|
|
|
|
Table of Contents
CCDS College Counseling...What We Do? 2 Advice for Families 3 Maintaining Privacy 4 Rights and Responsibilities 4 Grades 9 & 10: What to Do? 5 Junior Year Calendar 6 Senior Year Calendar 7 Deadlines 9
Testing and Test Dates (ACT, SAT I and II) 11 Test Preparation Agencies 16 Recentered SAT scores...What Does That Mean? 16 Curriculum Choices for High School 16 Researching and Selecting a First List of Colleges 18 Choosing a College...Based on What? 26 College Checklist 28 Writing Your College Essay 29 College Visits 31 Visiting and Interviewing 32 Types of Application 36 The Application 37 Review Processes 38 What Do Colleges Look For? 38 Indexing...What Does That Mean? 39 Early Decision/Early Action...FAQ's 39 Components of a Completed Application 40 Athletics/ NCAA Clearinghouse 41 Sample Letters to Admissions Offices 47 Scholarship and Financial Aid 48 Summer Opportunities/ Sources of Information 52 Admission and Financial Aid Publications 54 Phi Beta Kappa Colleges and Universities 55 A Sampler of Overlooked Colleges and Universities 60 Recommended Undergraduate Programs 63 Leading Institutions for College Majors 66 Internet Sites to Help With College Search, Financial Aid, and Scholarships 71 The College Jargon 76 Admissions “Index” Sheet 77 Addendum: Colleges with Good Learning Disabilities Programs 79 Colleges That Meet Full Demonstrated Need 79 The Best Colleges You Never Heard Of 80 Application/Information Delivery Process 96
CCDS College Counseling....What We Do The College Guidance Program at Cincinnati Country Day School The goal of Cincinnati Country Day School's College Guidance program is to acculturate and assimilate students to the college admissions and college counseling processes. This process will begin in a student's freshman academic year and will continue developmentally through a student's senior year. Our aim is to slowly introduce to the students the terms, guidelines/timelines, nuances, and informational programs at age and grade appropriate times. We will prepare students in such a manner that their college application process is concluding early in their senior academic year and not just beginning then, which is often the case at other secondary institutions. Additionally, our intent is to counsel students to matriculate at the most holistically appropriate college or university, not necessarily the most selective college or university in which they are admitted. The following is a general overview of the four-year developmental college-counseling program: Freshman YearMeet every other month with freshman at class meetings or after assembly to introduce them to terms and expectations.Freshman college information night to be held in the fall for parents and students. Student/parent meetings by appointment. Organize a strategic plan for each student's four-year academic curriculum. Attendance at the Suburban College Fair here at CCDS and the Cincinnati NACAC college fair. Read, read, and read. Sophomore YearMeet every month with sophomores at class meetings or after assembly to discuss curriculum, grade point averages, AP/Honors courses, visiting colleges, searching for colleges via the Internet. Official student/parent meetings to discuss college options and set forth a college admissions strategic plan. Other student/parent meetings by appointment as the need arises. Familiarize students/parents with the PSAT, SAT I, SAT II, ACT exams. Attendance at the Suburban College Fair here at CCDS and the Cincinnati NACAC college fair. Junior YearMeet every three to four weeks with juniors to discuss curriculum, standardized testing, test preparation, interviews, college visiting, college questionnaire, recommendations, self evaluations, senior year curriculum choices, importance of senior grades. Junior college information night to be held in January. Official student/parent meetings during January and February to discuss college admission requirements vs. a student's secondary school achievement. Other student/parent meetings by appointment as the need arise. Attendance at the Suburban College Fair here at CCDS and the Cincinnati NACAC College fair (required). Meet with college admissions counselors when they visit CCDS to discuss their university. Visit colleges during summer months and interview. Collect college application, begin essays, and organize over the summer. Senior YearSenior college information night to be held in September for parents and students. Attend senior college retreat days (August). Meet with seniors every week to discuss last minute details of the admissions process. Finalize college list. Complete standardized testing. Meet one last time with parents and students to standardize each family's process. Complete secondary school reports and applications by December 1. Finished! Advice for Families Know yourself Autobiographical Questionnaire Individual Meetings
Know Your Options and Their Requirements Questions to Consider When Choosing a College Sources of Information The Ohio State University System Other State School Systems Independent Colleges and Universities Overlooked Colleges College Night and Visits by College Representatives
Prepare Yourself Calendars for Juniors and Seniors Graduation Requirements and Recommended Preparation for Various Colleges Standardized Test Information and Preparation College Tours and Interviews
Follow Through Obtaining and Completing Applications College Essays Letters of Recommendation Transcripts and Other Official School Information
Financial Aid and Financial Planning Types and Sources of Financial Aid The Methodology of Need Analysis Procedures for Applying Comparing Financial Aid Packages The Importance of Financial Planning Advice for Parents of Ninth Grade through Seniors
Methods Meetings with Parents and Students by Grade (9 through 12th) Individual Meetings with Parents and Students National College Fair (NACAC) in Cincinnati Other Visits of College Representatives Computer College Guide Test Preparation in English and Math Classes Work with Faculty College Planning Guide Senior Newsletters Workshops on Essay Writing, Recommendations, Interviews and Visits, Filing Private College Applications. Maintaining Privacy Course grades, cumulative grade point averages, SAT/ACT/AP results and colleges applied to often become competitive, stressful issues for students. We encourage families to treat all information associated with the college application and admission process as confidential. Maintaining privacy can reduce the competitiveness student’s feel during the college process. Even in a competitive environment like CCDS, it is your entitlement to move privately through the college search process. The college counselor will not discuss your process with others, but you will find that some people will approach you and your family members with inappropriate, intrusive remarks and questions. You may want to give some thought as to how you will respond when this happens. One family, for example, worked it out so that each adult explained to the questioner that he or she was respecting the student's privacy and not sharing the information. The student in turn said she was respecting the family's wish for privacy and not sharing the information. However you manage it, remember you have a right to keep your life decisions and information to yourself. Your attitude helps others to be more sensitive. Rights and Responsibilities Rights: When you are offered admission you have the right to wait to respond to an offer of admission and/or financial aid until May 1. (Note: those who will be responding to Early Action and Early Decision offers need to red the chapter on EA/ED…FAQ’s) Colleges that request commitments to offers of admission prior to May 1, must clearly offer you the opportunity to request (in writing) an extension until May 1. They must grant you an extension and your request may not jeopardize your status for admission and/or financial aid (This right does not apply to candidates admitted under an early decision program). If you are placed on a Wait List you have the right to be notified of that placement by the college or university. They should provide a history that describes the number of students on the wait list, the number offered admission, and the availability of financial aid and housing. Waitlist candidates are individuals who have been deemed “acceptable” by the admissions committee but who are not fully “accepted” when other students are notified on or around April 1, the traditional notification deadline for accept, deny, and waitlist. Individuals may or may not be taken from the waitlist at a later date, which is largely determined by the college or university filling their new freshman class with the first round of accept letters. If a college foresees that it could be 10, 50, or 250 students short in filling their freshman class, they may, at that point, accept some or many of the students from the wait list. Selection of applicants from the waitlist is very unpredictable and it is best to make alternative plans at one of the colleges that accepted you. It is impossible to predict based on past occurrences if a college will or will not go to the waitlist. Responsibilities: Before you apply, you have a responsibility to research and understand the policies and procedures of each college or university regarding application fees, financial aid, scholarships, and housing. You should also be sure of each school's policy regarding deposits, which you may be required to make before you enroll. As you apply you must complete all material that is required for application, and submit your application on or before the published deadlines (at the latest...please see Senior Year Calendar). You seek the assistance of your high school counselor early and throughout the application period. Follow the process recommended by your high school counselor for filing applications. It is your responsibility to arrange, if possible and appropriate, for visits and/or interviews at colleges of your choice. Once you receive your admission decisions you must notify each college or university whether you are accepting or rejecting its offer. You should make these notifications as soon as you've made a final decision but no later June 1. You may confirm your intention to enroll and, if necessary, submit a deposit to only one college or university. The exception to this arises if you are put on a wait list and are later admitted to that institution. You may accept the offer or send in a deposit. However, you must immediately notify a college or university at which you previously indicated your intention to enroll. If you are accepted under an early decision plan, you must promptly withdraw the applications submitted to other colleges and universities and make no additional applications. If you are an early decision candidate and are seeking financial aid, you need not withdraw other applications until you have received notification about financial aid. If you feel your rights have been denied, you should contact the college or university immediately and request additional information or an extension of a reply date. If you need further assistance, send a copy of all correspondence you had with the college or university and a copy of your letter to: Executive Director, NACAC, 1631 Prince Street, Alexandria, VA 22314-2818. College Planning Calendar Grade 9 and 10: What to do? All Year: The value of starting the planning process early is immense. One of the best indications of how a person will do in college is how he/she did in high school. Colleges require a printed transcript of your permanent record from 9th through 12th grades. Think about improving your study habits, reading comprehension, concentration, and self-discipline. Start thinking about college in a relaxed manner. It permits you to change your mind as you continue to evaluate yourself and your goals. Ask questions and obtain advice from teachers and advisors. The options are numerous and you can begin to gather information that will be helpful. You and your parents can make an appointment with the college counselor at any time during the year. It's NEVER too early to begin to plan! Emphasize academics; master the basics and do not let them slide. Solid preparation is essential. Plan a secondary school curriculum. It is always favorable to admission's committees to take at least four years of academic credit in the five core subjects (English, History, Science, Math and Language) as well as staying sequential and cumulative in each core academic discipline. This makes for a more consistent knowledge base in the five core areas. Do not take the minimum requirements to complete your high school degree. Challenge yourself! Remember that when you apply to colleges you are being evaluated as an application, not necessarily as an applicant. There is a difference and because of this we try to have CCDS students stand out as unique based on the application alone. Your curriculum choices and the strength thereof will assist you in accomplishing this. READ, READ, READ outside of school Schedule meetings with your college counselor during each of your ninth and tenth grade years to discuss curriculum choices that will best educate you and prepare you for college study. Make constructive/enriching summer plans. Colleges not only evaluate what students achieve during their four years of high school. They consider what students accomplish in the summer through summer enrichment programs, work experiences, internships, pre-college experiences, and study or travel abroad. Attend local college nights at other secondary schools, attend the suburban College Fair here at CCDS, and the NACAC (National Association of College Admission Counseling) Cincinnati National College Fair, ask questions and read materials. Take the PSAT (Preliminary Scholastic Assessment Test) in October of grade 10 and 11. The PSAT is based on two years of sequential coursework in Math and English and is officially given to every college bound junior in the United States. CCDS gives the PSAT to sophomore students in an attempt to prepare them (psychologically and pragmatically) for the official junior year PSAT. Register (April)) for and take (June) the SAT II subject exam in Biology if currently enrolled. Ask questions. Stop in and talk with your college counselor or advisor, borrow catalogues from the College Information Center, watch college videos/CD-ROM, and use Internet search sites. Discuss interests, abilities, weaknesses, goals, values, colleges, and finances within the family. Visit colleges locally to get an idea of what you like and dislike in a college/university setting. It’s definitely in your best interest if you can identify those variables in a college/university which will make you happy inside and outside of the classroom. Students will gain greater clarity and have an advantage over other students in identifying their final list of colleges/universities. No visit is a wasted visit. It can only bring students closer to figuring out which school is right for him/her. Visiting can also be a reality check for many students as they have the opportunity to listen to an admission counselor articulate what the entrance requirements are for the particular college or university. Junior Year Calendar Grade 11 September-October Work hard in your classes; aim for a solid junior-year record. Check with your college counselor to be sure you have the required courses. Plan extracurricular activities. Assemble a portfolio, if appropriate. This includes sports, drama, music, art, etc. Take the PSAT (Preliminary Scholastic Aptitude Test). Attend local college nights at other secondary schools, attend the Suburban College Fair here at CCDS, and the NACAC (National Association of College Admission Counseling) Cincinnati National College Fair, ask questions and read materials. February-March Purchase college reference books (The Fiske Guide, Peterson’s Guide, The College Board College Guide are the three best). Set aside a special "college place" or file folder for accumulating/collecting and organizing reference materials. Check with your guidance office for dates and times of parent and student meetings. Juniors will attend a series of college planning workshops which cover such topics as computing your GPA, the CCDS transcript, the private and state college/university systems, how to choose a college, writing application essays, recommendations, athletics and the arts. Each junior will have two appointments with the college counselor to continue to discuss college plans, curriculum, testing, personal goals and academic progress. Plan a challenging senior academic schedule. Visit nearby colleges; arrange for a group information session and a campus tour. Meet with your counselor to review testing plans, reactions to the colleges you visited, and to discuss what's next. Register for the April/May Scholastic Aptitude Exam (SAT I) and three (3) June SAT II Subject Tests (Writing, Math IC or IIC, and a subject of current study and choice: American History, Foreign Language, or Science). April-May Spring vacation affords a time to visit many college campuses. If you plan a college tour, inquire about the college's vacation schedule. The college counselor can assist you with this. Call each college admission office and request a college information session and a campus tour. They’ll schedule your appointments. Continue conversations with your counselor about various colleges. Finish up the year with a flourish! Attend the Suburban College Fair here at CCDS.. Ask your college counselor for details. Begin to fill out draft applications to colleges that interest you. Be sure to photocopy originals and keep them neatly in your "college place." Be sure to obtain a “Common Application” as well as an Ohio State system application. Take the May SAT I and the June SAT II Subject Tests (in Writing, Math IC or IIC, and a subject of current study and choice, generally American History, Foreign Language, Science). Summer Plan for a profitable summer. Plan for some experiences that might give direction to your future. For those interested in pre-professional careers (medicine, law), it may be very worthwhile to take an internship in that field to gain experience and to see whether you really enjoy that type of work. Ask teachers, advisors, college counselor and parents for advice. The college counselor is consistently available throughout the summer for consultation and assistance. Try to do something else of interest to you. Request college literature and applications. Continue to write rough drafts of application essays. Read about and continue to visit campuses if possible. During the summer months, plan on meeting with the college counselor to discuss your final plans for college. Senior Year Calendar Grade 12 September-October Make an appointment early to see your college counselor and revise/finalize your list of colleges (6-8 choices). Register for October, November, andDecember SAT-1 Exams, November SAT II Subject Exams (if needed) and the October and December ACT Exam, if interested. Send for application forms if you have not already done so. Check daily and weekly bulletins and the College Information Center for announcements for college visits, deadlines and timelines. Get organized if you haven't done so. Set up a file system in your special "college place" for: - General information - Individual college information - Copies of all forms - Test results - Financial aid information Begin finalizing essays required on your applications. They will need to be completed by the last day in September! Ask teachers to write letters of recommendation. Attend Senior Class College Retreat Day in August. The retreat day will cover workshops and seminars on filling out your Ohio State or public college applications, private college applications, transition issues, mock admission decisions, financial aid forms, draft resume or brag sheet, essay review by English Department and an admissions professional, Computer/On-Line search and applying, and personality tests (Myers-Briggs). Discuss early decision/early application choices with the Director of College Counseling or your college advisor. All early action/early decision applications are due no later than October 15. Visit colleges for interviews (arrange local interviews with representatives or alumni if necessary) and write thank you letters. Check applications to see which schools have early deadlines. Fill out draft copies of your applications and review them with your family and counselor. November Submit all secondary school reports forms and teacher recommendations by mid November to the Director of College Counseling or your college advisor. Release all SAT I and SAT II, ACT scores for your final list of colleges. All applications are due in the Director of College Counseling office or to your college advisor no later than December 1! If your applications are not in at this time, your college counselor will preferentially order those that are received after the date and they will be processed when the Director or your college advisor can complete them. The onus is on you to meet all requested deadlines. Colleges will not accept late applications and after spending the last 12 years in a school building toward this moment, it is only prudent to get all requested material in to the counseling office well in advance of the stated deadlines. Make copies of all applications! December Take any standardized tests if needed (ACT, SAT I, SAT II). Release any additional November or December SAT I, SAT II and ACT scores for your final list of colleges. Pick up Free Application for Federal Student Aid Form (FAFSA) and the CSS College Profile in the College Information Center and give them to your parents immediately. Complete and check all forms. Make sure official test scores are sent to colleges (call again to recheck). Thank your teachers who write letters of recommendations (a written note is preferred). Be sure to let them know where you were accepted. January Prepare and file financial aid forms (FAFSA and CSS College Profile). Be sure to check individual colleges to see if they have their own financial aid applications. Keep copies of everything. Submit mid-year grade request forms with envelopes to Director of College Counseling or your college advisor. February-March-April Answers may arrive as early as February from some colleges with rolling admissions. Notify your counselor of college decisions. If you are on the wait list, it is especially important to work closely with your college counselor. Keep your grades up! Remember that most colleges may request grades for the next quarter or semester. If you are wait-listed, this will be especially important. Most college admission decisions will arrive on or before April 1. Notify your college counselor of all admission activity immediately following spring break. May Send in your deposit with intent to matriculate to the college of your choice, by MAY 1. Students whose applications have not been accepted should remember that each spring there are many colleges with spaces still open for the following year. Contact your college counselor for help in making other choices. Begin to fill out dorm and registration questionnaires sent to you by your college. Answer these carefully. Take Advanced Placement Exams. All college acceptances granted during your senior year are tentative and are contingent "upon satisfactory completion of the senior year." Eighth semester grades are important. Furthermore, colleges may consider the 3rd quarter or 2cd semester grades to determine which students to admit off the waiting list. June Please decline all other offers of admission by letter or by completing the institution's candidate reply form. Remember to comply with the Principles of Good Practice as outlined in the National Association of College Admissions Counseling. A student may accept only one college, and only one final transcript will be sent by the high school college counselor to that college. Deadlines The college process is filled with deadlines, and this process becomes a minefield for procrastinators! Be aware of deadlines for registering for SAT I, SAT II and ACT tests. At the least, a missed deadline means paying an additional fee, at the worst, you will not be admitted to the test and may miss the chance to take the test at the center of your choice. By the last week in November and no later than the first day of December, please hand in the secondary school reports and applications for each college to which you are applying. The Secondary School Report (referred to as the SSR or Counselor’s report) is a one to four page document the requests a myriad of academic and subjective information about the applicant and is completed in confidentiality by the College Counselor only. The top part, asking for name, address, social security number, etc., should be completed by the student and then given to the college counselor. All teacher recommendation forms should be given to the teachers writing your recommendations. Each college has an application deadline. Please submit your application well in advance of the stated deadline and respect the aforementioned college-counseling timeline. There are two reasons for this. One, it is an advantage to have your application read while the admission officers are fresh and have more time to spend on each application. After spending eight to twelve weeks on the “road” recruiting during the fall, returning to the home admissions office in mid to late November is renewing. This also marks the second phase of the annual admissions cycle (application review). Very few students have their applications submitted at this time (late November, early December) and thus the admission counselor can give each application a more thorough review. Two, colleges that have alumni interviews will notify the local representative when they receive your application. Every year, some students miss having an alumni interview because the local representatives run out of time. Additionally, it will allow the college counselor more time to review your applications and assist you in navigating through the "admissions process." It will also free more time so you will be able to enjoy your senior year! Many colleges have a separate application, which must be sent in to request on-campus housing. DO NOT miss this deadline! Financial applications generally have two deadlines. The FAFSA (Free Application for Federal Student Aid) form should be submitted by February 1 and accompanied by your previous year's tax information (completed or estimated). You must have your taxes done early, even if your accountant has to estimate. Any delay in this process will cause you to lose financial aid dollars. The CSS Profile is a supplementary financial aid form used by many colleges throughout the United States. It asks more personal and detailed financial information that assists the college in allocating their institutional-based money to you. The CSS Profile needs to be filed by February 1. Colleges that don’t use the supplemental CSS profile financial aid form will have their own institution-based financial aid forms which are generally due in the college's financial aid office sometime after the federal date, usually by mid-March (see section on Financial Aid). Counselors and parents tend to become paranoid about the possibility of missed deadlines. Avoid being nagged; take the responsibility for sending things in a timely manner. Create your own chart or file so that you meet the deadlines. Please be courteous to your college advisor and teachers. Just because you missed the deadline does not mean that the faculty should feel compelled to rush a recommendation. HOW TO CALCULATE A GPA A Grade Point Average (GPA) is based on the number of grade points earned divided by the number of grades. Each grade earned is worth a certain number of grade points on a 0.0 to a 4.0 scale at CCDS. CCDS has a weighted grade point system based on a traditional four-(4.0) point system: A=4.00 A- 3.67 B+=3.33 B=3.00 B- =2.67 C+=2.33 C=2.00 C-=1.67 D+=1.33 D=1.00 D-=0.67 F=0.00 Grade point averages are weighted as follows: -A factor of 1.0 is added to each honors or advanced placement (AP) grade. EXAMPLE: Sophomore Year Grades In Class Grade 10 Credit English A 1.0 Geometry B+ 1.0 AP History C+ 1.0 H Biology B 1.0 French III B 1.0 #A's = 1 x 4.00 = 4.00 #A-'s = 0 x 3.66 = 0 #B+'s= 1 x 3.33 = 3.33 #B's = 2 x 3.00 = 6.00 #B-'s = 0 x 2.66 = 0 #C+'s= 1 x 2.33 = 2.33 #C's = 0 x 2.0 = 0 #C-'s = 0 x 1.66 = 0 #D+'s= 0 x 1.33 = 0 #D's = 0 x 1.00 = 0 #D-'s = 0 x 1.66 = 0 #F's = 0 x 0.0 = 0 5 15.66 Total +2 (number of AP/ Honors classes taken) 17.66 Total 17.66/5= 3.53 (GPA) At the conclusion of six semesters or three academic years (freshman, sophomore, junior) each CCDS student will be given their grade point average (GPA). This GPA will form the basis for a student’s admission or denial to colleges and universities. There are two distinct GPA’s that most colleges consider: Academic: Preferred by colleges and consists of the five core academic disciplines (math, science, history, foreign language, English). Overall: Sometimes used by colleges and consists of all courses taken by the student in each semester enrolled. This includes art, physical education, drama, music, etc. In addition, some state/public universities or highly selective colleges may calculate a sophomore-junior GPA only. The college admissions process can vary significantly from college to college and it’s always best to assume as much. Note: I would emphasize that each semester in which you are enrolled at CCDS “counts” toward your admission to college. There is no one semester or academic year that is more important than another. The junior academic year is not more important than the freshman or sophomore academic year except that it is the last year in which students have the opportunity to raise their GPA. Because of the cumulative effect of averages, students without condition need to start their academic careers strongly. No exceptions. Those that refuse to see the big picture and allow themselves too many average or sub par semesters will find themselves GPA “deficient” at the conclusion of their junior year. TESTING ACT - American College Test This test is becoming more widely used in the college admissions field. Its basic characteristics are described below. What The ACT is divided into four parts: English Usage, Mathematics Usage, Social Science Reasoning and Reading, and Natural Sciences Reading. The ACT Program writes and publishes the test for use around the nation. Who Most students planning to attend college should consider taking the ACT because it is required for admission by some colleges (mostly in the Midwest). Almost universally, colleges will accept both the ACT and the SAT I for admission purposes. If you want to know whether a college that interests you accepts the ACT, consult the college catalogue. When The ACT is given five times during the year. Students may take the test anytime, but juniors usually take it in the spring semester, and seniors usually take it in the fall semester. The test is given on a Saturday morning with the students reporting by 8:00 a.m. and finishing around noon. Where Consult the registration packet (available in the College Counseling Office) for the nearest test center location. Scoring There are five scores for the ACT--one for each of the individual tests in English, math, social studies and natural sciences, as well as a composite score which is the average of the four individual test scores. The composite score is the one that is most often used for admission purposes, especially by the UC and CSU system. The scores are on a scale from a low of 1 to a high of 36. An explanation of the scores is given to each student when the student receives the test results. At many colleges throughout the country, it is now acceptable to have your ACT subscores substitute for SAT II Subject exam scores for either admission or placement purposes. Check the Index to see which colleges accept ACT subscores to replace SAT II Subject exam scores. Registration Application deadlines come about six weeks before the date of the test. You may register for the ACT by mailing in a completed application and the test fee. You may pick up a regular registration packet or a disability registration packet (for those testing with extended time) at the College Information Center. It is the student's responsibility to submit the registration forms and appropriate fees. You need to give the disability registration packet to the college counselor at least one week before the regular registration deadline. ACT Exam Test Dates/2004-2005 (You can also register on-line at www.actstudent.org) Registration Exam Date September 17, 2004 October 23, 2004 November 5, 2004 December 11, 2004 January 7, 2005 February 12, 2005 March 4, 2005 April 9,, 2005 May 6 , 2005 June 11, 2005 SAT I - Scholastic Assessment Test The SAT I is the most widely used test in the college admission field. Below is a description of the test's basic characteristics. What The SAT I is divided into verbal and math sections which are designed to measure your reasoning capacity in these two fields. The College Board organizes groups of teachers to write the questions and then publishes the test through the Educational Testing Services (ETS). Who Almost all students who plan to attend college should take the SAT I because it is required for admission by many colleges and is used for selection purposes by some scholarship programs. If you want to know whether the college that interests you requires the SAT I or ACT for scholarship purposes, consult the college catalogue or a college guidebook. When The SAT I is given seven times per year in Ohio. Students may take the test anytime, but juniors are required to take the SAT I exam no later than March or May of their spring semester and seniors in October or December of their fall semester. The test is given on Saturday morning with the students reporting by 8:00 a.m. and the test being completed around 12:30p.m. Where The SAT I is offered at local secondary institutions as well as at some local colleges and community colleges. (School or C.E.E.B. code is 360-955). See registration packet for proper codes to take the exam at other institutions. To test at CCDS the test center # is 36217. Scoring There are two scores for the SAT --one for the verbal section and one for the math section. The scores are on a scale that extends from a low of 200 to a high of 800. The scores are mailed directly to the student, and a booklet to interpret the scores is available. Registration Registration booklets are available at the College Information Center. Registration deadlines come about six weeks prior to the test date. You may pick up a regular registration packet or a disability registration packet (for those testing with extended time) at the College Information Center. It is the student's responsibility to submit the registration forms and appropriate fees. You need to give the disability registration packet to the college counselor at least one week before the regular registration deadline. SAT I Registration and Exam Dates/2004-2005 (you can register on-line at www.collegeboard.com) Registration Exam Date September 7, 2004 October 9 , 2004 October 1, 2004 November 6, 2004 October 29 , 2004 December 4 , 2004 December 20, 2004 January 22, 2005 February 7, 2005 March 12, 2005 March 25, 2005 May 7, 2005 April 29, 2005 June 4, 2005 SAT II - Subject Exams (Formally referred to as the Achievement Tests) What The one-hour SAT II tests measure the student's level of accomplishment in particular academic fields or subject areas. Students register for the SAT II using the same form as the SAT I but do not need to indicate which test (s) they wish to take until they arrive at the test site. Students may take up to three SAT II tests on one day but cannot take the SAT II and the SAT I on the same day. Subjects in which the tests are given include: American History Writing Latin Chinese Biology/ Biology (E/M)* World History Physics Japanese French Chemistry Spanish Korean English Literature Modern Hebrew Italian ELPT Math Level I (C)** Math Level II (C)** German
*SAT II Biology is molecular biology. SAT II Biology (E/M) is ecological or molecular biology. You have the choice to decide which is most appropriate based on the curriculum covered in you biology course. ** Some questions on these tests require the use of an acceptable scientific or graphing calculator (C). Students who take the test without a calculator will be at a disadvantage. Who Students need to find out which SAT II tests (if any) are required for admission to the colleges which interest them. The University of California state school system, for example, requires three, but other state school systems do not require any. College catalogues and guides contain information about SAT II requirements. When Students may take the test anytime, but the following schedule is recommended: Sophomores will take the SAT II in June. Take the subject exam in laboratory science (Biology) if it has been completed. Juniors will take the SAT II subject exams in June. Take the subject exams in writing, math I (C) or math II (C), and a subject of your choice (lab science, history). The June SAT II subject exams are mandatory for all CCDS junior students. Seniors will take the SAT II subject exams in November. This is the national SAT II subject exam date where all SAT II subject exams are offered. For CCDS students, this date is an opportunity to improve upon scores (if necessary) taken in the spring of the junior year. Take the SAT II subject exams in foreign language, writing, math, and other continuing subjects. The SAT II is given six times per year in Ohio. The test is given on Saturday morning with the students reporting by 8:00 a.m. and the test being completed around 11:30 a.m. (if taking three tests). Where The SAT I is offered at local secondary institutions as well as at some local colleges and community colleges. (School or C.E.E.B. code is 360-955). See registration packet for proper codes to take the exam at other institutions. To test at CCDS the test center # is 36217. Scoring Each SAT II is scored on a scale of 200 to 800. Scores are mailed directly to the students, and a booklet to help interpret scores is available. Registration Registration booklets are available at the College Information Center. Registration deadlines are about six weeks prior to the test date. You may pick up a regular registration packet or a disability registration packet (for those testing with extended time) at the College Information Center. It is the student's responsibility to submit the registration forms and appropriate fees. You need to give the disability registration packet to the college counselor at least one week before the regular registration deadline. SAT II Exam Dates/ 2004-2005 (you can register on-line at www.collegeboard.com) Registration Exam Date September 7, 2004 October 9, 2004 October 1 , 2004 November 6, 2004 October 29 , 2004 December 4, 2004 December 20, 2004 January 22, 2005 February 7, 20045 March 12, 2005 March 25, 2005 May 7, 2005 April 29 , 2005 June 4, 2005 ***Note: Those who will test under extended time (learning disability) need to complete the SAT I/II registration form as well as the SAT I/II extended time form. DO NOT MAIL. Return both forms with the appropriate fee to your college advisor or the Director of College Counseling at least one week before the specialist (Education Psychologist, M.D., Psychiatrist, etc.) within the last three years. This documentation needs to be on file at CCDS. ACT/SAT Preference Chart The following colleges and universities take the SAT or the ACT:
The following colleges prefer the SAT:
The following colleges will accept ACT sub-score(s) to replace SAT II Subject II exam scores:
Test Preparation There are two schools of thought regarding SAT I, SAT II and ACT exam preparation. First, many educators believe that enrolling in the most challenging courses available at your school and continued reading outside of school requirements is the best preparation for standardized entrance examinations. Second, many people believe tht the standardized exams are “coachable” and therefore formal preparation is a must. The truth, as always, lies somewhere in between. Research does indicate that those students who challenge themselves and are voracious readers outside of the classroom do score the highest on standardized exams, whether they prepare formally or review the material on their own. Generally, these are the students who score above the 90th percentile on both the verbal and math sections of the Sat I. Research also indicates that test preparation assists students the most who have low to moderate scores (1050 and lower). Although some students enroll in standardized test preparation courses and increase their scores 200-300 points, which is by far the exception. Generally, students who enroll in standardized test preparation course can expect moderate (20-50 points) to good (60-100 points) increases in their scores. Beware of any test preparation agency that guarantees a certain point increase in test scores. You can not unilaterally guarantee any test results and a good test preparation agency will say as much. It’s the same principal as a financial advisor guaranteeing a 15% return annually, a scholarship organization guaranteeing you a scholarship, or a financial aid company guaranteeing you financial aid independent of your financial status. The ideal is probably a combination of both for most students. You definitely do need to take the most challenging courses in high school, which is what will best prepare you for college. For those that are low to moderate scores, there is room for test preparation and you should discuss your situation with your college advisor or the Director of College Counseling. Formal test preparation only works if you consistently take the course and are diligent in your “at home” preparation. Formal test preparation is additionally suited for those who have learning disabilities, test anxiety, or those who learned English as a second language. Test Preparation Agencies The following companies are a partial listing of test preparation agencies in the Hamilton County area. A listing on this sheet is not an endorsement by CCDS, only a service for listing. If you have any questions regarding the content of the program or scholarship to the program, you should call each of them individually. Students can also use the software One on One with the SAT by the College Board, available at most computer software stores. This is the best available SAT I preparation software and I would encourage all students preparing for the SAT I or PSAT exams to explore using this tool. The book Ten Real SAT’s by the College Board is another great resource, available at almost any major bookstore. Princeton Review – 1800 347-7737 Lamplighter – 831-6344 Kaplan – 731-8378 Recentered SAT Scores...What Does That Mean? Recentered SAT exam scores were introduced in April of 1995 and had the effect of reestablishing the average score on both the verbal and math sections at 500, the midpoint of the respective 200-800 point scales. This needed to be done as the midpoint had significantly dropped below the 500 barometer since the last recentering occurred (in 1941, a group of 10,000 test takers applying to the most selective colleges took the exam with the average SAT score for this group being 500 for both the verbal and math). Over the years the average SAT score changed from 500 to 424 for verbal and 478 for math. Although most recentered SAT scores appeared 'Higher" after the recentering occurred, it is important to note that recentering did not affect the way test takers compared to each other within the test taking pool. An example of recentered SAT I scores before and after the recentering occurred: A student scoring 590 on the verbal section of the SAT and a 510 on the math section of the SAT (aggregate combined score of 1100) in October of 1995 would have scored a 510 on the verbal section of the SAT and a 480 on the math section of the SAT (aggregate combined score of 990) the year before. Curriculum Choices in High School What courses do I take to get into a good college? The mantra of the masses. The more appropriate question is, “What courses do I take to best prepare me for a successful college education”? The two are often confused and the first reflects admissions posturing and the second reflects the scholar. If you take the most rigorous secondary level courses relative to your ability and intellect, you will be admitted to a very good college and, more than that, enjoy great success inside the classroom. The admissions counselor reviewing your application will first look first at your GPA, and second at the courses in which you enrolled during your four years of high school. Your GPA is always balanced and understood in relation to the rigor of your course curriculum choices. Many have asked me whether it is better to achieve a 4.0 GPA in college preparatory courses or to take the more challenging courses (Honors and AP) and risk achieving something less than a 4.0 or “A” level achievement. The answer is simple and is evaluated by admissions counselors in two distinct ways. First, elite liberal arts colleges and Ivy League (or Ivy-Like) caliber institutions comment that the vast majority of students who apply to their institutions take the most rigorous secondary curriculum available (Honors and AP course selections) and record “A” level achievement. It is not an “either/or” proposition for the most highly selective colleges/universities in the United States. The expectation is to enroll in the most challenging curriculum that your high school offers and achieve at the highest level. For all other colleges and universities that don’t enjoy the luxury of being one of the twenty or so most selective colleges/universities in the United States, the answer is quite similar. Colleges want to evaluate and admit students who have offered evidence that they have taken intellectual risks in the selection of secondary level coursework. In this case, colleges will ubiquitously advise students to take the most rigorous courses available (Honors and AP), even if a student earns “B” level achievement. Colleges and universities favor applicants who offer them an idea of their intellectual contribution, motivation, and desire to engage the academy. An individual who chooses straight college preparatory courses and earns a 4.0 GPA is fine. However, from experience, I know that a student with a lower GPA but with a much more rigorous secondary level curriculum would be admitted over the 4.0 student ninety-nine percent of the time (assuming both had equivalent standardized test scores, backgrounds, and extracurricular achievement). The reason is that the student with the 4.0 GPA offers no evidence of their academic potential. Without challenging yourself during high school with rigorous courses, it is difficult for an admissions counselor to evaluate your application. Were you capable of more? Why didn’t you attempt a more rigorous curriculum? Is this student lazy? Will this student do more of the same if we admit him/her? These are just some of the questions that admissions counselors will ask themselves. By not taking the most challenging courses courses available (relative to your ability), you could possibly place your admission to a college in jeopardy. It is also important to note that not all students are capable of enrolling in the “most rigorous” curriculum available at their high school. The best advice is to take the most challenging courses in which you are capable, do your best, and pursue your passionate interests (science, music, drama, English, etc.), always! In selecting your academic coursework, it is best to understand what colleges deem most favorable in evaluating an application. Four years of sequential and cumulative work in the five core academic disciplines (math, science, history, foreign language, and English) is most desirable. Four years in each academic discipline is best while always taking the next most challenging course in sequence. For example: English 9, 10 11, 12 or English 9, 10, 11(H), 12 or some combination of both relative to your ability. Spanish I, II, III, SP Conversation or AP SP Language or SP II, III, Sp. Conversation, AP Sp. Language or some combination of both relative to your ability. History, math, and science follow the same pattern. There is quite a difference between the minimum course requirements to graduate from CCDS and the ideal model of consistent curriculum instruction. Colleges find student applicants who have completed the minimum course requirements in high school somewhat of a risk. Why? There are two reasons: First, colleges look upon a student who has not completed four sequential years in one or more of the core academic disciplines as a student who has “gapped” him/herself. Gapping refers to loosing academic momentum and contact with the subject content of a specific core discipline. Colleges evaluate applicants based on how they can academically contribute and achieve at a competitive level. If a student completes their foreign language requirement (through foreign language level III) after the completion of their sophomore year and does not continue, the student will gap him/herself two years in the foreign language core academic discipline. It’s problematic for colleges because most students who enroll in college have to fulfil a foreign language requirement, generally through the intermediate level (four semesters). This situation can needlessly consume credit hours that a student could be channeling into their major area or a second major/minor. In addition, students who take the equivalent of four years of foreign language in high school (maybe through AP level) may “test out” of their college foreign language requirement based on admission policy or a college sponsored placement exam. The same can be said of the other four core academic disciplines. It is best to enroll in four sequential and cumulative years of study in the five core academic disciplines to best prepare yourself for a successful academic experience in college. Second, colleges rarely evaluate applicants who have four years of credit in the five core academic disciplines. Why? Because almost all schools and school districts (public and private) have a minimalist approach to education. They set forth minimum requirements to graduate. Students are not necessarily encouraged to do much more than what is required. Most students meet the minimum requirements (in addition to maybe an extra year of study in their favorite academic discipline) and enroll in junior and senior courses that are less than challenging and frequently outside the core academic disciplines. Colleges take issue with this because they don’t know how accurately they can evaluate an applicant who has filled his/her schedule with less than challenging coursework over the last two to three semesters of high school. Most selective to highly selective colleges and universities report that approximately five percent of their applicant pools have students with four years of credit in the five core academic disciplines. In essence, there is a great advantage in the admissions process to completing four years of credit in the five core academic disciplines. It uniquely distinguishes a student from the generic applicant pool. Remember that students do not solely compete for admission based on their SAT I exam score and GPA alone, but rather against other students who are vying for the same acceptance that you covet. The application and admission process is always relative to the strength (or weakness) of the colleges’ and universities’ current applicant pool. One area in which a student can distinguish him/herself is their curriculum choices and the number of courses taken within each core academic discipline. Note: Some students have particular and unique talents that may alter the desired or ideal curriculum model. It is not unusual for those gifted in the fine arts or music to delve deeper into curriculum and instruction that meet their needs and foster their artistic development. Oftentimes, the addition of fine arts or music courses will result in the subtraction of a core academic course. Likewise, if a student consistently earns below average marks in a specific core discipline (I.e., foreign language), it may be beneficial to not enroll in additional coursework in that particular academic discipline. My advice is to aim for the ideal model of curriculum but at the same time, enroll in courses that contribute to your personal development and academic or artistic strengths. Always consult your college counselor or advisor if you have a question. Researching and Selecting a First List of Colleges In developing your list of colleges and universities, you and the college counselor can divide the group of schools into three categories. Your REALISTIC CHALLENGES (2-3) will comprise your first group. They will be the "most competitive" and should be chosen carefully. The next category, your 50/50s (3-4), represents schools at which you have a 50% or greater chance of being offered admission. Each choice should include the characteristics identified in the most selective group. Your third category, LIKELIES (1-2), should be chosen just as carefully as the others. These are schools where you have a solid chance of being offered admission. If you find yourself admitted only to these colleges and universities, you will want to be certain that they meet criteria similar to category one and two. You are encouraged to keep in mind that an institution's reputation is significant but not more so than the educational, geographical, and social features you have deemed personally important. This three-tiered approach will greatly improve your chances of receiving acceptances from more than one college. You will discover that it is very gratifying to have choices in the spring of your senior year, even though your final decision may involve some agonizing moments. One must always remember to carefully match a student’s achievement with the admissions requirements of each particular college or university. A good rule of thumb is to look at each colleges’ or universities’ middle 50% academic ranges. If a specific college has a GPA range of 3.3-3.6 with an SAT range of 1100-1200, then a student at CCDS with a 3.5 GPA and a 1150 SAT is perfectly qualified and should apply. Your GPA average should always be within two tenths, and the SAT within 100 points of the middle 50% academic range in order for you to apply and have a chance of being admitted. With the above example, an individual still has an opportunity to be admitted with a 3.1 GPA and 1000 SAT. Averages are just that. 50% of the students who apply and are admitted beat the average, and 50% of the students who apply and are admitted fall below the average. One last thought...be realistic! Although we'd all like to think we're qualified to be admitted to Harvard or Princeton (and of course be able to do the work), your chances of gaining admission with a gpa of 3.9 and 1350 on the SAT exam are still very slight. Consider this: In 1995, Princeton University had 1534 high school valedictorians apply for admission. 495 were offered admission (32%). Similarly, Princeton's 1995 group of applicants included 2,669 students who scored between 750 and a perfect 800 on their math SAT. Of those, only 650 were accepted, roughly 24%. In 1999, Harvard University denied 60% of their applicants who were high school valedictorians, and over 80% of those had a 1600 SAT I score. In 1999, UC Berkeley received approximately 33,000 applications. Of that group, over 5000 applicants with 4.0 or better gpa’s (grade point averages) were denied admission. Having a realistic array of colleges based on the three above-mentioned categories will bring you greater joy than disappointment come April 1. Making Sense of the Numerous College Guides Selecting a college is one of the biggest decisions a person makes in life. The choice of a school has a major impact on not only the quality of education a student receives, but also on that person’s friendships, mentors, cultural experiences, career and happiness. In short, it is a choice that shapes one's life. It is not a simple choice, however. The college or university chosen should be the answer to many questions. Two-year or four-year college? Public or private college? Big school or small? Down the street or halfway around the world? Which colleges offer the best programs in your areas of interest? What are the relative costs? Will you be eligible for scholarships or need-based financial aid? Which schools offer the social, athletic and cultural experiences that interest you? In sum, which school is the overall best fit for you? Further complicating the matter is the fact that the range of options is monstrous. In the United States alone, there are about 3,800 colleges and universities competing for the world's best and brightest students. These thousands of institutions of higher education cover the nation's map, and every one of them produces glossy sales brochures and makes carefully-crafted marketing presentations pitching its strengths. As if the importance of the choice and the abundant options were not enough to intimidate, most people make this crucial decision when they are 17- or 18- year- old seniors in high school. At that age, most of us have little idea what the next week will bring, let alone which college might best suit our educational and career goals. In addition, factoring into the college decision a full appreciation of the advantages or disadvantages of attending schools in different areas of the country - including many places the student has never seen first-hand - is a tall order. Choosing a college or university can be a daunting task to say the least. Many parents and prospective students are understandably overwhelmed by the reams of college information through which they must sift. In response, a good number simply throw their arms in the air, cry "Uncle”, and look for a quick, painless solution. They want something that will make the process simple. Not surprisingly, a number of enterprising magazines and "experts" in the post-secondary educational market have filled this demand for synthesized information by creating and publishing college guides. These publications provide summarized information and, in some cases, ratings and groupings of colleges and universities based on varying criteria. Collectively they fill the important need for summarized information for those involved in the college decision-making process. While many of the guides contain information of value and can be useful tools for students beginning the college search process, they are also prone to widespread misuse. Stated simply, the trap is to place far too much faith in the college guides as arbiters of what your "best" college choices are. In the extreme form people may be easily convinced into viewing a single college guide as a definitive authority whose value supersedes that of counselors, parents, and even the students' own instincts about which campus is the best match. The danger of relying too heavily on college guides is heightened by two crucial factors that anyone using the guides must understand. First, there is no absolute, finite set of criteria for evaluating the marvelous diversity of colleges. Thus, the guides are all based upon information gathered and presented in different ways. Some guides attempt to quantify and rate schools; others simply present information. Some classify schools in broad categories; others do not. Some are more profit-driven than others. Some mix subjective and anecdotal data into their reviews of colleges; others do not. Second, it should be understood that selecting the best school is an inherently individual process. The greatest strength of the college guides – their value as sources of summarized information for the masses – is also their greatest weakness. In other words, the generic summary information provided by the college guides is incapable of adequately addressing all of the questions and concerns an individual should be raising in the complicated and personal process of selecting a school. The Five Critical Questions As you navigate your way toward a college choice, it is easy to stray from the path that will produce the best answer for you. This might happen for all sorts of reason, including but not limited to the life-shaping ramifications of the decision, the potentially significant financial investment involved, the huge number of college options and the overwhelming amount of information about each of them, or peer pressure from friends or family members who attend(ed) a particular university. Students and their advisers need to remember to ask at least these five simple but critical questions to stay on course during this important process. Question No. 1 – Am I Utilizing Enough Sources? While some of the college guides market themselves as the one-stop source in the college decision-making process and many can be useful resources if utilized properly, prospective students should never use jus one guide as he definitive source on colleges. The easy trap of placing too much credence on a single publication may be appealing in its effortless nature, but it is hazardous. The options are too great in number, the stakes too high, the financial investments too substantial, the choices too personal, and the college guides too disparate in the information they present and the ways they present it to limit one’s research. If the choice is made to use college guides as part of the decision process, more than one guide should always be utilized and their pronouncements should always be checked against other sources, e.g., opinions of parents, counselors and the college’s current students, personal visits to the campus, etc. Question No. 2 – Do I Truly Understand the Reliability of the Information Presented in My Sources? Before reading any college guide, take a couple of minutes to get to know both the author and the author’s credentials. The findings may be surprising. The college guides are written by a collection of authors with a wide range of educational experience. It is important to know a little bit about the “expert” behind any college guide. For example, what if a college guide’s author is someone who has little formal experience in university settings and has written “How To” guides on experiences as distant from higher education as theme parks? What if the author is someone whose major claims to fame include achievements as unrelated to college planning as “environmental and herbal medicine research”? This is the kind of information a student should know before basing a life-shaping decision on the author’s interpretations of colleges. Now, this is not to say that the college guides written by such folks are worthless. Some students might find the authors’ perspectives quite helpful. Instead, it is intended to again point out the risks associated with putting too much blind faith in the college guides. Before reading any college guide, take a few minutes to understand the methodology used in evaluating or ranking the colleges. Like taking time to learn a little about he author, this is guaranteed to be time well spent. This section of the guide should explain how the included colleges were select4ed, and thereby, reveal some of the inherent biases or limitation of the guide. For instance, many guides simply review a predetermined segment of the pool of available colleges, and by definition leave out hordes of institutions that may be well suited for many students. Taking a few minutes to understand the research methodology utilized by each guide will be informative and shed light on the reliability of the college guides. In addition, the methodology sections of the guides should familiarize you with some of the variables which you might want to include in your own personal “rating” system, as well as valuable advice on how to best interpret the data that will be presented to you from all sources during your search for the best college. A more general understanding of which statistics have meaning and which are potentially misleading will be developed; you will become more “expert” on colleges for having read these sections. This is an important educational process and its value should not be underestimated. Don’t take rankings too literally. Understand that those guides, which purport to place colleges in precise rand order, are attempting to quantify the unquantifiable. As one astute scholar noted, it is “artificial precision.” Rankings usually depend far too much on readily quantifiable (and self-reported?) material like SAT scores and retention rates and not enough on essential but difficult-to-capture factors like campus ambiance and accessibility of faculty. Furthermore, some rating schemes incorporate date relating to graduate programs into the rankings of undergraduate opportunities! “…What concerns us at Peterson 5, as well as many of our colleagues in the college admission and guidance communities, is the growing national tendency to institutionalize popular mythology in the guise of a college guide… It’s one thing… for students in your Advanced Placement class to think that their lives won’t be meaningful unless they go to Harvard, Yale or Princeton. It’s quite another for ‘guides’ to make such proclamations. Yet many do, with colleges elaborately categorized and aligned in rank order and titles proclaiming that the colleges on the list are the ‘best this,’ the ‘most selective that,’ the ‘top 100,’ or the ‘most something for your money.’ Quality cannot be assigned numbers and totaled up for ranking… If close faculty interaction is important to you, you have to choose a college where the faculty values teaching. The faculty-student ratio or the number of undergraduate courses taught by faculty may indicate this. If you want to do research with professors, you need a college where a lot is going on at the graduate level or where there is a strong commitment to undergraduate research of a high level. The editors… ask you to reject the idea that artificial rankings are useful in the college admission process. We want you to think clearly and honestly about yourself and what you want from your college experience.” The limitations of rankings are plain. For instance, one year a college will be ranked as the best school in the country in a particular discipline or grouping. The very next year it will show up as the ninth best institution in the same college guide’s ratings. Is it likely that things have changed that much at the school over the course of a year? Are its strengths that much weaker or its weaknesses that much more pronounced? The answer, of course, is probably not. To put any faith in rankings at all, you first need to do some research and determine the formula being used to come up with the ratings. Then you need to decide if the criteria used to establish rank and the weight given these criteria are consistent with the tings that matter most to you in choosing a college. Does the number of volumes in the library figure large in your list of criteria (especially in this age of electronic access to many major libraries of the world)? If so, rankings that assign a certain amount of weight to this characteristic might have more meaning for you than for others. Note the difference between anecdotal and objective data, and assess the value of the anecdotal material accordingly. College guides rely on anecdotal information – sharing student opinion, relating school traditions, describing collegiate “cultures,” sharing the “feel” of a university, - to varying degrees. Some rely almost completely on anecdotal tidbits. In all cases, prospective students need to exercise caution with anecdotal accounts. To give you an example close to home, let’s examine a statement once made by a volunteer student tour guide at Willamette University. As the tour guide led her group of prospective students and parents past the humanities building, she was heard to say, “The History Department at Willamette isn’t very good.” As it happens, the Dean of Admissions overheard her and later had occasion to ask her what it was about the History Department that she found lacking. It turns out she had not yet taken a single history class at Willamette.” …But my roommate took one last year and she didn’t enjoy it.” Imagine if our tour guide had been one of the randomly selected students to complete a questionnaire sent by one of the guidebooks that use this method to elicit student comments. Now imagine her response to a question about what she felt was the “weakest department on campus.” Not a very credible evaluation, and yet one that could have appeared in a college guide as being representative of “student opinion” on our campus. One of the many pitfalls of anecdotal information is broad, sweeping characterizations or conclusions about a college sometimes are made based on extremely limited and subjective information. Furthermore, such declarations typically are not based on data gathered in a scientific manner, and the use of anecdotes lends itself well to stereotyping and other shortcuts. Therefore, in all cases prospective students should process college guides littered with anecdotal information with extreme caution. Be wary of the objectivity of even “objective” data. Even seemingly objective information – statistics like enrollments, freshman academic profiles, retention and graduation rates, and financial ratios and amounts – may not always be what they seem in the college guides. This is because these statistics are based on self-reported information; that is, information the colleges themselves report to the guide writers. It is natural to assume this information should be reliable, because one doesn’t expect the colleges to distort the information they report. In fact, a Wall Street Journal article suggested that a number of schools have distorted the information they send to the college guides. The WSJ article researched and compared information provided by selected colleges to US News and World Report’s annual college rankings issue and information the same colleges provided to various bond rating agencies which are responsible for evaluating these same institutions relative to business transactions involving debt. There were significant discrepancies in the information provided to the two sets of questioners. Although there are serious legal and financial ramifications if information is misrepresented to the bond rating agencies, the legal consequences for providing inaccurate or misleading data to the college guides is perceived to be far less threatening. The WSJ article reported several instances of far more robust information being sent to the college guides than to the rating agencies. Colleges also define certain statistics differently. What constitutes the alumni body? Some schools count only graduates, others those that attended for at least one term or semester. The way this is counted has an enormous impact on calculating figures like the percentage of alumni who give annual contributions to their alma maters. Those with more tenuous ties are less likely to contribute charitable donations, so some schools exclude them when counting “active” alumni. When alumni giving is used as a measure of ‘satisfaction” with the education and experiences provided at a particular college, the small differences in just defining alumni can have enormous impact on relative rankings in some guidebooks. Or consider who gets counted as an applicant? Does it mean any student from whom the college has received a single application credential or does it mean it men a student who has submitted all items required for a complete application file? Again, the way this is defined impacts in a significant manner the percentage of students accepted figure. In it’s Introduction, The Fiske Guide to Colleges is on more than one occasion plain in its skepticism of the data reported to college guides by schools. To wit, The Fiske Guide shares the following on the value of published student/faculty ratios: “Unlike some guides, we have intentionally not published figures on the student/faculty ratio because colleges use different – and often self-serving- methods to calculate the ratio, thus making it virtually meaningless.” And, similarly, The Fiske Guide discusses the problematic standardized test score figures reported by colleges: “Unfortunately, another problem that arises with SAT and ACT scores is that…some colleges and universities are less than honest in the numbers they release. They inflate their scores by not counting certain categories of students at the low end of the scale. …Some colleges have been known to go to such extremes as reporting the relatively high math scores of foreign students but not their relatively low verbal scores.” Again, this does not mean all the statistics reported in college guides are unreliable. Instead, it is just another reason to read the guides with skepticism, to use more than one college guide, and to take reasonable steps to understanding information being presented. Question No. 3 – Am I Paying Attention to “the Overlap”? Based on the array of potential limitations associated with the information contained in the college guides, what can be trusted? Even more importantly, how can one tell which pieces of information are reliable and which are less trustworthy? One way to sort this out is to look for areas of overlap in the college guides and other sources being utilized by the student. In other words, if guide after guide suggests that College X is a wonderful place for pre-med students and that the school offers a particularly enriching experience for students in this field of study, then it probably follows that the pre-med program at College X is a relatively strong one. Conversely, when the guidebooks evaluate collages in ways that seem contradictory, it should be taken as a signal that the interested prospective student needs to probe more deeply. Question No. 4 – Have I Fully Rejected the Easy Trap and Embarked Upon a Comprehensive Search? Given the many limitations of the college guides, what should you do? One answer is simple: Use college guides as an early step or a tool in a much bigger, more comprehensive approach to selecting a school. A solid and reasonably thorough approach would include the following: Thinking seriously about and writing down personal interests, career and educational goals, and the overall college experience you desire; Discussing those interests and goals with a high school counselor and seeking that person’s advice on possible college choices; Discussing those interests and goals with high school teachers and seeking their advice on possible college choices; Seeking the thoughts and advice of parents; Seeking information – view books, catalogs and brochures – from colleges of interest, noting that much of this information is increasingly available on the World Wide Web; Attending any nearby College Nights or College Fairs; Using a few college guides as sources of summary information; Reviewing the course catalogs of as many schools of interest as possible, looking for courses offered, frequency of offerings, who teaches the courses, and the credentials of the faculty; Developing a list of “finalists”; Visiting the campuses of as many of the finalists as possible; Talking with personnel from the schools’ Offices of Admission and asking them a list of relevant, prepared questions generated by your previous research about each institution; Talking with as many faculty and students at the school as possible; Talking with as many alumni of the college as possible; Personally checking the facilities at as many of the finalist schools as possible; Checking the accreditation, Carnegie Foundation for the Advancement of teaching classification, Phi Beta Kappa membership and other neutral organizations to see if and how each of your finalists is represented; Applying for admission to all of the finalists you ultimately deem acceptable (usually no more than six colleges). Question No. 5 - Do I Know What I Want and Am I Seeking the Best College Match for Me? With more than 3,800 college options in the U.S. (over 2,000 of which are four-year institutions), the odds are high that many outstanding schools exist for every student, whatever that student’s individual preferences, needs, and objectives. The selection of a college then becomes a process of matching the student’s personal desires and goals with a school meeting those criteria. In ideal circumstances, the best possible match for the student is found. Much of this booklet has been aimed at conveying the idea that it is a major mistake for a student to let a college guide with its summary information – or anybody else for that matter – make the match for him or her. College guides cannot provide authoritative, definitive, absolute rankings of U.S. institutions or a list of the “best’ choices for any one student. They cannot assure a happy and successful collegiate experience. Most importantly, they cannot substitute for the student’s own research and reflection. The college guides can help students identify schools similar to those in which they already have an interest, particularly in regions of the country with which the student is less familiar. They can help the student narrow or expand the list of “finalists.” And guidebooks can be helpful in gaining a better understanding of the college admission process and framing research questions to explore with the schools. In summary, college guides can be helpful in the matching process, but ultimately the only ranking that really matters is the student’s and that rating should be based on a far more personally tailored and comprehensive search. Partial Listing of College Guides and Related College Planning Resources The 100 Best Colleges for African-American Students ABC’s of Study in Japan Accredited Institutions of Post-Secondary Education, Programs, and Candidates The Almanac of Higher Education America’s Black and Tribal Colleges The Art Student’s College Guide The AWP Official Guide to Writing Programs Barron’s Guide to Law Schools Barron’s Profiles of American Colleges Black American Colleges and Universities The Carnegie Commission’s Report Cass & Birnbaum’s Guide to American College Choosing a College: A Guide for Parents and Students The College Costs and Financial Aid Handbook The College Guide for Parents The College Handbook The College Handbook Foreign Student Supplement The College Handbook for Transfer Students The College Woman’s Handbook Commonwealth Universities Yearbook A Comparative Guide to American Colleges The Complete Handbook for College Women Directory of College Facilities and Services for People with Disabilities Education Rankings Annual Fact Book on Higher Education The Fiske Guide to College The Gourman Report Guide to 150 Popular College Majors Guide to the Universities of Europe The handbook of Historically Black Colleges and Universities Index of College Majors and Graduate Degrees The Interactive Fiske Guide to Colleges International Handbook of Universities Japanese Colleges and Universities Lovejoy’s Complete Guide to American Colleges and Universities Lovejoy’s Graduate Programs in Engineering and Computer Science Lovejoy’s Graduate Programs in the Humanities and Social Sciences Lovejoy’s Guide to Financial Aid The Making a Difference College Guide Medical School Admission Requirements, U.S. and Canada The Multicultural Student’s Guide to Colleges National Directory of College Athletics (men’s and women’s editions) The Official Four-Year College Admissions Index of Majors and Sports Opportunities for Vocational Study Orchard House’s College Admissions Data Handbook Orchard House’s Technical Trade and Business Schools The Oregon College Guide The Performing Arts Major’s College Guide Peterson’s Annual Guide to Four Year Colleges Peterson’s College Money Handbook Peterson’s Consider a Christian College Peterson’s Guide to Architectural Schools in America Peterson’s Guide to College Courses in Film and Television Peterson’s Guide to Colleges with Programs for learning Disabled Students Peterson’s Guide to Competitive Colleges Peterson’s Guide to Scholarships, Grants and Prizes Peterson’s Guide to Undergraduate Engineering Study Peterson’s Handbook for College Admissions Peterson’s national College Databank Peterson’s Paying Less for College Peterson’s Smart Parents Guide to College Peterson’s Summer Opportunities for Teenagers Peterson’s Top Colleges for Science Peterson’s Two-Year Colleges The Portable College Advisor The Princeton Review Student Access Guide to the Best Colleges The Princeton Review Student Access Guide: The Big Book of Colleges Public Colleges and Universities The Smart Parents Guide to College The Student’s Guide to Catholic Colleges and Universities US News & World Report Annual Guide to America’s Best Colleges USA Today Financial Aid for College The Winning Edge: A Complete Guide to Intercollegiate Athletic Programs World List of Universities The Yale Insiders Guide to Colleges Black Students Guide to Colleges Business Week’s Guide to the Best Business Schools Campus Visits and College Interviews *(Reprinted from Willamette University Admissions Office) Choosing a College...Based on What? To choose a college wisely, you need to pull together some information about yourself and colleges (You may also want to refer to the chapter on Internet sites for college search and selection). Here we go: About You 1. Scholastic Achievement: High school record, grade point average (GPA), rigor of course work and selection, scholastic awards, honor roll, CSF. Colleges look for students to have taken the most rigorous curriculum at their school in relation to their ability level and what was offered at the secondary school. 2. Standardized Testing: Assessment tests: SAT I or ACT, SAT II Subject Tests: English, History, Language, Math, Science. Awards: National Merit letter of commendation, semifinalist. 3. Contribution and Involvement in School: Class activities, clubs, teams, school paper, literary magazines, yearbook, chorus, student government, offices held, awards. 4. Out of School Involvement: Community Service, church organizations, and social clubs, offices held, awards, internships, work or unique travel experiences. 5. Personal Characteristics: What are your strengths, weaknesses, special talents, goals, and direction for the future? What are your convictions? 6. Reasons for pursuing College Studies: Even if you don't have a detailed idea of why you are going to college, you should have some general idea or answer if the question is asked of you. About the College Admission Requirements 1. What high school courses are required? 2. What are the standardized testing requirements? 3. What is the middle 50% range of SAT I and ACT scores for admitted students? 4. Is a certain grade point average (GPA) required? 5. What part will the extracurricular activities play in the application review process? 6. Is there an early decision/early action program? Are those programs easier or less competitive? 7. On what basis are students admitted? 8. Are personal interviews required, recommended, or not offered? 9. Do certain majors have special requirements? 10. How many students apply, are admitted, and then enrolled (this is a very important question to ask)? The vast majority of colleges in the United States will accept over 70% of their applicants. Very selective colleges will accept between 40-70% of their applicants. The most selective colleges will accept fewer than 40% of their applicants with Ivy League (and Ivy “like”) institutions accepting as few as 12 to 18% of their applicants. Academics 1. What is the average class size? 2. What percentage of students return after their freshman year? 3. What does the school do to ease the transition from high school to college? (I.e., counseling services and orientation programs). 4. How is registration for classes handled? 5. Do students have advisors? How many does each advisor have? How are they assigned? 6. What services does a school have for students who are undecided about their major? 7. What other support services are available to students (e.g. tutoring, career and personal counseling, career planning). 8. Is there an honors program? What are the qualifications for entry? 9. Is there an honor code? How are violations of the honor code handled? 10. Does the college have general education or liberal arts requirements? What are they? Residential Life 1. What percentage of students live on campus? 2. What percentage of students leaves on the weekends? 3. Are residence halls coed or single sex? 4. What is the procedure for roommate selection? 5. Is housing available/guaranteed for freshman? For all four years? College Characteristics 1. Where is the college located (city, suburb, small town, or rural setting)? 2. What is the surrounding community like? 3. Where do the students come from? 4. What is the current undergraduate student enrollment? 5. Is the college public, private, or church related? 6. What is the academic calendar? 7. What is the average age of the student body? 8. What is the male to female ratio? 9. What is the faculty to student ratio? Social Life 1. Are there sororities and fraternities on campus? 2. What percentage of the students are involved in the Greek system? 3. What intramural sports are available? 4. Do students take advantage of the surrounding area? Cost 1. What is the cost of tuition? Room and board? Any additional fees? 2. Is there a difference for in-state and out-of-state students? 3. Are admitted students required to submit a housing deposit? Is it refundable? Financial Aid 1. What percentage of students is on some type of financial assistance? 2. What percentage of students receives need based financial assistance? 3. Are merit-based scholarships available? If so, what are the selection criteria? 4 What is the typical package for a first year student? A returning student? 5. What are the financial aid application procedures and deadlines? 6. When are financial aid applicants notified of their awards? 7. Is there a tuition payment plan? 8. Are there campus jobs available for students? Off campus? And Finally... 1. Using the information you have collected, draw up a list of specifications about the colleges that would match your characteristics and interests. 2. Talk to your college counselor, your teachers and/or advisors about these specifications. Also, consult reference books in the College Counseling Office. 3. In addition to guidebooks, use your computer to search out information on interested schools. You may also communicate through e-mail with each of the universities in which you may have an interest and request information. Use the CCDS college counseling web page to research colleges. There are many college search, financial aid, scholarship, ranking, and information sites to assist you with your search. This will allow you to search for almost any university in the country. 4. Initially, draw up a list of 15 to 20 colleges that seem to have what you want. Try to narrow your choices to six or eight by early fall. I strongly recommend that your final list be balanced in all three categories. 5. Send for catalogs, view books, videos, CD-ROMs, and other information. An e-mail, letter, or phone call will suffice. 6. Analyze all the information you receive so you can make intelligent and meaningful decisions. College Checklist Freshman Year Sept-June, read college guides _____ Oct., attend the Suburban College Fair at CCDS ______ Nov, 9th grade parent/student College Info Night _____ April, attend NACAC College Fair _____ May-June, schedule meeting w/your college advisor _____ July-August, make constructive summer plans _____
Sophomore Year October, PSAT exam _____ Oct., attend the Suburban College Fair at CCDS _____ Oct-June, read and research colleges _____ April, attend College Fairs _____ May, individual college counseling meetings _____ June, take SAT II in Biology (if enrolled) _____ July-August, visit colleges _____
Junior Year October PSAT exam _____ October, attend NACAC College Fairs _____ Oct., attend the Suburban College Fair at CCDS _____ January, Junior parent/student College Info Night _____ January-February College Counseling Meeting _____ January-March, SAT I Preparation _____ March or May, take SAT I exam _____ April, attend College Fairs _____
April,
College Questionnaires due to April, Teacher Recommendations due _____ May, take AP exam(s) _____ June, take SAT II’s (writing, math, your choice) _____ June-August College Counseling Meeting _____ July-September, request college applications _____ July-September, rough draft of college essays _____ July-September, visit colleges _____
Senior Year August-December, interview at colleges _____ August, attend senior college retreat day _____ September, attend senior/parent College Info Night _____ September, take ACT exam _____ September, attend fall college fair _____ October, take SAT I exam _____ October, all EA/ED applications to college counselor _____ October, complete initial CSS Profile App. form _____ November, take SAT II exam (make up) _____ November, release SAT I/ II/ACT scores _____
Nov./Dec.,
all SSR’s given to college Nov./Dec., all applications completed/mailed _____ December, take SAT I/II exams as needed _____ December, release December SAT I/II scores _____ January, complete FAFSA form _____ January, final CSS Profile application due _____ February, institutional financial aid apps. due _____ April, decision notification _____ May 1, deposit to the college of choice _____ May, take AP exams _____ May, final exams _____ June, GRADUATION _____ Writing Your College Essay There is some truth to what you have heard about the importance of the writing you will do to complete your college application: some essays will impress admission officers, for better or worse, because of something you say or because of the way in which you express yourself. For others, the writing will not matter one way or the other. Significance, as with much in life, depends on how you use circumstances. The good news about this portion of your task is that control over your essay is entirely yours. Think about this. Your transcript is written in stone. Other than improving your current course grades, there is nothing you can do to change it. Other than choosing wisely who writes them, you don't have control over what your teachers say in their letters of description about you. However, in your essay you are in complete control. You decide what to say and in what voice you will say it. You decide how it looks on the page. You decide how much time you will take to prepare, to write and when you will actually sit down to the task. If you need to consume two pizzas and a quart of milk somewhere around 2:00 A.M. in order for the muse to strike, if you need a word processor and spell-checker and thesaurus, if you only write well sitting at your desk in the quiet of the early morning, these are all in your control for this assignment. Be good to yourself and set yourself up to succeed. In addition to setup, there is a readiness for writing that happens within you and has to do with your intellectual and psychological position about this particular writing project. Many of you may be negative about this writing for several reasons: you may feel resentful that you have to prove yourself-, or you hate to write, because it's never been your strength; or you tend to put off this "college stuff" because it is hard to face; or you have no idea what a college admissions officer, reading the 100th essay of the day, could want from your essay; or you think you have nothing to say. All of these are common anxieties, and most people are in the same boat. However, if these factors are inhibiting your writing, here are some considerations from the admissions side of the desk, which may help you to get back on track: -By the time your essay is read, the admissions person knows a lot about you - all that numbers can tell and all that teachers and counselors will say. The essay, then, becomes your contribution -- and a vital one-if you address its true value. -While the questions are costumed in many disguises, the true agenda for asking you to write is to find out who you are in your inner life. Admission officers look at hundreds and hundreds of files each year and, if they have been at it for a few years, they feel that the applicant who jumps out of the mountain of paper is the one who is able to share a sense of who s/he is inside. -Timing. Don't procrastinate, especially if the school allows you to send in your essay after you submit your application. It's always best to mail everything together. Essays should be prepped during the summer months before your senior year to get a head start. -Feedback. Students should always ask someone they trust-a teacher, a college counselor, parents or a sibling to look over the essay. Invite the criticism and commentary. Remember, they will be reading the essay through the same eyes as an admission counselor. -Rough Drafts. Always write a rough draft and let it "sit" for a few days. You'll catch more mistakes and be able to improve upon the first draft. -Proofread. Check, double check, and then check again for spelling and grammatical errors before you mail it in. Admission counselors have reported that they have read countless essays that were filled with grammatical errors and spelling mistakes. They have even read essays that were actually intended for another college or university and were inadvertently placed in the wrong envelope. Major mistake! -Creative. Write in an engaging, interesting manner. Use anecdotes, bits of dialogue, humor, and create analogies. It was always easier for me to read an essay that captivated me with a story or imagery. But don't forget about structure. Grab the reader’s attention in the first paragraph, and use the last paragraph to tie the essay together. People look at the essay and decide too quickly on how they will answer. The trick is to instinctively react and answer the question the way many others would, and then formulate your answer from "outside the box of common thought." Your responsibility is to be unique, not the same old tired answer with the same theme as others. -Concise. Be brief. The best essays are not necessarily the long ones. More is not always better. Long, tedious essays have a tendency to bore admission counselors. Cater your length of essay to the admission counselor who has to read 1,200 essays in five weeks. -Casual. College essays are not formal writing exercises. The tone should be casual, but not chatty. Other Strong Suggestions to Follow - Answer the question they ask. Do not try to use the same essay to address every question, but there may be times when you can reuse the bulk of an essay and adapt parts of it to suit the specific essay question. - As illustrated in the beginning quotation, the best essay will be your unique story with details that are energetic, colorful and crisp. - Use your own voice and style. - Be specific and concrete - always. - Put a major portion of your effort into the beginning paragraph to design the "hook" that connects the reader to your essay. You want the reader to engage in your content, to want to read this essay. - You are not bound to the 5-paragraph essay. In some cases, 3 paragraphs will be better. Pitfalls to Avoid -Don't use words that are not in your normal vocabulary. -Don't be outrageous unless you are outrageous. -Don't use your essay as a chance to brag or to make excuses. - Don't exceed the suggested length unless there is a good reason. -It is important to get a second opinion. Your college counselor would like to read the essay for content, and the English Department should review its mechanics, content and style. -Don't send an essay that is handwritten (unless specified). There is no excuse for spelling, typographical or grammatical errors. -And finally, write about that which you are passionate about. Colleges are also looking for those that can contribute their passions to campus community life. Have you lived abroad? Do you speak four languages? Are you a magician during ht summer? Are you an outstanding oboe player? How about a great athlete? Do you have to work 30 hours per week during the school year? There are an endless variety of passions students can talk about. Don’t sell yourself short, maybe and Irish dancer is just what “XYZ University” needs next year. Essays to Avoid -How I spent my summer vacation/trip abroad. The problem is that this won’t stand out unless you focus on one particular or unusual incident. -Miss America solves the world’s problem essay. “Poverty is one of the world’s great problems….” Yes it is but you won’t solve it in 500 words. This can be very cliché, superficial, and high sounding. The only exception is if you can speak about a problem from personal experience. -The three “D’s” essay. I have the determination, drive and desire to accomplish anything. Too often these essays are dull because so many people write on the three “D’s.” An anecdotal story or event that offers evidence of your determination is better than you, the writer, having to proclaim it. -The essay that talks about your high accomplishments. Too often students feel the need to impress the admissions counselors with high prose and hyperbole regarding their accomplishments. Your application, resume, and letters of recommendation will very accurately detail those great things about you. Students are better off choosing a defining moment or a process that determined their path of achievement. College Visits During the first semester, about 70-80 college representatives will visit the CCDS campus. They come not only to give you information about their campuses, but also to find out more about Cincinnati Country Day School. If you know you are applying to a college, you should make a point of meeting the representative. In most cases, the visiting admissions officer is the person who will read your application. This is usually the only chance they will have to match a face with a name. The list of visiting representatives is posted in the College Information Center, they are announced by email prior to each prescheduled visit. Many colleges will also hold evening meetings at a school or hotel. If you are unable to see the representative here on campus, it is fine to attend the evening meeting instead. The local area sessions are posted on the College Counseling Office door. This is a great opportunity for parents and students to receive the same information from the colleges, thus standardizing the learning process. Most college meetings will be held in the College Information Center, however, larger meetings may be held elsewhere. Please consult the morning bulletin for the location. Colleges tend to schedule visits through the fall from Mid-September through late November. Visiting and Interviewing The college search process comes alive with the college visit. All the advice of books and counselors is made meaningful when a prospective student visits a college campus. Colleges will gain and lose favor based on what happens during your visit. Arrange visits by calling the admissions office, check school policy on interviewing and work out a realistic schedule. Admissions personnel can help you by telling you the times of their tours and helping you judge travel time. Many admissions offices would like you to have a chance to stay in a dorm room overnight and will arrange for you to do this if you indicate an interest. Usually you will be rooming with a host student and attending a class or two in your area of academic interest. Colleges weigh interviews differently from one another. Officially stated, at very large schools, interviews are not usually given. At highly selective schools, they may be given but not have much weight in the admission process. At smaller schools or at schools with a high degree of specialization, interviews may be critical. At some schools they are solely an opportunity for applicants to ask particular questions. Some may also offer small group information sessions in lieu of personal interviews. Although college and universities officially state that, for the most part, interviews (sometimes more often referred to as information sessions) are becoming less of an evaluation criteria, it is not always so. Admissions offices have seen a great increase in the number of applications during the past several years (1994-1999) for many various reasons. With the increase in applications and interest, most colleges and universities have not correspondingly increased the number of admission counselors to handle the higher volume. In effect, it would be impossible to interview all applicants at most institutions, thus the institutions have removed the "interview required" language in their official admission publications. It is very much worth your while to schedule an interview with an admissions counselor at the colleges and universities of your choice (avoid alumni interviews unless you absolutely can't get to campus). Ask the admissions office to schedule your interview with the admission counselor that recruits at CCDS or is responsible for the Mid-West market. This admission counselor will most likely be the individual to review your file and make the final decision. If you have a great interview you will make a positive psychological impact on the admissions counselor who eventually holds your decision. If you are a borderline applicant, this may be the one variable that will have a lasting influence. Admission counselors look for reasons to accept you, not deny you. If you can put a face to your application and positively acquit yourself in the interview process, you stand a better chance of being admitted than if you did not interview. Some colleges and universities will officially state that the interview does not contribute to the evaluation but human nature dictates that if you impress someone personally and lift yourself from the mundane pages of an application, it will do more good than not in the evaluation process. The following are key questions for high school students and parents to ask college representatives and important things to look for during a campus visit and interview. Both are adopted from Joe Cuseo, a professor of psychology at Marymount College, Palos Verdes, California: Key questions for high school students and parents to ask college representatives: Institutional Mission & Philosophy Note: Some scholars of American higher education have argued that the mission of many colleges/universities lack clarity and consistency, i.e., institutions are not sure what their mission is, or they may say they are one thing in print and do another in practice. This criticism has often been directed at institutions that claim multiple missions especially when those missions are not entirely compatible (e.g. teaching and research). This may indicate that the institution is trying to do too many things or trying to be all things to all people. As a result, your primary concern—student learning and development—may be compromised by competing institutional interests and priorities. Key questions to ask: 1)What is the mission of the college--i.e. its institutional philosophy and primary goal? 2)What specific programs or practices of the college are designed to put its mission and philosophy into action? 3)How is the institution unique-what distinguishes it from most other colleges and universities? Teaching Note: Surveys of both college administrators and students indicate that satisfaction with faculty and the quality of teaching is the #1 reason why students stay at a college and go on to complete their degrees. Key questions to ask: 1) What is the average class size for introductory, general-education classes taken by freshmen and sophomores? 2) Who teaches freshmen: faculty or graduate teaching assistants? Experienced faculty or new faculty? Full-time or part-time faculty? 3) What percentages of the faculty are part-timers? 4) Do faculty mostly lecture? Do they attempt to actively involve students in class? 5) Do the faculty know the names of students in most of their classes? 6) Do freshmen do much writing (e.g. essay exams, reaction papers, journals, and term papers)? 7) Do students receive written feedback from teachers on exams? 8) How many office hours does faculty usually keep per week? 9) Does most faculty give their home phone number to students in their classes? 10) Would it be unusual for a faculty member to contact a student outside of class (e.g. by phone) to provide assistance or support? 11) Is there much informal student-faculty contact outside of the classroom (e.g. students and faculty having lunch or dinner together, playing sports together?) 12) How are teachers evaluated? How much weight is given to teaching effectiveness (relative to research and publications) in decisions about faculty promotion and tenure? 13) Is there an instructional development program for faculty at the college? 14) Are faculty rewarded in any way for outstanding teaching? Advising Note: Survey research indicates that this is the #1 area of student dissatisfaction with their college experience (other than parking and cafeteria food!), and this has been the #1 area targeted by college administrators who have attempted to improve student retention at their college. Research on college students reveals that they are very confused about what they should major in and what careers are possible with different college majors. For example, about 50% of all entering college freshmen are "undecided" about their college major, and one-half of those 50% who have "decided" on a college major when they enter college will later change their mind. In fact, recent studies suggest that most college students change their mind about their major at least three times before graduating. Thus it appears that most college students desperately need to receive effective, personal academic advising and career counseling. For any institution to be considered "high quality," it must provide students with the essential advising needed for linking their present academic experiences with their future life plans. Key questions to ask: 1) Does each student have a personally assigned advisor, or is advising conducted by a general "advisement center'? 2) How frequent is the contact between advisors and students? (For example, how often do they typically meet during the semester?) 3) Does the student have an opportunity to select or change his/her advisor? 4) Does the college have peer advisors available? 5) Do advisors receive special training and development? 6) Are advisors, and the advising program, regularly evaluated by the college? 7) Are outstanding advisors recognized or rewarded in any way? Support for First-Year Students Note: Research clearly indicates that the transition from high school to college is not an easy one. The freshman year is a critical transition period when students are most likely to receive their lowest grades, experience the most stress and drop out of college; this is particularly true of the first semester of the freshman year. So special attention and support for freshman would be one key characteristic of a quality college. Key questions to ask: 1) Does the college offer a new-student orientation program before classes start? How long is it? Do new students actually meet and interact with other students and faculty during freshman orientation (as opposed to basic "campus tour," which orients freshman to college buildings rather than to real people)? 2) Is there an orientation for the parents or family of new students? 3) Is there a freshman orientation course (student success course) offered during the first semester to help beginning students make the transition from high school to college and apprise them of how to get the most out of their college experience? 4) Is there an early-warning or early-alert system at the college whereby first-semester students receive feedback about their progress before they receive their final grades? 5)Does the college have peer mentors or peer counselors who are prepared to assist freshmen? 6) Does the college deliver its support services "intrusively?" For example: a) Are students personally contacted by mail or phone? b) Are support services brought to the students (e.g. delivered in dorms, student union)? c) Are support services brought to the student in the classroom (e.g. service professionals as guest speakers in class, peer tutors in class)? d) Are students explicitly encouraged or required to take advantage of support services (e.g. as a course assignment or as a condition for registration or graduation)? The College, Curriculum Note: The college curriculum has been criticized in recent years as being fragmented, disjointed and lacking cohesiveness because faculties teach overly specialized courses in their disciplines. Such narrowly focused courses are often offered as "distribution requirements" to be taken "smorgasbord style" (a little of this and a little of that) with little sense of direction or connection among general education courses in the student's major. Key questions to ask: 1) Does the curriculum have any focus, theme or program that serves to integrate or connect the variety of general education courses that students are required to take? 2) Does the college have any specific fields of study that are well recognized or distinctive? 3) Does the college have any special programs or courses for seniors designed to serve as a "capstone" experience that "ties it altogether" and facilitates the graduate's transition from college to post-college life? Out-of-class (Co-Curricular) Opportunities Note: Research indicates that students' involvement in campus activities and student life outside the classroom contribute significantly to their satisfaction with the college experience, their persistence to graduation and their leadership capability after graduation. Furthermore, college alumni often report that their most meaningful and memorable learning experiences occurred outside the classroom. Key questions to ask: 1) What leadership opportunities are available for students at the college? 2) What internship or volunteer/community service opportunities are available for students at the college? 3) Does the college attempt to integrate or coordinate students' in-class and out-of-class learning experiences? 4) Is there much informal, out-of-class interaction between students and faculty? 5) Does the college recognize students who make contributions to student life and community life outside the classroom? 6) Does the college have a co-curricular (student development) transcript which documents students' out-of-class learning experiences and contributions to campus and community life? 7) Do the college residences (dormitories) offer educational programs--e.g.. tutoring in the dorms; faculty holding office hours or living in the dorms, workshops or classes occasionally held in the dorms, advising offered in the dorms? Institutional Assessment & Program Evaluation Note: Historically, individual colleges and universities have done very little research on their actual impact on student learning and development--i.e. how its students change from the time they enter the college to the time when they graduate. There is now a national movement in higher education toward more assessment of institutional effectiveness and more accountability to the public. For any educational institution to be deemed "high quality," it should attempt to assess its impact on students, using the results as feedback for improving its programs and services as part of an ongoing effort to enhance its effectiveness and strive for excellence. Key questions to ask: 1) What is the college's retention rate? What percentage of students who start at the college actually finish and get their degree? How long does it usually take for full-time students to complete a degree at your college? 2) Are student opinion surveys conducted at your college to assess how students feel about their experience? If so, what do students say are the college's strengths and weaknesses? 3) Are exit interviews conducted with students who decide to leave the college before graduating? 4) Does the college attempt to "track" its students from entry to graduation to assess their learning development? 5) Does the college "follow up" on its graduates (alumni) to find out what they do after graduation and assess their views of how effectively the college has prepared them for life after college--e.g.. for graduate school and the work world? Key Things to Look For During a Campus Visit: Teaching & Faculty Behavior 1) Stand outside the door of several classes and observe the class size and the level of student involvement in class. For example: are students asking questions and actively participating in discussion? Or does the instructor "lecture" continually for long periods of time, with students remaining silent, heads down, copying notes-without any active involvement with their instructor, classmates or the material being presented? 2) Sit in on a class or two--for example, an introductory course you would be required to take, and an upper-division course in a field in which you might major--and observe: a) Does the professor vary the instructional format--e.g., allowing opportunity for student input by means of questioning or small-group discussions, or using audio-visual aids to illustrate lecture material? b) Does the instructor know and use students' names? c) Is the instructor available and willing to talk with students before class, and does s/he "stick around" awhile after class to answer questions and chat informally with students? d) Before the class begins or after it ends, ask some students what they think of the college, the quality of teaching and advising at the college in general and in the department which you think you might want to major. 3) Take a stroll through the corridors of faculty offices and check the posted office hours of faculty. How much time do they devote to office hours? Are they in their offices during their posted office hours? 4) How much student-faculty interaction do you see in faculty offices and other places on campus (e.g. in the cafeteria)? Does faculty seem to greet students on campus and know their names? 5) Ask the registrar for the schedule of classes and see how many courses are listed as being taught by "staff," indicating that the instructor probably will be a yet-to-be-identified part- timer or inexperienced graduate student. Campus Life & Student Behavior 1) Is there much student activity on campus--e.g. do students seem to stay on campus when they are not in class? If they do, where do most of them seem to be spending their time (e.g. in the library or the student lounge), and what do they seem to be talking about (e.g. meaningful topics or their latest hangovers)? 2) Visit or spend a night in the dormitories. What is the atmosphere like? Is it loud or conducive to intimate conversations and/or studying? Are many students partying on a weekday night? Are the hallways and doors decorated in a manner that suggests this is a good place to live? 3) Check out the flyers and advertisements posted on campus. Do most of them refer to learning opportunities or to beer blasts? 4) Visit the career center and ask about what happens to students after they graduate. How many graduating seniors go on to graduate school or professional school? How many go directly into the work force after graduation? Also, if you're thinking of majoring in a certain area, ask what most graduates in your intended major do after graduation. Types of Applications Individual College Applications Individual colleges may print an application annually and send it to students upon request. The application may range from a simple, one sheet list of biographical questions and a transcript release form to a multi-section conglomeration of questions requiring short answers and essay responses, a transcript release form, and one or more recommendation forms.
Common Application In an effort to standardize and simplify the process, more than 190 private colleges and universities have worked together to develop a generic application form. Once the Common Application is filled out, it can be photocopied by the student and sent to a number of participating institutions; the same is true of the school report and teacher evaluation sections of the form. Some of the institutions use the Common Application exclusively and require no additional forms. Other colleges accept the Common Application in addition to their own application form. These institutions pledge to make no distinction between applicants who use the Common Application and applicants who use the college's own form.
If students use the Common Application, it is vital that they read the information sheet attached to the form; it lists each participating institution, its deadlines, and supplementary requirements. Supplementary requirements could include: personal interviews, additional letters of recommendation, SAT I scores, and additional essays.
University System Applications Some state university systems, including California and New York, have centralized application processes. In these instances, a student may apply to one or more of the branches of a state system by filing one application with the central processing office. The central office processes, copies, and distributes the form to the branches listed by the student.
Electronic Applications Some schools now offer their applicants the option of an on-line application (e.g. EXPAN, College View, and College Link). Other schools accept the Common Application on diskette. Please note that although you submit an application on diskette, a school may request an additional hard copy of the application.
The Application At decision time, remember that you are not there, but your application is. It underscores the importance of the materials submitted to the college. The quality of that presentation creates a significant impression. Below are suggestions to improve your application presentation. Remember that colleges evaluate the application, not necessarily the applicant. There is a difference between the two and the student’s responsibility is to close the gap and offer an application that best represents your personality, character, abilities, talents, achievements inside and outside the classroom, and any unique or differentiating characteristics that you can contribute to university life. Completing the Application -First, make a copy of your application so that a rough draft may be completed. -Typed or neatly printed are both acceptable (typing is always preferred!). Neatness and legibility are often more important than the medium. Almost all colleges and universities now offer students the opportunity to complete their applications on-line via their internet site. -Use the same color ink throughout the application. -Scratch-outs are never acceptable. -Essay and autobiographical statements should be planned, revised and read by others. -Start a separate file folder for each college to which you plan to apply. Submission -Carefully examine your checklist for that particular college. Remember, the fine print differs slightly among all schools. Each college has separate institutional requirements, and the application should give full attention to details. - Make copies of all applications and obtain a Certificate of Mailing at the post office to verify mailing. - Be aware of deadlines! -Almost all colleges have copies of their applications on the Internet as well. Review Processes Once the admissions office receives your application, the review process employed by most private universities begins. There are four basic review formats. Your application may be evaluated under one or more of these formats depending on your selection of schools (private, public). Reader Review This review process is employed by most private colleges and universities and uses a system where each application is read by at least two admission counselors. In some instances (usually difficult cases), your application may be reviewed a third time, this time by a committee of admission counselors who look at the application collectively and then make a majority final decision. Faculty members may also participate in the process of reader review if the department they represent is pre-professional or specialized (business, engineering, nursing, music, drama, etc.). Committee Review In this review process, every application received is reviewed by committee. Usually, an admissions counselor (committee member) is assigned a number of applications to present. It is the responsibility of that individual to prepare background information on each applicant and then present those files to the committee for discussion and a vote. Every applicant is voted on! Counselor Review This is a process in which the counselor responsible for a particular school of the university (school of science, business, etc.) or a geographical territory (New England) makes the final decision. In most cases, the counselor who makes the decisions is also the one who identified and recruited the student, lending a more personal tone to the process. Computer Generated Review Many large state universities which process 20,000 plus applications a year have developed this method. There are computer-generated guidelines to admit applicants. If the applicants meet the required grade point average and standardized test scores (SAT I, SAT II, ACT), they are then immediately notified of the decision. This process is formula based and is employed by all University of California and California State universities. What Do Colleges Look For? Undoubtedly the answer to this question has changed, is changing, and will continue to change as the population of college-age students declines considerably then began to rise again in 1996-97 and is predicted to continue rising through 2007. While generalizations are dangerous on any topic, it is reasonably safe to say there are some common criteria which colleges use to judge the acceptability of an applicant. The most selective college will evaluate each part of the application more carefully and will be more discriminating than a less selective school. Nevertheless, each of the following criteria is important to most colleges: High School Record/Objective Criteria (accounting for up to 60-80% of the decision) - Grade Point Average - Quality and rigor of course work completed in relation to what was available. - Pattern of grades - SAT I, SAT II, ACT exams - Class rank (if school ranks, many private secondary schools do not) - Quality of the secondary school Out of Class/Subjective Criteria (accounting for up to 20-40% of the decision) - Extracurricular activities - Evidence of local, state, national involvement with activities/community service/contributions - Quality of written supporting materials in the application -essay(s) -recommendations -personal statement - Ethnicity - Geography - Alumni affiliation - Extenuating socioeconomic or other circumstances - First generation college Your high school transcript is by far the most important selection factor. The number and level of the academic courses you have taken and a steady improvement in grades are valued highly. Indexing...What Does That Mean? Indexing is becoming a more popular review method that private colleges and universities use to standardize their Reader, Committee, and Counselor Review processes. Generally, you are awarded points for the many aspects of your application. Colleges and universities may have a 10 point scale that is significantly weighted by objective factors (GPA, SAT I scores) and minimally weighted by subjective factors (essay, extracurricular activities, alumni affiliation, ethnicity, etc.). The objective factors may account for 60-80 percent of the weight of the decision. The subjective factors may account for 20-40 percent of the weight of the decision. The indexing scale (see admission index score sheet, last page) is designed to award points to each applicant based on his or her achievement at the secondary school level (grades 9-12). The GPA and SAT I (Objective/significant) scale may award points based on two 4-point sub scales. Thus, if you had a 4.0 GPA and a perfect 1600 SAT I score you would receive 8 points (out of a possible 8). The essay, extracurricular, alumni affiliation and ethnicity (subjective/minimal) scale may award points based on four .5 point sub scales. If you write a great essay you would earn +.5 points. If you had an average essay you would earn 0 points, and if you had a poor essay you may earn -.5 points. Thus a great essay (.5), alumni affiliation (.5), poor extracurricular (-.5), non-multi-cultural (0) would equal another .5 points (out of a possible 2). Your total index number would be 8.5 out of a possible 10. This number is used to compare applicants to each other and to assist in making a final decision. Early Decision/Early Action...FAQ's What is the difference between Early Decision and Early Action? Early Decision requires a commitment on the part of both the college and the applicant. Early Action offers an early commitment on the part of the college or university but requires no commitment to enroll on the part of the applicant. Usually, a college or university will have either Early Decision or Early Action but not both. What are the deadlines for Early Decision/ Early Action? Early Decision and Early Action deadlines are very similar. Usually, these types of application are due one to two months before that college or university's regular decision application deadline arrives. This typically would mean sometime in early to mid November. December 1 at the latest. Can I apply Early Decision and make other applications to other colleges at the same time? You may not apply Early Decision to more than one college or university at a time, but you may initiate regular decision applications to other colleges and universities. Can I apply Early Decision using the Common Application? Yes, but please be certain to indicate your intention to apply Early Decision, and be sure to include the Early Decision Commitment card from the college or university application of your choice. You may want to discuss briefly your reasons for applying to that college or university. Do I have to withdraw my other college and university applications if I am admitted Early Decision? Yes, this is where your part of the Early Decision commitment comes in. In fairness to other colleges and applicants, you should immediately withdraw your other applications. What happens to my application if I am not admitted Early Decision/Early Action? Generally, admissions committees will re-review your application among the Regular Decision applications, and you will be notified of that decision during the month of late March/early April (regular notification period). Several Ivy League and Ivy-Like institutions will accept or deny your application from the Early Decision pool and not re-review later in the process. Are there any disadvantages to applying Early Decision? Only if you haven't done your homework on colleges and universities and are really unprepared to make an Early Decision commitment. If you are even slightly unsure about which college or university is your first choice, you should apply Regular Decision. Are there any disadvantages of applying Early Action? No, not really. More and more colleges and universities are moving away from Early Decision and offering strictly Early Action. Why? Because Early Action offers you the same benefits as Early Decision (early notification) but you are not bound by that decision and are still free to choose among the variety of schools you have an interest. * Note: Talk to Mr. Runge in the college counseling office or your advisor before you decide on early Decision or Early Action for the colleges and universities you have interest. Components of a Completed Application Each college has its own basis for selecting students (see Review Processes), but gives most careful attention to the following components: From the Student Biographical Data: This is the heart of an application. The information requested allows the college to properly classify the student according to a variety of criteria. The section may also request the following: the admission plan of choice (Early Decision/Early Application/Regular Decision), the term in which the student plans to matriculate, information about the student's secondary school(s), including dates of attendance, date of graduation, name of counselor, and school CEEB-ACT code number, whether an application has been previously submitted by the student to the institution, whether the student has previously attended a college or university, family information, and family relationship to current student or alumni of the institution, and anticipated major or academic interest. Essay: The most challenging and stressful part of an application for students is often the preparation of the essay. Whether in the form of a personal statement, free response to a question, book review, or critical analysis of a quotation on character, some kind of original writing is required by many colleges as part of the application. Essays can: add a personal, human dimension to the application, give students an opportunity to express their opinions and ideas, encourage students to highlight their most significant interests, commitments, and achievements. It also allows students to explain events and circumstances that have affected their school record and allow for an evaluation of a student's technical writing ability. Extracurricular Activities: Colleges are also interested in well-rounded students with a variety of interests. Please know that extracurricular activities are supplemental information for candidates. Students are never admitted solely on the basis of outside activities and should not "over" participate to the detriment their scholastic achievement. From a School Official Teacher Recommendations: Highly selective institutions may require between one and three letters of recommendation from teachers who have taught the applicant during the junior or senior year. It is the student's responsibility to choose the teacher who will write the recommendations, to make the request politely, and to deliver the forms along with addressed, stamped envelopes early in their senior year. Please include a cover sheet that lists all of the colleges to which you are applying and the application deadline. Recommendations sent to colleges are held in the strictest of confidence. Many colleges will make these part of your permanent record, if accepted, and you may view them only if you signed a recommendation confidentiality waiver at the top of the recommendation form. Secondary School Report: Colleges include on this form a request to the school counselor for certain statistical information about the student, a qualitative assessment of the student in the form of a descriptive statement or recommendation, and information about the school and community. In addition to the secondary school report, CCDS also includes: 1) a letter of recommendation from the Director of College Counseling and 2) an academic profile of the class which lists the range of grade point averages, a list of median college board scores for SAT I and SAT II Subject Tests, AP exam score information, and colleges at which the most recent class has been accepted and will be attending. Students must give all Secondary School Reports to Mr. Runge in the College Counseling office by November 19. BE SURE TO FILL IN YOUR NAME AND ADDRESS. You should also attach an envelope (legal size) typed, stamped, and addressed to the college(s). You must also make a request to have your official transcript sent to the college(s) as well. From a Testing Agency As you take SAT I and SAT II tests, you build a testing record. When your SAT I and SAT II scores are sent to a college, your entire record is sent. All colleges, however, will use only your best scores. Many state school systems will use your best SAT I score from one sitting. Most private colleges and universities will use your best combined math and verbal score from all SAT I exams. PSAT scores are not a part of this record. When you register for either an SAT I or SAT II test, you should indicate on the registration form which colleges should receive your testing record. You may indicate four colleges for free, and each additional college will cost $7.00. If you later decide to send your scores to another college, you will need a form called an Additional Score Reporting Form which can be picked up at the College Information Center. You may also call in your request by following the instructions in the "Registering for the SAT /SAT II" pamphlet or call 1-800-SAT-Score. In order to keep your record straight, always use the same name and your social security number when registering. CCDS school code (CEEB Code) is 360-955. Keep all of your score reports in a file because you may need to refer to your registration number at a later date. Reporting the ACT is done in the same manner. Be aware that your ACT scores are on a separate record from the SAT I and SAT II tests. ACT college codes are different from SAT college codes. Be sure to use the ACT registration booklet for sending scores. Athletics/ NCAA Clearinghouse Academic Preparation vs. Academic Eligibility “Intelligence without ambition is a bird without wings” - C. Archie Danielson It is not universally understood that academic eligibility in high school or college is not always equal to academic preparedness. A student can be eligible to compete on the field or court, yet be unprepared to compete in the classroom. A student can be eligible to graduate from high school, yet be unprepared academically to enroll in the college of his or her choice much less graduate from that college. Success in a college classroom is directly linked to the type of academic preparation a student-athlete has received at his/her high school. That is, it is extremely important to select the right courses in high school. A college-preparatory curriculum is best if it is offered. If your high school does not offer a “college-prep” curriculum, simply take the most rigorous courses the school has to offer. Most public and some private high schools in the country require the following minimum courses for graduation: 4 years of English 3 years of math 2 years of social science 2 years of science (include 1 year of lab science) 2 years of a foreign language 4 years of additional coursework (electives) As compared to the minimum high school graduation requirements above, the nation’s best and most competitive and selective colleges require a higher standard from their entering freshman class. For example, as a minimum, you would need to complete the following: 3 to 4 years of English 3 to 4 years of math 3 to 4 years of social science 3 to 4 years of science (includes 2 years of a lab science) 2 to 4 years of a foreign language Additional years of additional college-prep coursework (AP, Honors, etc.) All too often, some athletes take exception to the rule and simply choose to complete minimum academic requirements in order to be eligible for NCAA Division I or II scholarships. As an athlete, the concept of minimum achievement is never tolerated by any of your coaches. Therefore, why would you ever accept minimum efforts in the classroom? Consider using your remaining years of high school coursework to take an extra year of math, foreign language and/or science. Or, sign up for an honors or AP course if one is offered. As a true student-athlete, your goal is to be prepared for the college classroom as well as the playing field. The reward for success in the high school classroom is academic success in college. The ultimate success in college is graduating on time with a meaningful degree. The grim realities of those who are not prepared academically, (scholarship athlete or non-scholarship athlete) are severe. Academic probation, potential loss of scholarship, refused admission to a selective college or worse yet, not earning a degree, are the results of poor academic preparation. NCAA Initial-Eligibility Clearinghouse (www.ncaa.org) (General Information) Student athletes who want to participate in NCAA Division I or II athletics should start the certification process early - by the end of their junior year or early in their senior year in high school. Students may obtain a copy of the NCAA Guide for the College Bound Student-Athlete and a Student Release Form (SRF) free of charge from a high school counselor. To be certified by the Clearinghouse, students must: 1.Graduate from high school Students should apply for certification before graduation, usually after their junior year. The NCAA Clearinghouse will issues a preliminary certification based on information available before graduation, so that the student is informed about any potential reasons that he or she may not be certified. Final certification will be issued only after receipt of a final transcript that includes proof of graduation. 2. Earn a grade point average of at least 2.00 (on a 4.00 scale) Students must achieve a grade point average of at least 2.00 in a core curriculum of at least 13 academic courses taken during grades 9 through 12. Only courses that satisfy the NCAA definition of a core course are acceptable. Core courses include: 4 years of English 2 years of math (including algebra and geometry) 2 years of natural/physical science (including at least 1 lab science) 2 years of social science 2 years of additional core courses from English, math, natural/physical science, foreign language, computer science, philosophy or nondoctrinal (e.g. comparative) religion 3. Earn an ACT score with a sum of subscores no less than 68... or a combined score of at least 820 (700 composite score if original SAT taken before April 1995) on the SAT I on a national test date. Note: For Division I, the minimum grade point average in the 13 core courses and the required ACT or SAT I vary according to the initial-Eligibility Index listed below: Initial-Eligibility Index CORE GPA ACT SAT I CORE GPA ACT SAT I (Sum of Sub-scores) above 2.500 68 820 2.250 77 920 2.500 68 820 2.225 78 930 2.475 69 830 2.200 79 940 2.450 70 840-850 2.175 80 950 2.425 70 860 2.150 80 960 2.400 71 860 2.125 81 960 2.375 72 870 2.100 82 970 2.350 73 880 2.075 83 980 2.325 74 890 2.050 84 990 2.300 75 900 2.025 85 1000 2.275 76 910 2.000 86 1010 (Source: NCAA Initial Eligibility Clearinghouse Guide) 1) Get a Student Release Form from your high school counselor or any NCAA member institution offering Division I or II sports. 2) Complete the form. Include: Student and High School Information, Authorization Signatures, Permission to Release to Colleges/Universities, Learning Disability Check Off, Personal Identification Number (PIN), Payment. 3) Submit the completed original (white copy) of the Student Release Form to the Clearinghouse. Mail to: NCAA Clearinghouse-Forms Processing P.O. Box 4043 Iowa City, IA 52243-4043 4) Give both the yellow and pink copies (or photocopies) of the Student Release Form to the college counselor at every high school you've attended. Recruiting Remember that you can not be approached by a college or university representative who is associated with the athletic department until on or before July 1 after the completion of your junior year at a secondary institution. The only exception would be with the military academies, which may approach you significantly earlier because of their unique and long selection process. Violations should be forwarded to the NCAA and are punishable. Not every scholarship athlete was heavily recruited out of high school. Often times, a student will make the first contact with a university, especially if the university is out of the high school student's region. For example, there is enough talent in the East that colleges and universities generally don't have to look West to recruit their talent (and vice versa). But, a college or university without hesitation would welcome an opportunity to open a cross country market and get a "pipeline" of talent flowing. Usually, your non-revenue producing sports (everything except (M/W) Basketball and (M) Football) will rely on students and their high school coaches (club coaches) contacting them to generate leads of interest. Remember, unless you are one of the most highly sought after athletes in your sport, you will need to be aggressive in marketing yourself to college and university coaching staffs. Your coaches play a very important role in promoting you and should be aware of your interests to pursue athletics in college. They will also be very good judges of your talent and abilities to play at the next level, whether that is Division I, II, or III. The Athletic Scholarship: The Odds of Signing a National Letter of Intent “Dollars have never been known to produce character, and character will never be produced by money”. -W.K. Kellogg, I’ll invest My Money in People (W.K. Kellogg Foundation) If you are considered by the “experts” to be one of the more elite, highly recruited athletes in the country, recruiters and athletic scholarship offers will find their way to you. If you have talent and you are being recruited rather heavily, but you simply need to ask hard questions of the person (s) recruiting you, try these: For example: 1. How many players are you recruiting at my position? 2. If I decide to visit, are you offering me a scholarship? 3. How long do I have to accept or decline your offer? 4. Are you offering the same scholarship to other players? 5. Are you offering me an official campus visit? 6. Where am I on your priority list? 7. If you offer one scholarship to me and others, will it go to the first player who commits? 8. What percentage of all students graduate in four years? What percentage of athletes graduate in four to five years? What percentage of athletes from your team graduate in four to five years? 9. If I don’t turn pro, what are the placement fates of your graduates in professional schools (i.e., medical school, law school, etc.) and professional jobs? 10. Of the athletes who do not turn pro, what are their outcomes after graduation? What post- graduate successes have they experienced? (Source: Chicago Sun Times, April 1996) You are entitled to ask whatever questions you deem necessary in order to understand the recruiting process better and to know exactly where you stand in the process. It is imperative that you and your parents know how to communicate with college recruiters. They are hired to evaluate your athletic ability; you must evaluate their professional ability and integrity. In order for you to understand the complexity of earning an athletic scholarship, look closely at the following numbers. Remember, numbers tell the truth: Example: NCAA Football 107 Division I Schools 85 Scholarships allowed per school = 9,095 total scholarships, nationally - 6,955 approximate number of returning players nationally = 2,140 available scholarships for approximately 1 million high school senior football players Example: NCAA Men’s Basketball 298 Division I Schools 13 Scholarships per school = 3,874 total scholarships nationally -1,788 approximate number of returning players nationally =2,086 approximate number of scholarships available for 550,000 high school senior basketball players Division III Athletics The chances of earning a Division I scholarship are very small. The chances of earning a Division II scholarship are even smaller because they usually have fewer full scholarships available. Although many Division III student-athletes receive scholarships, they don’t receive them because they play a sport. Their scholarships are based on financial need and/or academic merit. And while the competition and rivalries of Division III athletics are as intense as those at any level, if athletes become injured, lose interest or simply decide something else is more important when it comes to how they spend their time, they don’t have to worry about losing their scholarships. In this division the value of amateur athletics, playing purely for the love of the sport, is universally preserved. In general, Division III athletes experience a high degree of academic, social, and post-graduate success. Occasionally, some do turn professional. Today’s professional scouting is so highly sophisticated and pervasive that if you are a standout at any level, a talent scout will find you. The odds of turning professional for student-athletes in any of the three divisions are not encouraging. If you have your sights set on going to college with the intention of turning professional, consider the following statistics: Out of approximately 1 million high school varsity football players in the country... 150 will make NFL rosters: 6,000 to 1 odds. Out of 550,000 high school basketball players, about 50 make NBA rosters: 10,000 to 1 odds. (Source: 1994-95 NCAA Manual) For every 1,223 high school senior football players - 44 will become “major-college” players- one will make an NFL roster. Fewer than 30 percent of all NBA players graduate from college... less than one percent graduate after turning professional early. (Source: USA Today Spring, 1995) Hopefully, it is clear that you need to have distinct goals and a plan for your future. A college education should factor into your plans regardless of whether you are a scholarship player, future pro prospect, or just a “weekend warrior”. Choosing the right college is the most difficult part of the recruiting process. Even if you are fortunate enough to receive an athletic scholarship, there is no guarantee that the school offering the scholarship will be a good fit or match for you. In the long term, it becomes imperative that you choose a college for all that it has to offer. Academic reputation, quality of student life, diversity, outcomes of its graduates, post graduate placement rates, and academic support are just a few of the things to consider when you are choosing a college. If the school can reasonably provide what you need and want from it, then there exists a great match between you. Remember, college is not just a four-year decision; it is a life long decision, so you must choose wisely. When an athletic scholarship is not worth the paper it is written on. 1. Be sure that you understand the terms of your scholarship offer before you sign anything! Often there are terms and conditions that place limitations on your scholarship offer. For example, there are some athletic scholarship offers that have one-year, renewable limitations. Therefore, it allows the coach and/or university the legal right to terminate your scholarship at the end of an academic year. If you prefer to transfer to another Division I or II university, asking permission from the coach to be released from your scholarship can also prove to be difficult and frustrating. Coaches generally do not like to admit to a failed situation. Therefore, they can make life difficult by holding up or simply refusing your scholarship release. You must have written permission from the athletic coach from any other university to which you may want to transfer. So be sure to read and understand all of the terms and conditions of your scholarship before you sign anything!2. Do not believe the hype. That is, if something sounds too good to be true, then it generally is. 3. Never allow yourself to be compromised. If you find that your decision to accept an athletic scholarship is based solely on the opportunity to turn pro, or you feel that your intelligence, integrity, and/or athletic ability are being compromised, get out of it! There are far too many disturbing consequences and an unlimited assortment of positive alternatives to compromise. Colleges and universities are always looking for something unique and positive in the students they admit. Most colleges offer competitive academic and/or need-based financial aid packages, which provide most students the opportunity to attend the school. So never, ever compromise your college choice. The right choice will pay off for you at a time in your life, perhaps when you least expect it. How to Market Your Academic and Athletic Talents to the College of Your Choice “God gives every bird his worm, but he does not throw it into the nest” - Swedish proverb Bobby Knight, Cheryl Miller and Joe Paterno share one thing in common. They always know who the top high school players in the nation are in their sport. If you are a “blue-chip” player, you have been identified by several sources: local and national sportswriters, national prep publications (e.g.., Blue-Chip Illustrated), etc. If you are not a blue-chip player, male or female, you still have every opportunity possible of participating in an intercollegiate sport. You can market your best qualities in ways that will gain the attention of a coach at any level. Beyond raw or polished athletic talent, colleges and universities now prefer to recruit the “complete” student-athlete. They want a diverse student body; thus, a student’s gender, ethnic origin, geographic origin, personal character and academic preference are among the criteria that colleges evaluate. This is very common, for example, with non-scholarship, Division III schools. If you do not receive a phone call from a prominent college coach all is not lost. You may want to consider marketing your talent to another level of Athletic competition (NAIA, NCAA Division I-AA non-scholarship, II and III). There are distinct ways in which you can capture the attention of a college coach. We suggest using the following strategies: 1. Write a personal letter to the coach. 2. Follow up your letter with a phone call to the coach. 3. Initiate a visit to the campus on your own (campus tour, meet with admissions and financial aid, meet with the coach). 4. Send a thank you note reminding the coach of your visit to the campus and your continued interest in the program. 5. Send a video if a coach asks you to provide one. 6. Return all phone calls. 7. Participate in summer athletic camps in your area whenever and wherever possible. Most college coaches attend summer athletic camps and scout talent 8. Attend an athletic camp at the college(s) where you have a strong desire to play. Notice in the above suggestions the only evaluation of true athletic talent is emphasized last. It is a fact that most colleges and universities now prefer to evaluate the whole student. That is, your intellect, initiative, character and ability to succeed in college are prioritized before they decide to invest any amount of time and money recruiting you. The challenge for you and your parents throughout the recruiting process is to communicate thoroughly with the colleges and universities. Find out exactly what is being offered by the school recruiting you (i.e., degrees offered, graduation rates of athletes, academic resources, academic scholarships vs. athletic scholarships, student life, etc....). Understand exactly what your needs are and what you want out of college. The role of a high school coach or club coach is to provide support for your desire to continue to play at the college level. Coaches have a very good idea of who can play at the Division I, II, or III levels. Do not discount their advice as they themselves or many of their coaching friends have competed at various levels of college competition and have a very strong sense of where you may be able to play and be successful. Coaches are also a good resource to pick up the phone and advocate for you at a particular college or university. Remember though, coaches are assisting students in the recruiting process as a favor to you. You may want to discuss well in advance of the middle of your senior year what colleges or programs you (and your coach) see as viable educational and athletic institutions. When you find the college or university that meets your needs and expectations, be sure to give it a thorough look. No matter whether it is a Division I, II or III school, scholarship or non-scholarship, there can be no substitute for the complete college experience. As a student athlete, you are bonded to a university like few other students. Make the most of your experience by being prepared! “A goal is a dream with a deadline.” Sample Letter to a College Admission Office Dear Director of Admission: I am a rising senior at Cincinnati Country Day School and have become interested in your school. Would you be kind enough to send me your most recent catalogue, view book, video, financial aid information, and an application? I look forward to visiting your campus in the near future. Sincerely, (Sign your name) Name Address City, State, Zip Code Phone # (optional) e-mail address Sample Letter to Coach/Special Interest Person Dear Coach: I am a rising senior at Cincinnati Country Day School and have heard about the (name your sport here) program at your school. Would you please send me some literature regarding your program? I am planning to visit your campus in the near future and will call you when my visiting arrangements are settled. I hope I have an opportunity to meet with you soon. Sincerely, (Sign your name) Name Address City, State, Zip Phone # (Optional) e-mail address Scholarship and Financial Aid Scholarships are usually given from colleges to attract students with special talents or by organizations. To find out about college scholarships, request information directly from the admissions office or from the college representative. Many colleges list their scholarship opportunities in the back of their catalogues. Many organizations will send notice of their scholarship opportunities to CCDS; consult the college counseling office periodically if you are interested. Please check out the financial aid/scholarship search Internet sites located in the College Counseling Guidebook as a resource. Most scholarships require that you complete forms, write essays, etc. If you are interested in athletic scholarships, contact the athletic office of the college. (Note: Ivy League and Division III colleges do not offer athletic scholarships). Initially, during your planning you will not be able to ignore that some colleges are more expensive than others. It is not recommended, however, during this early investigative stage that you eliminate any college because of costs. Keep in mind that a first-rate college education is an investment in yourself. If you were ever to make a sure bet...make it on yourself and invest the time and resources to accomplish your educational needs. Contacting the Financial Aid Office at each college you plan to investigate can become a most valuable information source. In most cases, schools will offer two types of financial assistance: merit based and need based. To inquire about merit based or academic scholarships, contact the Admissions Office to locate information on the selection criteria and the application process and deadlines. Need-based financial aid is based on the demonstrated financial need of your family. Your parents will complete forms (available in December, due in January) which detail their financial situation. When you are accepted to a college, it will notify you of any financial awards. Although the need based application process may differ from school to school, many schools will require one, a combination of, or all of the following: the Free Application for Federal Student Aid (FAFSA), the College Scholarship Service Student Profile (formally known as the Financial Aid Form/FAF), and the institution's own application for financial aid. Students should investigate the requirements for a complete financial aid application from each institution. Schools may also require additional forms to complete for academic scholarships. Many of these scholarship competitions will have Early Action deadlines and may also require that your application for admission be completed as well. Private corporations may also award scholarships. Check with the college counseling office to see if there are any that match your background and interests. Cincinnati Country Day School annually schedules a financial aid workshop for parents and students in December. The following is a brief but comprehensive overview of the Federal Financial Aid Program: Financial aid forms are used by financial aid agencies, approved by the participating colleges and the state and federal government to analyze a student's and/or family's need and determine the Expected Family Contribution (EFC) and amount of financial aid. Where do you find them? Your high school college counselor, college financial aid office, the local library, or your local bank. It is a good idea to start to experiment with these forms as early as grade 10 or grade 11 even though you cannot file a financial aid form until after January 1 of the year you are to receive the aid. What Are The Most Common Forms? The Free Application for Federal Student Aid (FAFSA) seeks details on your income and assets--get it from your college counseling office or a local college. It will calculate your Expected Family Contribution at no charge. CSS Financial Aid PROFILE, developed by College Scholarship Service (CSS) of the College Board, may be obtained by completing a registration form and returning it to CSS by mail or fax, by registering electronically via ExPAN or by calling a CSS customer service representative. Registration forms are available at CSS or any high school guidance office. Most private colleges require it in addition to the FAFSA. It asks for more specific information. NOTE: The CSS Financial Aid PROFILE replaces the Financial Aid Form (FAF). The FAFSA is required of all undergraduate applicants for financial aid at a minimum. Most private colleges and some state institutions require that you file PROFILE in addition to FAFSA before they will consider you for any college-based or private financial aid. Many colleges require that you complete their own form and a few colleges require other forms. Be sure to check with your college financial aid office to be sure. These forms are detailed and require care in completing them. By completing the FAFSA and PROFILE, you can be considered for a variety of campus-based aid programs such as grants, federal loans, work study programs, etc. You may also be considered for state aid programs. RESPONSE TO FINANCIAL AID FORMSSAR (Student Aid Report): The SAR reports the information from your FAFSA and your Expected Family Contribution. Each school you listed on the application will also receive your application information. You will receive the SAR in 4 to 6 weeks after filing your financial aid form. Financial Aid Award Letter: A notice from a college at or following the time of acceptance explaining your Financial Aid Package. FINANCIAL AID PROGRAMS--WHO GETS FINANCIAL AID AND HOW MUCH?Federal Pell Grant: For undergraduates only. It is awarded on basis of financial need and there is no repayment. Awards range from a minimum of $400 to a maximum of $2,300 per year. The student must make satisfactory academic progress to continue grant. Half of grant is for tuition and fees. Less than half time students are now eligible. Approximately 33% of undergraduates receive Pell Grants. Apply, since rejection may qualify you for other programs. SEOG (Federal Supplemental Educational Opportunity Grant): for undergraduates only. It is awarded to Pell eligible students. There is no repayment. The grant is for students with exceptional need. Maximum award is $4,000, depending on available funds and level of need. Approximately 8% of undergraduates receive SEOG. Grant is administered by college financial aid office. Federal Stafford Loans: Federal Stafford Loans are low interest loans to undergraduate and graduate students enrolled at least half-time. Almost half of all federal aid for college is from FEDERAL STAFFORD LOANS. Students can receive subsidized and non-subsidized loans for the same period. Federal Subsidized Stafford Loan: Awarded to students with financial need. Borrowers need not begin to repay until 6 months after leaving school. The government covers the interest in the interim. Federal Unsubsidized Stafford Loan: Not awarded on the basis of need, and available to all students regardless of income. The terms are similar to Subsidized Stafford, except borrowers are responsible for paying all of the interest. Students may elect to defer interest and principal payments until they leave school. The rate as of July 1, 1995, is 8.25% for new loans. Rates will be adjusted every July 1 to 3.1% above 3 month Treasuries not to exceed 8.25%, 3% origination fee and 1% guarantee fee. Maximum amount students can borrow per year from all Stafford Loans is: $2,625 freshmen; $3,500 sophomores; $5,500 juniors and seniors; $18,500 (at least $10,000 of this amount must be in unsubsidized Stafford Loan) for graduate students. Aggregate loan limits for all Stafford Loans: $23,000 undergraduates and $138,500 ($65,000 in subsidized loans, $73,000 in unsubsidized loans) for graduate students. Federal College Work Study (CWS): Need based, for undergraduates and graduates. The program is administered by the college financial aid office. Students work up to 20 hours per week with time and job set by college. The money earned is used to off-set expenses. At least 5% of CWS funds must be used to compensate students in community service. Institutional matching has been decreased to 25% Institutions may provide summer employment from succeeding years appropriations. Federal Perkins Loan: Need based loan for undergraduates and graduate students. The loan is administered by the college financial aid office. The interest rate is 5%. Repayment begins nine months after completing school. Awards vary with annual loan limits: $3,000 undergraduate; $5,000 graduate student. Aggregate loan limits: $15,000 undergraduate; $30,000 graduate student. The minimum monthly payment is $40. Institutional matching is 25%. Loans may be forgiven in specific careers: Full-time special ed teachers; teachers of disabled children in public or non-profit schools; full-time teachers of math, science, foreign language; full-time nurses and medical technicians providing health care; full-time law enforcement or corrections officers; full-time staff members in Head Start program; full-time employees of non-profit family service agencies. Forbearance must be granted if borrowers debt burden is 20% of adjusted gross income. Federal PLUS Loan: (Federal Parent Loan for Undergraduate Students). Not need based. Family income and assets do not reduce eligibility. Variable interest rates are based on 52-week treasury bills plus 3.1% with cap of 9%. Current rate to credit worthy is 8.98%. Parents may borrow up to full cost of education minus other aid (expected family contribution and unmet need). Parents with adverse credit may still qualify with a qualified co-borrower. A 3% origination fee and 1% guarantee fee are deducted from loan proceeds. The lender makes loan and payment begins 60 days after the last disbursement is made. The law states that you need not file a financial aid form to be eligible, however, some schools require you to do so. Independent students are not eligible for PLUS Loan, but are eligible for additional funds through the Unsubsidized Stafford Loan Program. Federal Consolidation Loan Program: The borrower is required to have $7,500 in loans outstanding to be eligible. The new consolidation repayment schedule follows: •$7,500 - $9,999 12 years; •$10,000 - $19,999 15 years; •$20,000 - $39,999 20 years; •$40,000 - $59,999 25 years; •$60,000 or more 30 years. WHO GETS FINANCIAL AID AND HOW MUCH?58% of full-time undergraduates and 68% of full-time graduate students receive some financial aid. •Average Pell Award--$1,518 3,743,000 recipients •Average SEOG Award--$559 991,000 recipients •Average Stafford Loan--$3,061 5,278,000 recipients •Average Work Study--$1,066 713,000 recipients •Average Perkins Award $1,334 697,000 recipients •Average PLUS Loan $4,531 342,000 recipients Paying for college is an issue for every family. Many do not have the resources to pay the costs of a college education without unreasonable sacrifices. They must look for student financial aid to provide access and choice to college. With a basic knowledge about how the system works, financial obstacles should never prohibit you from fulfilling your dreams of post-secondary education. Financial aid comes from four different sources: The federal government, state governments, numerous private sector entities, and the schools themselves. Students apply for federal aid by submitting the Free Application for Federal Student Aid (FAFSA)-it is referred to as a need analysis document. This application should be filed as soon after January 1 in your senior year as possible. The student and family are primarily responsible for paying for college. The need analysis formula measures the family’s ability to pay for college by assessing the strength of the parents’, income (taxable and nontaxable) after allowing for the payment of taxes and for maintenance of a basic subsistence level for the family. Your parents’ assets (excluding the value of your primary residence) are also considered in measuring your family’s financial strength. It is presumed that your income and assets can be used to a large extent in the payment of college expenses. Portions of these four elements; (parents’ income, parents’ assets, student’s income and student’s assets), comprise an estimated family’s contribution that should be available for educational expenses. This figure is used to determine your eligibility for financial aid. The family contribution figure is available to the financial aid office at each college that you list on your application. That figure is utilized as part of a very simple formula to determine how much financial aid you are eligible to receive in order to attend that school. The formula includes: Your cost of education, less your family contribution, to equal your eligibility for financial aid. Your cost of education will be determined each academic year. It will be made up of your costs for tuition, fees, room and board while you are enrolled, books and supplies, transportation expenses, and miscellaneous expenses. Costs for dependent care or costs associated with a handicap that are not paid by another resource can also be included in your cost of education, if appropriate. Since your family contribution should be a constant figure, no matter where you go to college, it is the cost associated with enrolling at your chosen college that will affect your financial need and, therefore, the amount of financial aid that you are eligible to receive. You will receive an output document as a result of your application. Review the information on this form to make sure it is accurate. If corrections are necessary, follow the instructions that are provided carefully. Each state has financial aid programs available to eligible students. Your guidance counselor should be able to help with this. Every college will have resources to assist some of its students as well. Learning about these resources and what you need to do to qualify for them is an important part of your investigation as you write to or visit colleges. Finally, because attractive financial aid resources can sometimes be limited, it will often be valuable for you to pursue help from sources in the private sector. Do some investigating on your own. Go to the library and ask if they have any reference books. Organizations, businesses, foundations, churches, clubs and even individuals sometimes invest in college educations of deserving and enterprising students. You may learn of nationally-known donors through reading, but there are also some wonderful resources in your own community. Again, don’t be shy about asking. Be prepared to sell yourself as a high quality student who needs help to become one of the leaders of tomorrow. Financial aid, from any source, will come as one of four types: scholarships, grants, employment and loans. Scholarships are generally offered to a student in recognition of excellent academic achievement, high test scores, leadership, and for talent or skills in a particular academic curriculum or extracurricular activity. Grants are monies that do not require repayment and which are awarded to students to help in meeting their defined (by need analysis) financial needs. Because they are gifts, grants are the most attractive type of need-based financial aid. They are generally targeted to the neediest students. Complete your application early in order to receive full consideration for all grant programs for which you are eligible. The two major federal grants are the Federal Pell Grant and the Federal Supplementary Educational Opportunity Grant. Each state also has a grant program for which you should apply. Employment is work to earn a part of the money that you need to pay your college expenses. Most colleges participate in the Federal Work-Study program through which students with need augment their educational experience with part-time, usually on-campus employment. Many colleges will also have additional employment opportunities for their students. Loans, of course, require repayment. Loans have become the most readily available resources for assisting in the payment of college expenses. The beauty of student loans is they have relatively low interest rates and generally do not have to be repaid until after you cease your college education. Some of the loan programs of which you should be aware are the Federal Perkins Loan, The Federal Stafford Loan (both subsidized and unsubsidized), Federal Direct Stafford/Ford Loans (both subsidized and unsubsidized), and the Federal Parent Loan for Undergraduate Students (for parents). Talk with the financial aid officer at your college or colleges of choice. Find out what their application procedure is. Do they have an institutional financial aid application? Are there deadlines? What must you do to receive financial aid in subsequent years? Will the composition of your financial aid award (percentages of grant, scholarship, loan and employment) change or will it stay the same? Do they require additional information not required on the federal form? How will they deal with situations that pertain to your family that do not seem to be fully explained on the federal application? What happens if your family’s situation changes after you enroll or if your mom and dad cannot pay what they are expected to pay? Summer Opportunities The summer is an important time for all students. Colleges are looking for the well-rounded student who uses their time wisely. Colleges not only evaluate what students accomplish from September through June but also how productive the summer efforts are. There are many opportunities to take advantage of in the summer that are not only academic. There are international, wilderness, sports, service and research programs, all of which will lead to a more meaningful summer experience. Many colleges and universities host programs during the summer as well as many private secondary schools throughout the country. The College Information Center has information on many of these programs. There are also some useful resource books available such as Summer Opportunities for Kids and Teenagers by Peterson's Publishing and A Taste of College by College Bound Communications, Inc. The College Guidance office also receives hundreds of advertisements regarding summer programs from all over the United States. This information can be found in the College Information Center in the conference room in the black file cabinets. Enjoy! Sources of Information Below is a list from the National Association of College Admission Counseling (NACAC) of factors to consider when choosing a college. You can gather information from many sources. Here are a few suggestions. College Counselor - Doesn't have all the answers, but can help you find them. College Guide Books - There are factual books like The College Handbook by The College Board or opinionated books like The Fiske Guide to Colleges, Both types can be helpful and can be purchased at a local book store. They are also available in the College Information Center. College Literature - Upon request, any college will gladly send its literature. Read carefully and try to look beyond the glossy pictures. Simply send a letter with your return address to request a view book, application, course catalog and financial aid/scholarship materials. College Representative - Ask questions about your concerns and interests. Most representatives would rather answer questions than do a monologue. Do not judge a college by the representative (good or bad). College representatives visit CCDS from all over the United States. Approximately 70-80 college representatives will visit from mid September through the end of November. College Catalogs - These books do not have glossy pictures, but they can tell you a great deal about a college. They are especially helpful for researching course offerings. Most college catalogs are available in the College Information Center. College View - A computer based search program that enables students to conduct information searches based on subjective criteria. Also able to take interactive CD-ROM tours of colleges and apply on-line to those colleges and universities that participate in the College View program. College Videos/CD-ROMS - Many colleges send their videos and CD-ROMS to the College Information Center. They are available to view in the Center or to check out. Computer Search Program - Use the Internet!! This is fast becoming the predominant source of procuring information, contacting admissions counselors, applying to college, and requesting information and applications. Refer to "Internet Site..." chapter for Internet addresses of college search programs. College Visits - This is one of the best ways to gather information. However, these visits are difficult to arrange in a busy school year. If you are interested in any of the local colleges, most of them are happy to arrange overnight visits. Contact the admissions office directly and ask for the daily scheduled "information sessions" and "campus tours." They usually have them two to three times daily and would be more than happy to schedule you for one of the times. Internet – Use the CCDS college counseling web page and go to a section called American Universities. The colleges and universities are listed alphabetically and will provide you with Web pages of information, e-mail correspondence with the admissions offices, and, in some cases, the ability to apply on-line. Parents, Teachers, Friends - Talk to people about colleges, but try to separate facts from opinions. When in doubt, ASK! Former Cincinnati Country Day School Students - Most former students who are now attending a college are usually happy to share their experiences. Please see your college counselor and he or she can help put you in touch with CCDS alumni. Admissions Publications Oliveria, Paulo de and Cohen, Steve. Getting In. Workman Publishing. The Insider's Guide to The Colleges, . Yale Daily News Staff. St. Martin. Barron's Profiles of American Colleges. Barron's Education Series Barron's Guide to the Best, Popular and Most Exciting Colleges. Barron's Education Series. Callahan, Timothy R. Callahan's Guide to Athletics and Academics in America. Harper, Row Publishers. *Fiske, Edward. Fiske Guide to Colleges. Times Books. Fiske, Edward & Michalak, Joseph. The Best Buys in College Education. Times Books. Cass, James & Birnbaum, Max. The Comparative Guide to American Colleges (14th Edition). Harper, Row. *Moll, Richard. The Public Ivys. Viking. Moll, Richard. Playing the Private College Admissions Game. Penguin Books. *Peterson's, Peterson's Guide to Four Year Colleges. Peterson's Printing. *The College Handbook. The College Board. Custard, Edward T. ed., Christine Jung, John Katzman, Zac Knower, Tom Meltzer. The Best 311 Colleges. Princeton review: 1997. McGinty, Sarah Myers. The College Application Essay. College Entrance Examination Board, NY: 1997. 141pp. Peterson’s. Peterson’s Colleges with programs for Students with Learning Disabilities or Attention Deficit Disorders. Peterson’s Printing. * Recommended Financial Aid Publications Hoffman, Elizabeth & Stafford, Nancy H. FACTS: Financial Aid for College Through Scholarships and Loans: a Guide to Meeting College Expenses. Richard’s House. Leider, Robert & Leider, Anna. Don't Miss Out: The Ambitious Students' Guide to Financial Aid. 145th Edition. Octameron, . The A's and B's of Academic Scholarships, . 13th Edition. Octameron. College Grants from Uncle Sam Am I Eligible and for How Much? 10th Edition. Octameron. Financial Aid for Higher Education Catalog: A Catalog for Undergraduates, Compiled by Keelsar, Brown Co. Dubuque, The College Money Handbook. 7th Edition. Editor Andrea Lehman, Princeton: Peterson Guide. Kennedy, Joyce L. & Davis, H. The College Financial Aid Emergency Kit. Cardiff, Sun Features, Inc. College Financial Aid Annual. Editor John Schwartz, New York, Acro. Phi Beta Kappa Colleges and Universities Phi Beta Kappa, the nation’s oldest and most prestigious undergraduate honors organization was founded on December 5, 1776, at the College of William and Mary in Williamsburg, Virginia. It was the first society to have a Greek letter name, and in its initial period at William and Mary it introduced the essential characteristics of such societies - an oath of secrecy (discarded in 1831), a badge, mottoes in Latin and Greek, a code of laws, and an elaborate form of initiation. Regular meetings were held at which chief attention was given to literary exercises, especially to composition and debating. Fraternal sentiments were fostered, occasional meetings were held for social purposes, and anniversaries were celebrated in the Apollo Room of the Raleigh Tavern, as they are again now that the College of William and Mary has recreated the Apollo Room in the Phi Beta Kappa Hall on the Williamsburg campus. The original Phi Beta Kappa Society had an active life of only four years, ending when the approach of the British army under Cornwallis forced the college to close its doors. But the faith of those youthful scholars in the permanence and future greatness of their Society is shown by their preparation of charters for branches in other colleges. The two charters voted upon and granted during that period went to Harvard, December 4, 1779, and to Yale, four days later. The charters were delivered to groups in New Haven and Cambridge the following year and subsequently the Alpha of Connecticut was established at Yale (November, 1780) and the Alpha of Massachusetts came into being at Harvard (September, 1781). While the Alpha of Virginia at the College of William and Mary was inactive between 1780 and 1851 and again from early in the Civil War until 1893, the Alpha at Harvard has had an uninterrupted existence and the Alpha at Yale has been inactive only from 1871 to 1884. These two chapters largely determined the permanent character of Phi Beta Kappa and shaped its policy in the establishment of other new chapters. The two New England branches preserved the essential qualities of the Virginia experience, adopting some changes in procedure to suit local conditions. Shortly before the close of the college year, the members selected from the junior class a small group of leading students who in the following year constituted the "immediate society." The continuing custom of annual anniversary celebrations led to many significant contributions to American prose and poetry. Ralph Waldo Emerson delivered an oration at Harvard’s 1837 celebration entitled "The American Scholar," later adopted as the name of Phi Beta Kappa’s quarterly journal. Phi Beta Kappa colleges and universities are generally considered among the highest caliber and most selective in the United States and abroad. Agnes Scott College, Beta of Georgia, Decatur1926 Alabama, University of, Alpha of Alabama1851 Allegheny College, Eta of Pennsylvania, Meadville1902 Alma College, Eta of Michigan, Alma1980 American University, Zeta of D.C., Washington1994 Amherst College, Beta of Massachusetts, Amherst1853 Arizona, University of, Alpha of Arizona, Tucson1932 Arizona State University, Beta of Arizona, Tempe1973 Arkansas, University of, Alpha of Arkansas, Fayetteville1932 Augustana College, Zeta of Illinois, Rock Island1950 Bates College, Gamma of Maine, Lewiston1917 Baylor University, Zeta of Texas, Waco1977 Beloit College, Beta of Wisconsin, Beloit1911 Birmingham-Southern College, Beta of Alabama, Birmingham1937 Boston College, Omicron of Massachusetts, Boston1971 Boston University, Epsilon of Massachusetts, Boston1899 Bowdoin College, Alpha of Maine, Brunswick1825 Bowling Green State University, Xi of Ohio, Bowling Green1983 Brandeis University, Mu of Massachusetts, Waltham1962 Brown University, Alpha of Rhode Island, Providence1830 Bucknell University, Mu of Pennsylvania, Lewisburg1940 California, University of, Berkeley, Alpha of California1898 Davis, Kappa of California1968 Irvine, Mu of California1974 Los Angeles, Eta of California 1939 (1930) Riverside, Iota of California1965 San Diego, Sigma of California1977 Santa Barbara, Lambda of California1968 Santa Cruz, Upsilon of California1986 California State University, Long Beach, Rho of California1977 Carleton College, Beta of Minnesota, Northfield1914 Carnegie Mellon University, Upsilon of Pennsylvania, Pittsburgh1995 Case Western Reserve University, Alpha of Ohio, Cleveland1847 Catholic University of America, Beta of D.C., Washington 1941 Centre College, Beta of Kentucky, Danville1971 Chatham College, Omicron of Pennsylvania, Pittsburgh1962 Chicago, University of, Beta of Illinois, Chicago1899 Cincinnati, University of, Delta of Ohio, Cincinnati1899 Claremont McKenna College, Tau of California, Claremont1983 Clark University, Lambda of Massachusetts, Worcester1953 Coe College, Epsilon of Iowa, Cedar Rapids1949 Colby College, Beta of Maine, Waterville1896 Colgate University, Eta of New York, Hamilton1878 Colorado, University of, Alpha of Colorado, Boulder1904 Colorado College, Beta of Colorado, Colorado Springs1904 Colorado State University, Delta of Colorado, Fort Collins1973 Columbia University, The College, Delta of New York, New York City1869 Barnard College 1901 School of General Studies 1952 Connecticut, University of, Epsilon of Connecticut, Storrs 1956 Connecticut College, Delta of Connecticut, New London 1935 Cornell College, Delta of Iowa, Mt. Vernon1923 Cornell University, Theta of New York, Ithaca1882 Dallas, University of, Eta of Texas, Irving1989 Dartmouth College, Alpha of New Hampshire, Hanover 1787 Davidson College, Gamma of North Carolina, Davidson1923 Delaware, University of, Alpha of Delaware, Newark1956 Denison University, Theta of Ohio, Granville1911 Denver, University of, Gamma of Colorado, Denver1940 DePauw University, Alpha of Indiana, Greencastle1889 Dickinson College, Alpha of Pennsylvania, Carlisle1887 Drake University, Gamma of Iowa, Des Moines1923 Drew University, Gamma of New Jersey, Madison1980 Duke University, Beta of North Carolina, Durham1920 Earlham College, Delta of Indiana, Richmond1965 Elmira College, Pi of New York, Elmira1940 Emory University, Gamma of Georgia, Atlanta1925 Fairfield University, Zeta of Connecticut, Fairfield1995 Fisk University, Delta of Tennessee, Nashville1953 Florida, University of, Beta of Florida, Gainesville1938 Florida State University, Alpha of Florida, Tallahassee 1935 Fordham University, Tau of New York, New York City1962 Franklin and Marshall College, Theta of Pennsylvania, Lancaster 1908 Furman University, Gamma of South Carolina, Greenville1973 George Washington University, Alpha of D.C., Washington1938 Georgetown University, Delta of D.C., Washington1965 Georgia, University of, Alpha of Georgia, Athens1914 Gettysburg College, Iota of Pennsylvania, Gettysburg1923 Goucher College, Beta of Maryland, Towson1905 Grinnell College, Beta of Iowa, Grinnell 1908 Gustavus Adolphus College, Eta of Minnesota, St. Peter 1983 Hamilton College, Epsilon of New York, Clinton 1870 Hamline University, Zeta of Minnesota, St. Paul1974 Hampden-Sydney College, Eta of Virginia, Hampden-Sydney 1949 Harvard University, Alpha of Massachusetts, Cambridge1792 Haverford College, Zeta of Pennsylvania, Haverford1899 Hawaii, University of, at Manoa, Alpha of Hawaii, Honolulu1952 Hiram College, Mu of Ohio, Hiram1971 Hobart and William Smith Colleges, Zeta of New York, Geneva1871 Hofstra University, Omega of New York, Hempstead1973 Hollins College, Iota of Virginia, Roanoke1962 Holy Cross, College of the, Pi of Massachusetts, Worcester1974 Hope College, Zeta of Michigan, Holland1971 Howard University, Gamma of D.C., Washington1953 Idaho, University of, Alpha of Idaho, Moscow1926 Illinois, University of Chicago, Iota of Illinois1977 Urbana-Champaign, Gamma of Illinois1907 Illinois College, Epsilon of Illinois, Jacksonville1932 Indiana University, Gamma of Indiana, Bloomington1911 Iowa, University of, Alpha of Iowa, Iowa City1895 Iowa State University, Zeta of Iowa, Ames1973 Johns Hopkins University, Alpha of Maryland, Baltimore1895 Kalamazoo College, Delta of Michigan, Kalamazoo1958 Kansas, University of, Alpha of Kansas, Lawrence1890 Kansas State University, Beta of Kansas, Manhattan1974 Kent State University, Nu of Ohio, Kent1977 Kentucky, University of, Alpha of Kentucky, Lexington1926 Kenyon College, Beta of Ohio, Gambier1858 Knox College, Delta of Illinois, Galesburg1917 Lafayette College, Gamma of Pennsylvania, Easton1890 Lake Forest College, Theta of Illinois, Lake Forest1962 Lawrence University, Gamma-Delta of Wisconsin, Appleton1914 Lehigh University, Beta of Pennsylvania, Bethlehem1887 Lewis and Clark College, Gamma of Oregon, Portland1997 Louisiana State University, Beta of Louisiana, Baton Rouge1977 Loyola College, Epsilon of Maryland, Baltimore1995 Loyola University, Kappa of Illinois, Chicago1995 Luther College, Eta of Iowa, Decorah1983 Macalester College, Epsilon of Minnesota, St. Paul 1968 Maine, University of, at Orono, Delta of Maine1923 Manhattan College, Upsilon of New York, New York City1971 Marietta College, Gamma of Ohio, Marietta1860 Marquette University, Zeta of Wisconsin, Milwaukee1971 Mary Baldwin College, Lambda of Virginia, Staunton1971 Mary Washington College, Kappa of Virginia, Fredericksburg1971 Maryland, University of, Gamma of Maryland, College Park1964 Maryland, University of, Baltimore County, Eta of Maryland, Baltimore1997 Massachusetts, University of, Nu of Massachusetts, Amherst1965 Massachusetts Institute of Technology, Xi of Massachusetts, Cambridge1971 Miami, University of, Delta of Florida, Coral Gables1983 Miami University, Iota of Ohio, Oxford 1911 Michigan, University of, Alpha of Michigan, Ann Arbor1907 Michigan State University, Epsilon of Michigan, East Lansing1968 Middlebury College, Beta of Vermont, Middlebury1868 Mills College, Zeta of California, Oakland1929 Millsaps College, Alpha of Mississippi, Jackson1989 Minnesota, University of, Alpha of Minnesota, Minneapolis1892 Missouri, University of, Alpha of Missouri, Columbia1901 Morehouse College, Delta of Georgia, Atlanta1968 Mount Holyoke College, Theta of Massachusetts, South Hadley1905 Muhlenberg College, Pi of Pennsylvania, Allentown1968 Nebraska, University of, Alpha of Nebraska, Lincoln1895 New Hampshire, University of, Beta of New Hampshire, Durham1952 New Mexico, University of, Alpha of New Mexico, Albuquerque1965 New York, City University of, Brooklyn College, Rho of New York 1950 City College, Gamma of New York 1867 Herbert H. Lehman College, Chi of New York 1971 Hunter College, Nu of New York 1920 Queens College, Sigma of New York 1950 New York, State University, at Albany, Alpha Alpha of New York1974 Binghamton, Psi of New York1971 Buffalo, Omicron of New York1938 Stony Brook, Alpha Beta of New York1974 New York University, Beta of New York, New York City1858 North Carolina, University of, at Chapel Hill, Alpha of North Carolina1904 Greensboro, Epsilon of North Carolina1956 North Carolina State University, Zeta of North Carolina, Raleigh1995 North Dakota, University of, Alpha of North Dakota, Grand Forks1914 Northwestern University, Alpha of Illinois, Evanston 1890 Notre Dame, University of, Epsilon of Indiana, Notre Dame1968 Oberlin College, Zeta of Ohio, Oberlin 1907 Occidental College, Delta of California, Los Angeles 1926 Ohio State University, Epsilon of Ohio, Columbus1904 Ohio University, Lambda of Ohio, Athens1929 Ohio Wesleyan University, Eta of Ohio, Delaware1907 Oklahoma, University of, Alpha of Oklahoma, Norman1920 Oregon, University of, Alpha of Oregon, Eugene1923 Pennsylvania, University of, Delta of Pennsylvania, Philadelphia1892 Pennsylvania State University, Lambda of Pennsylvania, University Park1937 Pittsburgh, University of, Xi of Pennsylvania, Pittsburgh1953 Pomona College, Gamma of California, Claremont1914 Princeton University, Beta of New Jersey, Princeton1899 Puget Sound, University of, Delta of Washington, Tacoma1986 Purdue University, Zeta of Indiana, Lafayette1971 Radcliffe College, Iota of Massachusetts, Cambridge1914 Randolph-Macon College, Zeta of Virginia, Ashland1938 Randolph-Macon Women’s College, Delta of Virginia, Lynchburg1917 Redlands, University of, Xi of California, Redlands1977 Reed College, Beta of Oregon, Portland1938 Rhode Island, University of, Beta of Rhode Island, Kingston1977 Rhodes College, Gamma of Tennessee, Memphis1949 Rice University, Beta of Texas, Houston1929 Richmond, University of, Epsilon of Virginia, Richmond1929 Ripon College, Epsilon of Wisconsin, Ripon1952 Rochester, University of, Iota of New York, Rochester1887 Rockford College, Eta of Illinois, Rockford 1953 Rutgers-The State University, Alpha of New Jersey, New Brunswick 1869 Douglass College1921 Newark College1958 Saint Catherine, College of, Gamma of Minnesota, St. Paul1938 Saint Lawrence University, Lambda of New York, Canton1899 Saint Louis University, Gamma of Missouri, St. Louis1968 Saint Mary's College of Maryland, Zeta of Maryland, St. Mary's City1997 Saint Olaf College, Delta of Minnesota, Northfield1949 San Diego State University, Nu of California, San Diego1974 San Francisco State University, Omicron of California, San Francisco1977 Santa Clara University, Pi of California, Santa Clara1977 Scripps College, Theta of California, Claremont1962 Skidmore College, Phi of New York, Saratoga Springs1971 Smith College, Zeta of Massachusetts, Northampton1904 South, University of the, Beta of Tennessee, Sewanee1926 South Carolina, University of, Alpha of South Carolina, Columbia 1926 South Dakota, University of, Alpha of South Dakota, Vermillion1926 Southern California, University of, Epsilon of California, Los Angeles1929 Southern Methodist, University, Gamma of Texas, Dallas1949 Southwestern University, Theta of Texas, Georgetown1995 Spelman College, Epsilon of Georgia, Atlanta1997 Stanford University, Beta of California, Stanford1904 Stetson University, Gamma of Florida, DeLand1982 Swarthmore College, Epsilon of Pennsylvania, Swarthmore1896 Sweet Briar College, Theta of Virginia, Sweet Briar1950 Syracuse University, Kappa of New York, Syracuse1896 Temple University, Rho of Pennsylvania, Philadelphia1974 Tennessee, University of, Knoxville, Epsilon of Tennessee1965 Texas, University of, Austin, Alpha of Texas1905 Texas Christian University, Delta of Texas, Fort Worth1971 Trinity College, Beta of Connecticut, Hartford1845 Trinity College, Epsilon of D.C., Washington1971 Trinity University, Epsilon of Texas, San Antonio1974 Tufts University, Delta of Massachusetts, Medford1892 Tulane University, Alpha of Louisiana, New Orleans1909 Tulsa, University of, Beta of Oklahoma, Tulsa1989 Union College, Alpha of New York, Schenectady1817 Ursinus College, Tau of Pennsylvania, Collegeville1992 Utah, University of, Alpha of Utah, Salt Lake City1935 Vanderbilt University, Alpha of Tennessee, Nashville1901 Vassar College, Mu of New York, Poughkeepsie1899 Vermont, University of, Alpha of Vermont, Burlington1848 Villanova University, Sigma of Pennsylvania, Villanova1986 Virginia, University of, Beta of Virginia, Charlottesville1908 Virginia Polytechnic Institute and State University, Mu of Virginia, Blacksburg1977 Wabash College, Beta of Indiana, Crawfordsville1898 Wake Forest University, Delta of North Carolina, Winston-Salem1941 Washington, University of, Alpha of Washington, Seattle1914 Washington and Jefferson College, Kappa of Pennsylvania, Washington1937 Washington and Lee University, Gamma of Virginia, Lexington1911 Washington State University, Gamma of Washington, Pullman1929 Washington University, Beta of Missouri, St. Louis1914 Wayne State University, Gamma of Michigan, Detroit1953 Wellesley College, Eta of Massachusetts, Wellesley1904 Wells College, Xi of New York, Aurora1932 Wesleyan University, Gamma of Connecticut, Middletown1845 West Virginia University, Alpha of West Virginia, Morgantown1910 Western Maryland College, Delta of Maryland, Westminster1980 Western Michigan University, Theta of Michigan, Kalamazoo1997 Wheaton College, Kappa of Massachusetts, Norton1932 Willamette University, Delta of Oregon, Salem1997 Whitman College, Beta of Washington, Walla Walla1920 William and Mary, College of, Alpha of Virginia, Williamsburg1776 Williams College, Gamma of Massachusetts, Williamstown1864 Wilson College, Nu of Pennsylvania, Chambersburg1950 Wisconsin, University of Madison, Alpha of Wisconsin 1899 Milwaukee, Eta of Wisconsin 1974 Wittenberg University, Omicron of Ohio, Springfield1992 Wofford College, Beta of South Carolina, Spartanburg1941 Wooster, College of, Kappa of Ohio, Wooster1926 Wyoming, University of, Alpha of Wyoming, Laramie1940 Yale University, Alpha of Connecticut, New Haven 1779 A Sampler of Overlooked Colleges and Universities These colleges and universities have a great deal to offer our graduates. For some reason, few have enrolled in these schools in the past few years. Please consider doing some research into the following. Bates College (Maine) Hard working, affirmative, able students; an unusually involved and exciting faculty; great balance between academic, athletic and social life. Bates has good Division III teams in all sports and a Division I debate team! Bryn Mawr College (Pennsylvania) Rigorous academic program, exceptionally talented faculty (many of whom are women); one of the most attractive campus's in the nation, within easy distance of Philadelphia. Bryn Mawr has sent a higher percentage of graduates going on to Ph.D.'s in the humanities than any other college or university in the nation. Bucknell University (Pennsylvania) Strong programs in engineering and business administration; the advantage of relatively small classes; a gorgeous campus, ambitious athletic program, a strong Greek system. Bucknell has a major in International Studies and offers a strong major in Japanese, including a semester in Kyoto. Carleton College (Minnesota) Able, achieving students; great preparation for medicine, business, law, graduate school; attractive campus; very strong programs in the sciences (geology is terrific!) and liberal arts; many participate in interscholastic and intramural sports. No Greek system. Claremont McKenna College (Claremont, CA) One of the most exciting schools of economics and political science in the country. The research institutes provided for undergraduates are among the most sophisticated in the nation. The growing interest in international business has created a strong program at Claremont. 50% of graduates go on to graduate school; 18% go directly to law school. The campus adjoins those of Pomona, Scripps, Pitzer and Harvey Mudd. Connecticut College (Connecticut) An enormous range of courses is offered in this relatively small college. Course work in the liberal arts (strength in literature, languages, economics, political science), the fine arts (including an exceptionally strong program in dance), child development, and Asian studies makes Connecticut unique. Both men and women play in Division III: crew, soccer, field hockey, ice hockey, basketball, and lacrosse are strong. Living conditions are among the best to be found anywhere. Columbia College of Columbia University (New York) The smallest of the Ivy institutions, Columbia is not really cozy. A core curriculum includes excellent instruction in the freshman year. Columbia is among the best in computers and engineering, with a campus far safer than most realize and one of the top soccer teams in the U.S. Columbia is a great metropolitan university. Davidson College (North Carolina) Known as "the Princeton of the South”. Davidson is a very attractive college, well known for hard-working students with Christian values. An Honor Code is taken seriously, medical schools love Davidson’s solid preparation in the sciences, and faculty-student contact is unusually cordial. Football and basketball games are the heart of social life. DePauw University (Indiana) Strong major in business administration (one of the few to offer a combined business/music major); an unusually active sports program, including a beautiful recreation center; and a healthy Greek system. Earlham College (Indiana) Students are on first-name terms with teachers at this Quaker College, a healthy liberal arts college with a long-standing commitment to social awareness. Earlham is a community; students care about each other. Two-thirds of all graduates eventually go on to graduate study. Franklin and Marshall College (Pennsylvania) Located in the heart of the Pennsylvania Dutch region, F&M is best known for its pre-med major, its business administration program and active social life. Excellent teaching and a small student body contribute to close and productive relationships. F&M has a gorgeous student union building and a very active program in theater and film (Roy Scheider and Treat Williams are graduates of F&M). The geology major is one of the best in the country. Georgia Institute of Technology (Georgia) A leader in the field of solar energy and a contender in every other area of engineering, Georgia Tech is a great buy, and Atlanta is a great city. Haverford College (Pennsylvania) Academically, this is one of the top liberal arts colleges in the nation. Located in a suburb of Philadelphia, co-ed and boasting a beautiful campus, Haverford's strongest sport is soccer. (They also have the only cricket team in the U.S.!) Haverford is among the most rigorous colleges in the country. Hope College, (Michigan) One of the best-kept secrets in the state is this academic powerhouse (with one of the best chemistry departments anywhere). Hope boasts an outstanding Division III athletic program, nationally ranked in field hockey, football, basketball and baseball teams. Hope is a Christian college with a strong sense of community. Dorms are very attractive and social life is centered around fraternities and sororities. No nonsense education and Christian ideas. Indiana University (Indiana) An unbelievable music program! 5,000 courses, 100 majors, only 22,000 undergraduates! Journalism is excellent, as are business, optometry and the foreign language program (40 modem languages offered). Indiana has a very attractive campus and an active, energetic student body. Lewis and Clark College (Oregon) A small liberal arts college that offers a rare combination of qualities. Located in Portland, Lewis and Clark is attractively set within easy reach of museums, arenas and shops. The mountains are nearby. Lewis and Clark operates an amazingly active Outing Club. Interscholastic and intramural sports are popular. The quality of faculty advising is outstanding. Many graduates look to graduate school, particularly law, business and medicine. Macalester College (Minnesota) Offers terrific course work in political science, economics and foreign languages on a small college campus in the heart of St. Paul. The winters are cold, but the Guthrie Theater and Lake Woebegon are part of the rich cultural tapestry of Minnesota. Macalester has many international students and graduates of eastern schools. Mount Holyoke College (Massachusetts) Once the nation's only college for women, Mount Holyoke has produced more women graduates who have gone on to earn a Ph.D. in chemistry or biology than any other liberal arts college. The campus is stunning, the faculty outstanding, and the students able and achieving. In addition to the sciences, English, economics and math are excellent majors. Two of ten teachers in the history department have won Pulitzer Prizes! A $9 million dollar sports complex, great dormitories and the five-college exchange make Mount Holyoke a terrific option in the heart of New England. Pomona College (Pomona, CA) One of the Claremont Colleges, Pomona is one of the finest liberal arts colleges in the nation, with probably the best equipped undergraduate science program in the world. The campus is elegant, the facilities extensive. 'The dorm rooms are fabulous (some with fireplaces), and the dining room one of the most splendid to be found in any college. Pomona is a "California Ivy League" college, rigorous, beautiful and well regarded. Rhodes College (Tennessee) Formerly Southwestern at Memphis, Rhodes is an extremely ambitious and rapidly growing college. Very strong in business administration, natural sciences, languages, and international relations, Rhodes is a very well endowed college, offering more than 125 merit scholarships worth up to $10,000.00. All the dorms are air-conditioned; about 50% of the students join fraternities or sororities. Rice University (Texas) The residential college system at Rice was imported from Oxford, the nation's first space physics program was launched at Rice by NASA, and the architecture school is one of the finest in the country. An undergraduate student body of 2,600 contains 500 National Merit Scholars and 2,100 more bright, ambitious, hard-working students. Rice has a 300-acre campus, a $500 million endowment, and a tuition rate below that of many state universities. 80% of students are on financial aid. 200 athletic scholarships are given annually, sixty of which are given to women. Rice ranks among the best in national science and engineering programs. University of Rochester (New York) Long known as an excellent preparation for medical school, Rochester also boasts an excellent school of engineering, optics (Rochester is home to Kodak and Bausch and Lomb), and the prestigious Eastman School of Music. Three-fifths of the 4,900 undergraduates are from New York, the rest from the east or the Great Lakes states. A new $8 million sports complex has increased intramural activity. St. Olaf College (Minnesota) A Lutheran college with a pronounced Norwegian heritage, St. Olaf has a very happy student body, many of whom have majored in the liberal arts. Sixty-percent are from Minnesota and reflect concern for traditional values. Three courses in theology are required. Chapel is not required; however, it is not uncommon for 1,800 students to show up for service. St. Olaf's is both a college and community. University of the South - Sewanee (Tennessee) Located on the Cumberland Plateau, Sewanee has a 10,000-acre campus, which includes some of the most breathtaking vistas in the South. A classical, Episcopal school, Sewanee has a rich sense of history and tradition. English and the sciences are the strongest programs, and the faculty is both excellent and accessible. Vassar College (New York) Vassar has an outstanding liberal arts program featuring uncommonly fine programs in English, art history, and drama (Jane Fonda and Meryl Streep are graduates). Small classes are the rule, and relationships with the faculty are cordial. Most students have chosen Vassar because they like the pace; Vassar students rush from one activity to the next. The campus is a lively place. Sports are improving (Vassar's teams are still known as "The Big Pink"), especially men's sports. Washington University (Missouri) A great national university, long admired for its programs in medicine, architecture and engineering, Washington has an undergraduate population of approximately 4,500 who profit from inspired instruction and outstanding facilities. The business school has expanded in recent years, joining the other highly regarded majors. Undergraduates have the advantage of a small university (the chance to participate in athletics at the Division III level) and the opportunity to see great instruction that rivals that of the gigantic public universities. A $13 million athletic complex has sparked interest in both varsity and intramural sports. Washington's endowment is among the top dozen in the country, allowing real generosity in financial aid. Recommended Undergraduate Programs (List compiled by the Los Angeles Association of Independent School College Counselors) Note: Please remember that no list is exhaustive. This should only be used as a starting point for your research and is one source of input. Anthropology Art History UCLA Smith (Very strong) Bryn Mawr (Archeology) Mount Holyoke UC Santa Barbara UCLA Pomona College UC Berkley Brandeis Stanford Oberlin Northwestern American University Columbia Emory Princeton Pitzer NYU Tulane Boston University University of New Mexico University of Pittsburgh University of Arizona Scripps Brigham Young University Wheaton Whittier College San Francisco State Yale University of Oregon Beloit (Wisconsin) Hofstra Arizona State Architecture Williams Tulane Vassar Bennington (design emphasis) Yale Notre Dame University Carnegie Melon Business Cal Poly San Luis Obispo Univ. of Pennsylvania (Wharton) Cornell University Babson UC Berkeley UC Berkeley (begins junior year) University of Pennsylvania Claremont McKenna College UCLA (graduate only) University of Colorado MIT USC Rensselaer Loyola Marymount College Washington University Santa Clara University Cal Poly Pomona University of Michigan University of Oregon Arizona State University University of Miami Duke Arizona State Univ. of Chicago University of Arizona Dartmouth University of New Mexico NYU University of Colorado M.I.T. USC Indiana University Catholic University Emory Miami (Ohio) Georgetown &nb |