Underformer's Guide to College Counseling by The Lawrenceville School

Underformer’s Guide to College Counseling

Statement of Purpose 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 that 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.

Table of Contents 3

Building the Foundation

“Doing Lawrenceville Well”

Course Selection and Scheduling

Standardized Testing

Extracurricular Life at Lawrenceville

Athletic Recruiting

Summer Activities

Conclusion

Building the Foundation The most common questions Underform families ask the College Counseling Office concern the timing of the college search process, which begins in the Fourth Form year. We certainly understand where these questions come from, as families wish their children the best, and college preparation is a natural extension of that care. Students and families may worry they might overlook an important detail that could eventually affect college options, while the intense focus on selective college admission in media amplifies this concern. Many Lawrenceville families wonder what, if anything, they should be doing early in their child’s time on campus to prepare for the college search and the college counseling process when it begins in the Fourth Form year. This Guide answers that exact question (the short answer: focus on exploring and building academic and co-curricular interests), as well as many other common questions that arise in a student’s Underform years relating to college admission and an overall successful Lawrenceville experience.

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If you have attended a college counseling panel presentation at Lawrenceville, such as the Second and Third Form Q & A session on Fall Family Weekend, or you have 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 underlies everything we do in the College Counseling Office, guides our students through the process, defines the educational outcomes we embed in our counseling program, and is a critical component of our office’s Statement of Purpose. Helping students develop life-long transferrable skills that build recursively upon each other and in combination with other developmental skills lies at the heart of the learning outcomes of every academic department at Lawrenceville, including College Counseling. Additionally, Lawrenceville teachers foster appreciation, respect, and understanding of each discipline as students engage within the classroom. Thus, students at Lawrenceville develop more complex intellectual skills and deeper disciplinary knowledge as they

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move through the Forms and across the curriculum. For example, a student’s 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 PreCalculus, a student is ill-served to engage in the college search process without the developmental skills and intellectual abilities 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 occurs in the Fourth Form year for most students. However, Underform students can take deliberate actions to prepare themselves for the college process, including steps to enhance their overall experience at Lawrenceville. Therefore, this guide details those specific actions, identifies where they might present themselves at Lawrenceville, gives students the necessary guidance to

excel across the entire range of student experience, and ensures 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 start 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.

“Doing Lawrenceville Well” If there is a personal mantra or code of conduct 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 the 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 most intricate details of the college process and, as a result, inadvertently skip over the all-important journey.

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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 resembles 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 their 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 admission experience than anything else, so much so that they reap great rewards in college and life when that time arrives. “Doing Lawrenceville well” goes beyond simply enjoying one’s time at Lawrenceville to the fullest, although that is a common misconception. Spring nights in the Bowl, late night 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. It means a student examines all the elements of a comprehensive experience – academic, residential, social, and extracurricular – and follows through on those opportunities in a profound 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 all your classes, including those that might not come as quickly to you. Immerse yourself in the breadth and depth of a Lawrenceville education. 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 throughout your academic life at Lawrenceville.

Develop Passions Outside of Your Classes Whether it’s music, dance, visual art, student government, or journalism, 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 you should endeavor 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 the depth of participation in the activities that resonate and have importance to you.

Find Opportunities for Leadership Leadership can occur in the classroom, in the House, on the athletic field, or in an extracurricular activity, among other venues. Leadership can take place both

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visibly and subtly, so don’t fall victim to the notion that “leaders are born.” Instead, leadership comes from experience, dedication, practice, and opportunity. Find ways to contribute to the life of Lawrenceville and the world outside our gates. If you follow this approach, you will undoubtedly develop essential leadership skills that will endure.

Recognize That Relationships Matter The Lawrenceville community abounds with dedicated, engaging, 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 and with them.

Engage in Community Service Make time to explore the community service opportunities at Lawrenceville. Do not merely be satisfied with completing your LCAP and one-time events, 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 get 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 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 create a valuable foundation for your college search. In both cases, you will find the personal growth and positive results well worth your effort.

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 Harkness Travel trip that connects to your academic and personal interests and curiosities. Take full advantage of the Explorations offerings. Join an affinity club. Ask classmates from 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 exciting.

Course Selection and Scheduling Selecting an appropriate academic courseload and creating a balanced schedule is a delicate process. If students overextend themselves and elect too demanding a schedule, their grades may suffer, giving a college admission office pause, yet in the opposite circumstance, a student who holds back from an appropriately rigorous path of study might have a college admission office question the quality of their courseload. Similarly, 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 that affects long-term learning and can lead to a lower cumulative GPA now and in the future. Alternatively, college admission officers see avoidance of rigorous courses or advanced classes as problematic. They frequently assert that the key is the balance of both rigor and performance.

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“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 of Admission, 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, Bates College

When evaluating an application, a college admission officer’s first step is to analyze the applicant’s high school transcript – both the rigor and performance – within the context of the school’s curricular offerings. Thus Underformers need to select their classes carefully and thoughtfully. To avoid potential problems, students should solicit specific feedback from their academic advisor, current and former classroom teachers, and their Head

of House and/or Department Chairs to establish a suitable courseload that weighs a host of inter-related factors, including:

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The student’s ability to succeed to the best of their ability in the level of course(s) selected

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The rigor of each course elected

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The comprehensive difficulty across the student’s entire schedule

Lawrenceville’s graduation requirements

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College admission expectations for depth of study within disciplines

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Individual preferences for specific disciplines or courses

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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 pre-requisite 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 themself 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 Weisenburger, Dean of Admission, Bates College

Luckily, Underform students have minimal concerns when selecting courses, as many disciplines are pre-determined or sequenced: English III follows Humanities, ICAPS follows IBES, Spanish 3 follows Spanish 2, etc. Students will find that the choices they need are confined to a few decision-making points, usually

found when choosing art, music, and religion and philosophy 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 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 a foreign language are basic expectations at most highly selective colleges. Lawrenceville’s graduation requirements mirror these expectations closely, so the typical sequence of classes should prove helpful when students elect coursework. Students who reach the advanced level of a discipline have more options to select other courses; otherwise, college admission offices expect students to take the major disciplines for as long as they reasonably can.

getting an ‘A’ in a regular level class?” This question is tricky and has an elusive answer. In reality, colleges expect high grades. Highly selective colleges “want it all” and naturally expect top grades in the most rigorous courses a school offers, though they allow institutional discretion in defining the rigor of those courses, which is why there’s no disadvantage for Lawrenceville to have its own individually developed curriculum versus subscribing to the College Board’s AP curriculum. On the other hand, moderately selective colleges also want high grades, so it is counterproductive for students to accelerate beyond their ability to perform at the highest level. So again, the key is balancing course rigor and optimal performance.

Find the sweet spot between course rigor and performance. College admission officers are besieged with the age-old question “is getting a ‘B’ in an Honors/500 class better than

Beware the “I don’t like foreign language” or “Math doesn’t seem relevant to me” trap. While this is similar to the first point above, this issue crops up predominately

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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 quickly to them. Remember, colleges expect language and math to continue as far as possible in students’ academic programs, and if they do not, students need to replace these 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 highly 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 and keep an eye on prerequisite courses. Plan through your Fifth Form year when you sit down with your academic advisor.

You do not need to select your Fifth Form English electives, and you should expect to change your mind as your interests evolve. However, anticipating your courseload beyond the next term or year can be incredibly useful. Ask yourself forward-looking questions. How might Honors survey science fit in the Fourth or Fifth Form year? Are there pre-requisite classes for Research in Applied Physics or Advanced Studio Art that you need to work into your schedule? When might I fit in my Interdisciplinary requirement? Can I take the 500-level Religion and Philosophy class that looks exciting?

“Taking the toughest courseload you can safely handle” is a slippery piece of advice, 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 that 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.

Standardized Testing The College Counseling Office encourages students at Lawrenceville to take a sane and balanced approach to standardized testing: 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.

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To be fair, college admission offices also have a conflicted relationship with standardized tests. Admission professionals understand the predictive limitations or potential biases 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 the 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,” and in the post-COVID admission world, most colleges and universities remain test-optional, which further diminishes

the impact of testing overall while adding some uncertainty to the process as postsecondary institutions determine their testing requirements for the future. PSAT The PSAT is the Preliminary SAT, also known as the National Merit Scholarship Qualifying Test/NMSQT. The PSAT is a practice test for the SAT, although it has two other primary purposes. First, the test results determine student eligibility for the National Merit Scholarship Program. Students who score above a certain threshold are eligible for consideration for a specially 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. In addition, companies or businesses which support the NMSQT and employ a parent may offer matching

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grants to a student who receives a certain status in the NMSQT, and there are some colleges, usually public institutions, that give students a scholarship award if they meet a particular threshold and then enroll 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 communication before the test date, which contains specific directions and a link to a practice test. Underformers need only be aware of three items connected to the PSAT: 1.

Test Preparation for the PSAT: Formal and lengthy test preparation for the

PSAT is usually unnecessary, although many students find some review helpful to ease 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 is necessary for most students. 2.

Students Who Have Repeated a Grade: Please Note: The NMSQT requires students wishing to be considered for the National Merit Scholarship competition to take the PSAT during their third high school academic year. Therefore, 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 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 to compete. 3.

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 take a practice test for a practice test when the results do 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 Advanced Placement class’s final exam–when offered on the national administration dates in May. Requirements to take the AP exam and the shared 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. Note that this circumstance happens most often for Underformers in math (AB/BC Calculus, for example) or foreign languages. Standard Second and Third Form history and 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 who has accommodations in place 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 Support Coordinator for Standardized Testing in the Educational Support Office (609-620-6131) 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, AP, or ACT with different conditions than the standard administration.

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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 Fourth Form year often find their results disappointing or unrelated to their eventual scores. 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 exceptionally well-prepared or well-suited to accelerate their testing timeline can sit for an SAT in December, 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 of their Fourth Form 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 earlier in the Fourth Form year. The SAT has administrations in October, November, and December, and the ACT offers its exam 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.

the typical timeline. If you are not on an accelerated recruiting timeline, you will not be asked to commit in the middle of the Fourth Form year, so it’s best to wait and have the strongest possible standardized testing scores when you begin the recruiting conversations.

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 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

Standardized Testing Timeline for Underformers Third Form •

An October PSAT for students is appropriate for those 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.

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A May AP Exam in the spring upon successfully completing 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. Students who have repeated a grade and already taken the PSAT may take the test, but it will not count toward the NMSQT.

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

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January/February: The college process begins! Fourth Formers develop a complete standardized testing plan with their college counselor based on their academic strengths, spring commitments, and overall testing strategies.

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As you can see, standardized testing issues in the Second and Third Form are minimal and only occur in certain, uncommon circumstance, e.g., a repeat academic year or a highly accelerated academic performance in a narrow band of disciplines. In most cases, the best test preparation you can undertake as an Underformer is to “do Lawrenceville well.” Read widely across genres to 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.

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

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If students attend to the process, i.e., engage in meaningful, personally-fulfilling activities, they will be well prepared for the extracurricular expectations of college admission. 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 those students 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 extracurricular life in college admission is a multilayered one and far too complex to describe succinctly here, but given the complexities, here are a few

frequently asked questions to help point students in the right direction. Q: Are there general guidelines for engaging in extracurricular activities at Lawrenceville? A: Yes. Depth versus breadth is the key. Students should find interests or passions and pursue them to the fullest extent possible, which will maximize their enjoyment and provide the richest growth opportunities. The sooner students begin finding these passions, the longer they can develop their talents and deepen their experience in the activity. College admission offices agree: “Long-term

commitments are more compelling than a variety without depth,” says Morgan Kreider-Lane of Haverford College. Conversely, a smattering of activities with only surface engagement or experience makes it neither fulfilling for you nor will it eventually impress admission offices. Q: Is there anything besides depth that can make a difference? A: Certainly. Extracurricular activities allow the development of leadership and creativity, both qualities colleges value in their students. Being in a leadership position within an extracurricular activity enables you to learn new skills as you

“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 of Admission, Goucher College acquire insight into managing complex tasks, organizing groups effectively, or working with various personalities to achieve a common objective. Colleges value these traits in their student body, as those behaviors make for a more vibrant college experience for everyone on that campus. College administrators and admission officers know that leadership usually results from a longterm commitment to an activity and a deeper understanding of the intricacies

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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 not available at Lawrenceville, all schools (including Lawrenceville) greatly value the personal initiative it takes to be the creator or founder of a new extracurricular 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.

“Laundry lists don’t impress us; a student who is committed to onetwo activities is much preferable.” Jared Nunes, Associate Director of Admission, Clark University Q: Do colleges have biases for some extracurricular activities? Do they prefer some to others?

A: In general, colleges do not favor one particular extracurricular experience: “There is no ‘magic’ activity that is better than others…” says Lauren Sefton of Rhodes College. Admission officers want to see that you will contribute to the greater life of the community first, and second, they want to know that you make an effort to develop yourself outside of the classroom. College campuses mirror Lawrenceville 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 exciting community; thus, they seek applicants who will contribute to the overall breadth of extracurricular life and create exciting energy in the student body. Accordingly, an admission officer values engagement and enthusiasm more than one particular

activity over another, as supporting the full range of student experience helps create an appealing community. Q: Colleges have no preferences for activities? So I have free rein to pursue whatever activity I like at Lawrenceville and it will ‘count’ the same when I apply? A: Colleges certainly respect a diverse range of extracurricular interests, but it’s fair to say you should not take that perspective to extremes. College admission offices will certainly prefer students who participate in Model UN over a Poker Club and have greater respect for students who volunteer in the School’s after-school tutoring program than students who share that their primary activity is video gaming with friends. This distinction 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.

However, college admission offices do not distinguish between Ropes Course, the International Student Association, the Robotics team, and/or the Humanitarian Aid Society, for example. They recognize and value participation in all facets of student life. The key is to find meaningful activities that excite you, fulfill you, enhance your life at Lawrenceville, and then pursue them in depth. Students have great flexibility to discover activities that make a difference in their experience at Lawrenceville and beyond.

“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 of Admission, Brandeis University

“My advice to 9th and 10th graders? Get involved!” Wes Whiteside, Admission Counselor, Syracuse University Q: “Activities Night is in the fall. Should I sign up for a whole bunch of clubs?” A: There is great value in exploring various extracurricular 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 critical point is avoiding being a “joiner” to fill out a resumé. Yes, 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 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. Q: “I am already thinking ahead to the college process. What role do extracurricular 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) than 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.

The Lawrenceville School | Underformer’s Guide to College Counseling

Extracurricular 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 you will succeed academically and contribute substantially to the school’s student culture, that combination of traits can make a difference in an application. Every spring, the College Counseling Office brings over one hundred admission officers to campus to participate in our two-night college fairs. One year we asked many of these educators questions regarding the role of extracurricular life in admission, among other topics, and we have included some of the answers in this guide. When we asked the most common question students and families have on this subject – “How important are extracurricular activities to the application process?” – the answers were unerringly consistent in their view of student life. Not one admission officer spoke of

extracurricular involvement as a score to total after reading a resumé or an opportunity to add a grade to an 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.

“[Extracurriculars] 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], extracurriculars may help push them into the admit pool.” David Tobias, Sr. Assistant Director of Admission, University of Miami

Your overall Lawrenceville experience will be greatly enhanced if you find passions and activities to pursue outside your classes, so as an Underformer we encourage you to embrace the full scope of the extracurricular opportunities at Lawrenceville, or as one admission officer sagely advised: “Be active. Be involved. Be!”

Athletic Recruiting Lawrenceville offers students tremendous opportunities for personal growth and exploration outside the classroom, including the chance to develop passions or discover lifelong interests across various activities. Many of these activities will continue into college and beyond, such as an interest in theatre arts, outdoor programs, or advanced music performance, to name only a few. Most of these out-of-class 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. However, intercollegiate athletics takes a modicum of advanced planning, and that planning increases directly as the level of competition increases.

The Lawrenceville School | Underformer’s Guide to College Counseling

Historically, students at Lawrenceville wishing to continue their sport in college have fallen into two categories. First, some students played their sport at a high level before arriving at Lawrenceville, including significant regional or national participation. 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, some students blossom later in a sport or discover a new athletic talent and passion at Lawrenceville and hope to continue competing in intercollegiate sports. This latter group is the bulk of those students from Lawrenceville who continue 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 essential 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 incoming studentathletes classes that begin with high school GPA. The advice in “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 that pride themselves on having an athleticacademic balance in their community

carefully scrutinize high school transcripts before determining admissibility, a level of academic analysis that likewise takes place across Division III. Students interested in highly selective institutions cannot simply “turn it on” academically when they get to their Fourth Form year, even if they are strong athletes, as they may find themselves ineligible or inadmissible for recruitment. If you have repeated a year in high school and are interested 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 change occasionally from year to year. 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 on how best to proceed. We will be happy to help you negotiate this process. However, please acknowledge the balance of a general desire to continue to play your sport in college, where the recruiting timeline usually operates, versus the need for accelerated college advising because of highly-pressured early contact from colleges and coaches. Students who are not receiving significant early attention or feeling commitment pressures as an Underformer should wait to discuss the athletic recruiting process with their assigned college counselor in January of the Fourth Form.

has shifted away from a primarily high school-based evaluation system; currently, the focus is on high-performance teams outside Lawrenceville. Some sports, such as football, for example, still rely on the high school experience, but even those sports offer 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 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.

Supplement your athletic development. Whether through summer camps, offseason performance opportunities, regional/national travel teams, or other high-level club teams, find ways to participate in your sport further. In the last decade, college athletic recruiting

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 Fourth Form year. If it appears that you will be a serious contender for a Division I or

The Lawrenceville School | Underformer’s Guide to College Counseling

scholarship opportunity, plan to take your SAT Reasoning Test in October, November, or December of your Fourth Form 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 December of your Fourth Form year. Given the widespread use of test-optional policies in the post-COVID admission landscape, it’s entirely possible you may not need an SAT or ACT for athletic recruiting, although as policies in admission change regularly, it’s wise to have standardized testing underway in some capacity as you begin the process. Keep good records of your performances and accomplishments. You will likely need to submit an athletic resumé or complete an online questionnaire for your athletic recruiting. One of the significant data points will be your performance in competitions, especially ones that coaches recognize as exemplary. Create a file that

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 beneficial 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. 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 conversation with your Lawrenceville coach and/or 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 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 for a coach to recruit you. 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 determine 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. Most Underformers will not need to take any particular 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 pursuing your athletic endeavors at the college level, attend to your academic performance, standardized testing schedule, and athletic development opportunities, and solicit the guidance of your coaches and the College Counseling Office, when appropriate.

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. Every student has individual skills, interests, passions, and personal circumstances that define 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.

The Lawrenceville School | Underformer’s Guide to College Counseling

When a college counselor informs a student or family that admission offices do not have a particular preference, a typical 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 meaningful, 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 as a mark of family resources and not of student initiative.

Youlim Yai, an admission officer 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 interests. 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. For example, one admission officer told us, “Our Dean is a sucker for students who have experienced the accountability of employment.” 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 This advice is perfect. When making plans for your summer, the most critical perspective is to find something valuable to you, 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 thinking about your summer plans, so 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 downtime 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 available free online courses – you’ll be shocked at the quality of the online programming offered. For example, Berkeley, Lehigh, Stanford, Harvard, MIT, etc., all offer free online courses taught by full professors. Learn how to build a trebuchet. Start a new language through Duolingo. 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.

“We encourage students to do something – a job, travel abroad, sports training, etc. – it’s all valuable, just keep busy.” Alison Hildenbrand, Director of Admission, Fairfield University

The Lawrenceville School | Underformer’s Guide to College Counseling

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 a delightful 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 faculty member and you received an “A.” It would be best if you looked 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. On the other hand, if there is an academic program of particular interest to you, that’s

“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 a fantastic reason (and really the only reason) to elect summer coursework. 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 that “select” you without you applying do a fantastic job of making their programs sound impressive. The quality and depth of the programming and the tone of the advertising quickly make 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 for-profit organizations versus 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 enjoyable, and the other students who attend are excited about the opportunity, so it can be great fun. Second, they can be quite expensive. Yes, some financial aid is available, but the content tends to be strong because families pay a great deal for 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 and the tuition is within your means, enjoy! We receive great feedback from students about many of these programs. However, you should elect this summer activity purely because you are interested in the programming offered and eliminate any impact you may think it could have on your eventual college application. You have great flexibility in selecting summer activities and have a world of opportunity in front of you as you make your decisions. In fact, you do not need to spend much money to create exciting and rewarding experiences, although we would counsel you to do something during the summer when you are away from Lawrenceville. Find meaningful and interesting activities that will enrich your mind or enhance your skill set - and have a great summer!

Conclusion Most Underformers see the college process as a distant issue, which is entirely appropriate and healthy. Their immersion into day-to-day life at Lawrenceville should dominate their experience, confidently understanding that the detailed aspects of college applications are well in the future. Other Underformers, depending on how long they have been at Lawrenceville, may have already considered or visited a certain school or group of schools as a result of the influence of a parent or the recent experience of an older sibling. In either case, it’s likely that thoughts of the college process will creep in more and more for Underformers as their friends who are Fourth and Fifth Formers begin their college searches. 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 life at Lawrenceville, yet they can help to create a firm foundation for their eventual college process by attending to the following advice:

The Lawrenceville School | Underformer’s Guide to College Counseling

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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.

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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.

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Find meaningful summer activities. Every student has different interests, resources, and responsibilities, but every student can use the summer months to continue their personal development. Colleges do not create a hierarchy of value for activities, so the expectations for summers are broad and open, but college admission offices do expect you to have the initiative to “do something” enriching during the summer months.

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Cultivate extracurricular depth and breadth. You do not need a laundry list of activities, and in fact, that’s a counter-productive 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 will appreciate your Lawrenceville experience all the more.

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Take a sane and balanced approach to standardized testing. Fourth Formers should plan to take the PSAT in the fall, and the first round of SAT and/or ACT in the spring. Resist the urge to accelerate your college testing timeline. Build your foundation through your classwork during your Underform years, and then apply that knowledge to the tests. Students who follow this advice test less frequently and earn the same results as those who try to get a head start on testing. That said, if you are a potential college athletic recruit, strongly consider taking the SAT for the first time in the fall of your Fourth Form year.

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

At the beginning of each academic year, we will send all students a letter which highlights important points to consider at that particular stage in their Lawrenceville career, much of which resonates with the information in this Underformer’s Guide.

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During the Fall Family Weekend, the College Counseling Office offers a question and answer session for Underform families. At this program, parents will have the opportunity to ask specific questions about the college process and other issues related to the Lawrenceville experience.

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Underform families are welcome to attend the Winter Gathering Sunday Seminars to hear presentations on specific topics such as financial aid, multicultural issues, and college athletic recruiting.

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Students have the opportunity to ask questions about appropriate courseloads and schedules on Scheduling Day each 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 within this Guide, they will both enjoy their overall experience and arrive at their college search in the Fourth Form year fully prepared to embrace the process. We look forward to seeing you then! Jeffrey Durso-Finley & Holly Burks Becker Co-Directors of College Counseling

The Lawrenceville School | Underformer’s Guide to College Counseling

Mission Statement Through House and Harkness, Lawrenceville challenges a diverse community of promising young people to lead lives of learning, integrity, and high purpose. Our mission is to inspire the best in each to seek the best for all.

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 2023. All rights reserved.

Office of College Counseling | 2500 Main Street, Lawrenceville, New Jersey 08648 www.lawrenceville.org | 609-895-2042 | collegecounseling@lawrenceville.org