local ice cream shop is just as valid as an academic program at a college.”

Valued student summer experiences are as broad as the possibilities and as varied as individual student interest. For some admission officers, for example, helping to care for a family member, young or old, carries more weight than a summer spent taking college courses given the responsibility that home care entails. One admission officer described to us, for example, “Our Dean is a sucker for students who have experienced the accountability of employment.” All in all, there are plenty of valuable and rewarding options depending on individual circumstances and interests, yet there are a few key characteristics to remember.

Have a Plan. Do Something

“We encourage students to do something – a job, travel abroad, sports training, etc. – it’s all valuable, just keep busy.”

– Alison Hildenbrand, Director, Fairfield University

The advice is perfect. When making plans for your summer, the most important perspective is to find something that’s valuable to you,

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whether it’s an independent research project, outside reading, academic coursework, community service, travel or simply adhering to family responsibilities. It’s far too easy to wait until after spring term exams before starting to think about your summer plans, so definitely think ahead, consider multiple possibilities and develop contingency plans in case things don’t pan out. You do not need to have every week accounted for in your planning – nor should you, as down time is absolutely important as well – but easing into summer with no concrete plans often leads to an unproductive and uninspiring summer.

Keep Your Mind Active No matter what your summer entails, however, you should find a way to stretch your mind in new ways. “Enjoy the summer! Read some books that aren’t required…” offers Admission Officer Kristen Crosby from Bates College.

Design a reading project and become a regular (or a regular volunteer) at your local library.

Check out some of the free online courses that are available – you’ll be shocked at the quality

of the online programming offered. Berkeley, Lehigh, Stanford, Harvard, MIT, etc. all offer free online courses taught by full professors, for example. Learn how to build a trebuchet. Start a new language through Rosetta Stone.

If you take the time to stretch yourself in interesting ways you’ll appreciate the experience of using your brain differently while not in class at Lawrenceville, and you will not be at any disadvantage when it comes time to apply to college.

“Almost without exception, I’d prefer to see students use the summer to pursue their passions rather than participate in programs that are clearly done to bolster resumés…”

-Jarrad Nunes, Admission Counselor, Clark University

Taking Summer Academic Courses is NOT an Admission Advantage at that College It can be enriching to pursue an academic passion or to discover a new one by enrolling in a college course during the summer.

College professors often teach these classes, a campus can be quite an entertaining place to spend a few weeks in the summer, and the experience as a whole can be an invigorating way to jump start your enthusiasm regarding college academics. Be advised, however, that there’s no link between the summer college course and your eventual application to that institution, even if it’s an official college course taught by a member of the faculty and you received an “A.” You should look at these kinds of summer academic opportunities as a way to explore passions, make new friends, experience college life, etc., but do not enroll in the classes looking for a positive admission connection between the summer program and the institution. If there is an academic program that is of particular interest to you, that’s a fantastic reason (and really the only reason) to elect summer coursework.

“In summer, do something you love or something you think you might love.” – Julie Carroll, Brandeis For-Profit Summer Programs “Congratulations! You’ve been selected/nominated to attend this prestigious conference in New York/D.C. on Law/Medicine/Business/ Leadership! Exemplary students from around the country/world like you are invited to participate in this enriching experience!”

Summer programs which “select” you without your having applied do a wonderful job of making their programs sound impressive. The quality and depth of the programming and the tone of the advertising easily makes you wonder what a college admission office would think once they learn that you’ve been selected for this esteemed program. To be honest, they do not think very much of those programs, as the “selection” most often stems from purchasing your name and address from PSAT Student Search or another data collection company that tracks the college-bound population.

Colleges know the difference between the forprofit organizations and New Jersey Scholars or Boy’s State, for example, and evaluate them accordingly.

What we have learned about these programs over the years is three-fold. First, students who attend them tend to like them. As a general rule the organizers put enough into the programming to make the experience interesting and the other students who attend are excited about the opportunity so it can be a great deal of fun. Second, they can be quite expensive. Yes, some financial aid is available, but part of the reason the content tends to be strong is that families pay a great deal to have a quality experience. Third, these programs do not have an impact on a college application.

These programs are usually for-profit enterprises with an enrichment component and admission offices recognize this reality.

The bottom line for these programs is straightforward. If the content looks interesting to you and the tuition is within your means, enjoy! We receive great feedback from students about many of these programs. You should elect this summer activity purely because you have an interest in the programming offered, however, and eliminate any impact you may

think it could have on your eventual college application.

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You have a great deal of flexibility in selecting summer activities and you have a world of opportunity in front of you as you make your decisions. In fact, you do not need to spend a great deal of money to create interesting and rewarding experiences, although we would counsel you to do something during the summer when you are away from Lawrenceville. Find activities that are important and interesting to you which will enrich your mind or enhance your skill set - and have a great summer!

Part VII

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Conclusion

Most Underformers see the college process as a distant issue, which is an entirely appropriate and healthy perspective. These Underformers are busy immersing themselves in their day-to-day lives at Lawrenceville and they understand that the specific details of a college search are well in the future. Other Underformers may have already visited colleges or thought at length about college possibilities based on the experience of a sibling or older friend. Whether you fall at one end of this continuum or find yourself somewhere along the line, the advice contained in this guide applies equally and we urge you to follow it. Remember, there’s nothing particular about colleges per se that Underformers need to concern themselves with in their lives at Lawrenceville, yet they can help to create a firm foundation for their eventual college process by following these simple recommendations.

Develop academic passions, immerse yourself in your classes, and work hard in your coursework from the very start. There’s less time than you think. If you are a new Third Former in the fall term, for example, you only have seven terms on your transcript at Lawrenceville before you will file your first college application.

Begin the positive academic trends right out of the gate.

Cultivate extra-curricular depth and breadth.

Elect a course of study that challenges you appropriately. Find the balance between graduation requirements, academic rigor, personal interests and the eventual expectations of college admission offices. Push yourself in the classroom, but do it properly and in balance.

Keep an eye out for your eventual standardized

Find meaningful summer activities. Every student has different interests, resources and responsibilities, but every student can continue his/her personal development with some effort. Colleges do not create a hierarchy of value on those activities, so the expectations for summers are broad and open, but college admission offices do expect you to have the initiative to enrich your summers.

to your teacher if you have completed an

You do not need a laundry list of activities; in fact, that’s a counterproductive way to organize your time. Instead, find the activities which are important to you, pursue them in depth and find ways to provide leadership within them.

Follow this path and you’ll appreciate your Lawrenceville experience all the more.

testing profile from three perspectives. First, when planning your curriculum be sure to select a course of study which will prepare you to take two SAT Subject Tests by the end of your Fourth Form year. Second, talk Advanced/500 Level/Honors class to see if a Subject Test is appropriate. Finally, if you are a potential college athlete, consider taking the SAT Reasoning Test for the first time by November or December of your Fourth Form year.

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The College Counseling Office looks forward to the opportunity to work with individual students and families beginning in

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the Fourth Form year. Until then, we hope you will use this Underformer’s Guide to enhance your Lawrenceville experience and simultaneously create a strong foundation for your eventual college process. Additionally, the College Counseling Office offers the following opportunities for Underform students and their parents to gather information, to ask questions and to learn about the college process:

A Parents of Underformers are welcome to attend the Winter Gathering Sunday Seminars to hear

presentations on specific topics such as financial aid, multi-cultural issues and college athletic recruiting.

A Students have the opportunity to ask questions about

appropriate courseloads and schedules on Scheduling Day in the spring. College counselors are happy to address both current class choices and long term academic considerations during this event.

Students’ time at Lawrenceville goes quickly, unfortunately, and the college search will come faster than you think. We feel confident that if students “do Lawrenceville well” and follow the advice

A At the beginning of each academic year we will send

within this Guide, they will both enjoy their overall experience and

all students a letter which highlights the important points to consider at that particular stage in their Lawrenceville career, much of which resonates with the information in this Underformer’s Guide.

arrive at their college search in the Fourth Form year fully prepared

A On Parents’ Weekend the College Counseling Office

offers a Q & A session for Underform families. At this session, parents will have the opportunity to ask specific questions about the college process and other issues related to the Lawrenceville experience.

to embrace the process. We look forward to seeing you then!

Jeffrey Durso-Finley & Holly Burks Becker Co-Directors of College Counseling

Mission Statement The College Counseling Office believes the college search is an extension of the education students receive at Lawrenceville. The overall process offers the opportunity for students to draw upon and apply the academic skills and personal development which result from their overall Lawrenceville experience. When students engage in the college process well, they will develop a clearer awareness of themselves as individuals and learners, while furthering their understanding of the importance of commitment to responsible engagement within an academic community.

Lawrenceville is accredited by the Middle States Association of Colleges and Schools and is a member of the Secondary School Admission Test Board, the National Association of Independent Schools, and the New Jersey Association of Independent Schools.

Copyright 2013. All rights reserved.

Photography provided by: Michael Branscom, Nick Kelsh and Paloma Torres