The Application Process - Marianapolis Preparatory School

Transcription

MARIANAPOLIS PREPARATORY SCHOOL
PO Box 304
26 Chase Road
Thompson, CT 06277
TEL: (860) 923-9565
FAX: (860) 923-3730
WEBSITE: www.marianapolis.org
CEEB CODE 070780
THIS HANDBOOK BELONGS TO:
NAME: _________________________________________________________________________________________
ADDRESS: ______________________________________________________________________________________
PHONE: ________________________________________________________________________________________ E-MAIL: ________________________________________________________________________________________ 5
Table of Contents
WELCOME FROM THE COLLEGE PLACEMENT OFFICE...........................................................................1
GENERAL THOUGHTS AND COLLEGE MYTHS ..........................................................................................2-4
COLLEGE PLANNING CALENDAR ................................................................................................................5-8
COLLEGE ADMISSIONS FACTORS .................................................................................................................9-11
BEGINNING THE PROCESS ............................................................................................................................ 12-24
Researching Yourself ...............................................................................................................................13-15
Researching Colleges ..............................................................................................................................16-17
Resources for Research ...........................................................................................................................18
College Visits and Interviews...................................................................................................................19-23
Narrowing Your List ................................................................................................................................24
STANDARDIZED TESTING ............................................................................................................................. 25-28
THE APPLICATION PROCESS ......................................................................................................................... 29-44
College Admissions Options ...................................................................................................................30-32
The Application ........................................................................................................................................33-35
The Essay ................................................................................................................................................36-38
Extracurricular Activities ........................................................................................................................ 39
Athletics .................................................................................................................................................. 40-41
Visual and Performing Arts ....................................................................................................................42-43
Recommendations ...................................................................................................................................44
FINANCIAL ASSISTANCE. ..............................................................................................................................45-48
AFTER THE DECISIONS .................................................................................................................................49-50
APPENDICES .....................................................................................................................................................51-74
Appendix 1: Glossary of Terms ............................................................................................................................51-54
Appendix 2: Bibliography of Resources for College ...........................................................................................55-58
Appendix 3: Registering and Sending Scores for Standardized Tests .................................................................59-61
Appendix 4: Miscellaneous Material ....................................................................................................................62-70
Appendix 5: Family Connection by Naviance ………………………………………………….........................71-73
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Welcome From the College Placement Office
The process of identifying, researching and applying to colleges represents one of the most significant aspects of
a student’s experience at Marianapolis. All that students have learned about the world and about themselves both
in and out of the classroom informs their decisions about their future studies. Students and their families often find
themselves overwhelmed and anxious about the college application process, but they need not be.
The College Placement Office at Marianapolis seeks to provide each student with the advice, support and
information necessary to clarify the college process. The College Placement Office works with students to help
them find the colleges that are best matched to their needs, personal desires, and academic merits. The College
Placement Office serves as a link to the college admissions offices, highlighting students’ strengths, explaining
their accomplishments at Marianapolis and providing as much positive support as possible to enable the colleges
to reach an informed decision about each applicant. By guiding students through the process, serving as a realistic
resource about college options and helping students to maximize their chances of admission, the College
Placement Office serves as an advocate for students throughout the process.
While the College Placement Office has numerous resources to assist each student, there is no substitute for the
individual student taking responsibility for her or his plans. Choosing which colleges to apply to from the over
2,000 accredited four year colleges in America requires the commitment, dedication and follow-through of each
individual student. Using Naviance, (http://connection.naviance.com/marianapolis) the college search and
administration software program used by Marianapolis, students will be able to better understand their aptitudes,
explore possible careers, examine colleges on-line, and develop a list of colleges they will apply to. While the
college advisor will play a prominent role in facilitating this process, it will be up to the individual student to
actually submit their college applications to their colleges.
To assist our students in every phase of the college application process, the College Placement Office has
developed A Guide for Planning College. This publication is available in the Office of College Placement and is
available online on the Marianapolis website. It has been designed and revised to acquaint students with the many
details facing prospective college applicants. We hope all students preparing for college admissions consult it
frequently.
1
General Thoughts
As students and families enter the college process, the words of Dr. Norman R. Smith, President of Wagner
College and author of Selecting the Right College, are particularly useful to keep in mind:
Perhaps because it seems as if anyone can get admitted to college today, too many students are inclined to
believe that applying to college is a routine undertaking. After all, high school graduates nowadays can be
reasonably assured that some college, somewhere, is bound to admit them. They’re probably right about
that.
However, just being admitted to college, any college, is far from actually obtaining a degree. Most
students who begin college never graduate. Because of this ominous reality, it seems logical to conclude
that the majority of college-bound high school students fail to select the college that will successfully lead
them to their intended goal—a college degree.
What constitutes “the right college?” No one college is best for everyone. Since there exist over 3,500
colleges and universities in America, there are plenty of choices. To our good fortune, the best American
colleges truly are accessible to academically promising students regardless of family lineage. Contrary
to perception, for example, even Harvard’s enrollment is two-thirds from public high schools. Access to
career opportunity is not always as democratic.
Entry to many of the best jobs can often be based not only on what you know but who you know--or,
better still, who knows that you know what you know. (Think about it for a moment). Enrolling in a
first-rate college or university can open doors that might otherwise be closed for life. Even in your 70s
and 80s, people will ask you about the colleges and universities you attended. Right or wrong, you’ll find
yourself too often measured by the name of the college on your degree.
Attending a college with a tradition of professional success among alumni is one way to greatly increase
the chances that your talents will be discovered by someone who can give you the opportunity to put your
potential to work.
Your college classmates will likely count among your friends and professional colleagues throughout your
career. Getting admitted to college is not the end of the road—it is the beginning. If you’ve selected the
wrong college, you may lose your way and never see it through to your degree
The difference between graduating from college or dropping out is too often directly related to the college
you’ve chosen to attend. That’s why the selection process—the first step—is so important and therefore
worthy of thorough study.
It is our firm belief that students will only benefit from the college process if they are active participants. The
Office of College Placement at Marianapolis will do everything that we can to empower students to get the most
out of deciding their college plans.
3
College Myths
“Investigating colleges is an unpleasant chore.” If you are like most students, you may already be thinking that
the application process is a particularly difficult and unrewarding task. Actually, looking at colleges should be part
of an exciting search for your future. What you learn in college and the experiences you have there will help shape
the kind of person you will be as an adult. It is wise to approach the admissions process with optimism and
excitement. Your enthusiasm will come through in your application essays and your campus interviews.
“I’ve never heard of this college, so it can’t be any good.” Most people know very little about colleges. The
average, well-educated man or woman can probably name only 100 of the over 2,000 accredited colleges and
universities in the United States, and these tend to be the older eastern colleges and universities, the large state
universities, those with outstanding athletic teams, or those that happen to be near his or her home. Some of the
most attractive colleges in the country are small, very exciting places that are not very well known to the general
public. It is important to remember that a college that could be right for you may be one which is unknown to
you at this point in the process, and some of the universities you have heard the most about may not be right for
you. The best way to discover the college for you is to visit a number of schools, spend some time on campus, and
keep an open mind.
“There is a perfect college for me.” No doubt you have been on a college campus at least once in your life,
perhaps with your parents or older sibling. Good or bad, the college probably left an impression on you. It is not
unusual for students to have preconceived notions about a particular college because their parents attended it, or
because someone they admire – teacher, coach or friend – attended that college. These are strong influences and
should not be ignored. On the other hand, an early impression tends to create the halo effect for a certain college.
That is, you have the idea that this college is the only one for you. Chances are, that is not true. There are thousands of colleges and universities in the United States. Some are private and some are public. Some are large;
some are small. Some are specialized; some are technical. Some are liberal arts colleges; some are built around
pre-professional programs. Some are in rural areas; some are in cities. At some point in the college selection
process, you will have to ask yourself how important these factors are to you; your decision about choosing a
college should not be overly influenced by a short visit or a casual comment.Understanding that there is no
perfect college for you will also make the application process more exciting. If you narrow your sights to only
one college, you may spend too much time worrying about getting into that particular school, which may prevent
you from exploring alternative institutions. If you have made up your mind that there is only one perfect school,
you may be setting yourself up for a bitter disappointment. We urge you to look at a variety of colleges and
universities so you will see for yourself the opportunities available to you.
“I need to decide my career before I can choose a college.” While it is important to have a goal, or at least to
be aware of your major interests, you limit yourself if you try to choose a specific career too early. As you look at
colleges, consider the academic subjects you like best. For example, if you’re particularly interested in English,
art and physics in high school, you will probably continue to be interested in those three areas in college. Don’t be
surprised, however, if you find that the subjects you now enjoy so much become somewhat less important to you
as you discover courses not offered in high school.
“The most important factor in college admission is the standardized test scores.” You may have heard that
your test scores, particularly the SATs, will be the most important factor in determining whether you will get into
a highly selective or selective college. While it is true that these scores are considered by all but a small number
of colleges and universities, the college admission staff also looks at many other factors to determine whether you
should be admitted. How you performed in high school (including the rigor of your course load), extracurricular
activities, as well as involvement outside of school are all important factors as well. Colleges generally look for a
healthy balance made up of test scores, high school record and other personal achievements.
Source: Alison Burr, Director of Guidance, Loomis Chaffee School.
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College Planning Calendar
JUNIOR AND SENIOR YEARS
Junior Year Time Line for College Preparation
September
Juniors continue to meet with a college advisor; continue to explore careers
using Naviance Family Connection; students may meet college
representatives visiting campus.
ACT and TOEFL tests
October
Preliminary Scholastic Assessment Test (PSAT)
SAT, ACT and TOEFL tests
College representatives visit campus.
Homecoming Weekend College Presentation
November
SAT and TOEFL tests
Financial Aid Night Presentation
December
January
February
ACT and TOEFL tests
Junior College Night for all juniors and their parents.
March
SAT and TOEFL test
Juniors meet with Director of College Placement to develop initial college list.
Visit colleges over spring recess.
April
ACT and TOEFL tests
Juniors continue to meet with Director of College Placement.
Spring College Fair
May
SAT and TOEFL tests
AP exams
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June
ACT, SAT and TOEFL tests
Juniors assist at commencement.
July/August
Visit colleges.
Work on college essay and resume.
Senior Year Time Line for College Preparation
September
Senior College Night for all seniors and their parents
Seniors finalize their college lists.
Common App is available for college applications.
Seniors make decisions about Early Action/Early Decision application.
ACT and TOEFL tests
Teacher recommendations should be finalized.
October
Early Decision Application Deadlines
Early Action Application Deadlines
Homecoming Weekend College Presentation
CSS Profile registration available
November
Early Decision/ Early Action Deadlines
SAT and TOEFL tests
Financial Aid Night Presentation
December
Seniors MUST have their final college list in to the College Placement
Office by December 14.
Marianapolis Christmas Recess begins December 19.
January
FAFSA registration for financial aid is available on-line on January 1.
SAT and TOEFL tests
Deadline for most Regular Decision applications is January 15.
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February
ACT and TOEFL tests
March
Admission acceptances begin.
Visit colleges at Spring Recess.
April
Inform the Office of College Placement of any acceptances as well as denials as
notifications come in.
May
May 1 is the national candidate reply date. Seniors should notify their chosen
colleges that they will be attending.
AP exams
June
Commencement!
Get ready to go to college!
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College Admissions Factors
What factors are most significant in admissions? While colleges differ considerably in how much weight they
attach to various factors, the following list (in approximate order of importance) should give you a sense of the
chief factors that are most important to admission officers.
At the most selective colleges, applications often outnumber available places 5, 6, or even 10 to 1. Hence, as a
practical necessity, you must consider the relative selectivity of colleges as you make your plans.
1.
Course Selection. College admission officers generally look first to the candidate’s course
selection and rigor during the high school career. Individual schedules will (and should) vary; colleges
seek students who have taken advantage of the curricular opportunities at Marianapolis. Recently, some
of the most competitive colleges have focused increasingly on the student’s background in what are often
described as “core courses” (i.e. science, math, history, English and foreign language). Senior year
schedules should be discussed with the student’s academic advisor and the college counselor.
2.
Academic achievement for the four high school years. Grades are important, and colleges will
look closely at your transcript to assess your success in the courses in which you enrolled. Consideration
will be given to the rigor of your course load in assessing your success, but the most selective colleges
expect students to succeed in the most challenging curriculum. While improvement in the senior year is
helpful, it will not remove the burden of a poor record for the first three years.
3.
Test Scores. Although more colleges have made making standardized testing an optional
component of the application package, the SAT Reasoning Test or ACT is still required at most colleges.
Even at schools that have optional policies for standardized testing, submitting scores can often make a
difference. At the more selective schools, students are also required to take anywhere from one to three
SAT Subject Tests. Individual testing plans should be discussed with your college counselor.
4.Recommendations. You will ask individual teachers to write on your behalf. Your college
counselor will write the school’s “Counselor Recommendation” which summarizes your career at
Marianapolis. Colleges are interested in how those who have taught you and know you well evaluate you
as a student and as a person, especially considering demonstrations of intellectual curiosity, motivation,
engagement with material, and participation in class.
5.
Athletics and extracurricular activities. The emphasis here is upon quality rather than quantity.
Do not take the previous statement, however, as a consent for over specialization in one field.
Talent and genuine contributions to a team or an activity are important factors but so is commitment to the
school and larger community.
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College Admissions Factors
6. Application Quality. Colleges look closely at the student’s part of the application, particularly at
the quality of the essays. Each year, we see students who gain admission at the college of their dreams
because their essays were strong. And each year, students are denied admission to colleges for which they
were superbly qualified because their application demonstrated little thought or care. The quality of your
application is the one aspect of this process over which you have complete control; take advantage
of the opportunity to help yourself.
7. Intangible “hooks”. Occasionally, a student will have what is known as a “hook factor” at one
or a number of the schools to which (s)he is applying. These include legacy status, development interest, diversity interest, athletic recruitment, artistic talent, even friends who are seemingly in a position
of influence at the school. Always bear in mind that “hooks” account for little of the admissions process,
and that only the admission committee at a particular school can assess the candidacy of a student and the
relative importance of those “hooks” at their own school. Connections that you may have may be useful
in the process, but they cannot determine admission any more than other singular aspects of your file.
**Two additional factors that are very important are your personal interviews (especially where these interviews
are evaluative) and your professional background and aptitude (if you are applying to a career program like business, education, or architecture). In such cases, the colleges will want to know how serious you are about your
program choice.
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Beginning the Process
RESEARCHING YOURSELF
This is perhaps the most important part of the whole college process. If students are to make informed decisions
about college, they must be able to think critically and reflect honestly about their own strengths, weaknesses and
dreams for the future.
Your first task, and for many the most difficult, is to find your “voice,” the most accurate projection of yourself
possible. This “voice” is the key to a successful college process, not only because it will help you narrow your
vision in choosing colleges to apply to, but it will also help you present a clear and distinct picture of you to those
schools. There is no “right” combination of traits, abilities and answers that will guarantee admission into a college. Avoid the pitfall of creating a “voice” that is not yours. Simply presenting you as you are, not how you think
you/others should be is the best possible policy.
The following questions are intended to help you begin to find this “voice.” There are multiple ways to use these
questions, it is up to you. You can use them to develop a list of what is important to you or to prepare for questions colleges will ask you. Feel free to talk to your parents, friends, teachers and especially your college counselor about them or keep the answers to yourself. The point is that you begin to think about them.
PERSONALITY AND RELATIONSHIPS
1. How would someone who knows you well describe you? Your finest qualities? Your shortcomings? Would you agree with their assessment? How have you grown and changed during your high school years?
2. Which relationships are most important to you and why? How are you influenced by others who are important to you? How important to you are approval, awards, and recognition? How do you respond to pressure,
competition, and challenge? How do you react to failure, disappointment, or criticism?
3. How do you feel about choices and making decisions for yourself? What are the best decisions that you have made recently? How much do you rely on direction or advice from others? Have you ever
chosen anything because it was new or interesting?
GOALS AND VALUES
1. What aspects of your Marianapolis Preparatory School experience have you enjoyed the most? What has been the most disappointing experience for you? What would you do differently?
2. What do you care about most? What values are most important to you?
3. How do you define success? Are you satisfied with your accomplishments to date? What do you want to
accomplish in the years ahead?
4. Which of your personal strengths would you most like to develop? What would you most like to change about yourself?
5. What events or experiences have shaped your growth and way of thinking?
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EDUCATION
1. What are your academic interests? What courses have you enjoyed the most? Which courses have been the most difficult for you?
2. How do you best learn? What methods of teaching and style of teaching engage your interest and effort the most?
3. How do you describe Marianapolis? Are learning and academic success respected here? Has Marianapolis
encouraged you to develop your interests, talents, and abilities? Has Marianapolis limited you in any way?
What would you preserve or change about Marianapolis if you had the influence to do so?
4. How much do you genuinely like to read, discuss issues, and exchange ideas? What has been your most
stimulating intellectual experience in recent years?
5. How well has Marianapolis prepared you for college? In what areas of skill or knowledge do you feel
confident?
6. Have you worked to your potential? Is your academic record an accurate measure of your ability and
potential? Are your SAT scores an accurate measure of your abilities? What do you consider the best measures of your potential for college work?
7. Are there any outside circumstances that have influenced your academic performance?
8. Have you ever had a great teacher? Someone who has transformed your life? What made that person so
special?
ACTIVITIES AND INTERESTS
1. What activities do you most enjoy? Which activities have meant the most to you?
2. Do your activities show any pattern of commitment, competence or contribution over an extended period of
time?
3. How would others describe your role in your school or home community? What do you consider your most significant contribution?
ENVIRONMENT
1. How would you describe your school, family, and hometown? How has your environment influenced your way of thinking?
2. What do your parents and friends expect of you? How have their expectations influenced the goals and
standards you set for yourself? What pressures have you felt to conform?
3. What has been the most controversial issue in your school or community? How does the issue concern you? What has been your reaction to the controversy? What is your opinion about the issue?
4. What distresses you most about the world around you? Assuming the opportunity and obligation to change the world, where would you start?
5. Do you have any current heroes? Historical heroes?
6. What books have you read that have changed your way of thinking?
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COLLEGE PREFERENCES
1. What satisfactions and frustrations do you expect to encounter in college? What are you looking forward to? What worries you most? What is the overriding consideration in your college choice?
2. Why do you want an education? Why are you going to college? How do you hope to change and grow in
college?
3. Which interests do you want to pursue in college? Do your interests require any special facilities, programs, or
opportunities? Are you most interested in career preparation, technical training, or general knowledge and
skills of inquiry?
4. What degree of academic challenge is best for you? What balance of study, activities, athletics, and social life suits you the best? How important is it to you to perform at the top of your class? Would you be satisfied at the bottom or middle of the class? How well do you respond to academic pressure and competition from
others? What influence will the size of the college, and its classes, have on you?
5. How much structure do you need?
6. How would you enjoy living in a different part of the country? What kinds of surroundings are essential to your well-being? Do you prefer a fast-paced environment, an organized environment with planned activities, or a relaxed environment where you can go your own way? Would you prefer to be in a city? The suburbs? A rural area? Near the mountains or the beach?
7. How free do you feel to make your own college decisions? Do you and your parents agree on your plans about college? How important to you are the opinions of your parents and friends? How important is prestige?
ATHLETIC CONSIDERATIONS
1. Do you intend to participate in competitive college athletics? At which level (Division I-A, I-AA, II, or III)? What impact will your ability to play have on your desire to attend a particular institution? Do you expect to be a recruited athlete? Is a scholarship offer critical to your consideration of a particular college?
2. Are you good enough to compete at an elite level? How do you know?
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RESEARCHING COLLEGES
There are over 2,000 accredited colleges in the United States and Canada. There is truly a college for everyone.
Colleges can be broken down and categorized in numerous ways from size to selectivity. It is important that you
consider multiple items in researching schools. The best advice that we can give you is to go into this process with
an open mind. Remember that your objective is to find a group of colleges that are best suited to your interests and
needs.
The following information is given to help you think about what is important to you when researching colleges. It
is important that you do not fall into focusing on one or two specific aspects of schools. Remember that you will
be spending the next four years of your life there, so it is important to know as much about your schools as
possible.
INSTITUTIONAL MISSION
1.
What is the mission of the college?
2.
What programs or practices of the college are designed to put its avowed mission and philosophy into
action?
3.
How is the college unique?
QUALITY OF TEACHING
1.
What is the average class size for introductory or general education courses taken by first- and second-
year students? What is the average class size for important skill-development courses (writing, public speaking)?
2.
3.
4.
5.
6.
7.
8.
9.
Who teaches first-year students? What percentage of introductory courses are taught by faculty (as
opposed to graduate teaching assistants)? Experienced, full-time faculty?
What percentage of the faculty is part-time?
Are classes conducted as lectures or seminars?
Are first-year students expected to do much writing?
Do students receive much written feedback from teachers on exams?
What are the expectations for typical faculty office hours?
What is the extent of the informal student-faculty contact outside the classroom?
How are instructors evaluated? Are faculty expected to publish? Conduct independent research? Are
undergraduate students involved in research?
QUALITY OF ACADEMIC ADVISING
1.
Is each student assigned a personal advisor?
2.
What is the expected frequency of contact between the student and advisor?
3.
Can the student choose an advisor? Change an advisor?
4.
Does the college have trained peer counselors available to students?
5.
Are the advisors regularly evaluated?
16
QUALITY OF STUDENT SUPPORT DURING KEY TRANSITIONS
1.
Does the college guarantee on-campus housing for all first-year students?
2.
Does the college provide a first-year orientation? Does the program continue after the start of the
semester? Is there a program designed for parents and families of first-year students?
3.
Is there an early warning system designed to identify first-year students in crisis?
QUALITY OF THE CURRICULUM
1.
Is there a rationale given for the college’s “core” curriculum? Is it clear why these courses are required or how they benefit students personally and professionally?
2.
Do first-year students share a common educational experience (freshman seminar or required course)?
3.
Is the “core” curriculum integrated throughout various academic departments?
4.
Are courses in academic majors organized to have a clear beginning (introduction), middle, and end(closure) to the program?
5.
What fields of study are well recognized or distinctive in terms of the nature or content of its courses?
6.
Does the curriculum include a meaningful honors program for academically qualified students?
7.
Does the curriculum include a study-abroad option?
8.
What is the academic calendar (semester, term, 4-1-4, quarter)?
9.
Are there opportunities for summer study?
10.
Does the college offer programs or courses for seniors designed to serve as a capstone experience that facilitates the graduate’s transition from college to post-college life?
QUALITY OF CO-CURRICULAR OPPORTUNITIES
1.
What leadership opportunities are available for students?
2.
What internship or volunteer opportunities are available?
3.
Does the college attempt to integrate students’ in-class and out of-class learning experiences?
4.
5.
Does the college recognize students who make contributions to student life and community life outside the classroom?
Do the residence halls offer educational programs?
QUALITY OF INSTITUTIONAL ASSESSMENT
1.
What is the college’s retention rate for first-year students? For all students?
2.
How long does it take a full-time student to complete a degree?
3.
Are student-opinion and student-satisfaction surveys regularly conducted?
4.
Does the college attempt to “track” its students from entry to graduation? Are exit interviews conducted?
5.
What percentage of students eventually obtain degrees?
This material has been adapted from Identifying Educational Quality: College-Choice Guidelines For Students,
Parents, and Counselors, by Dr. Joseph B. Cuseo (1993).
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RESOURCES FOR RESEARCH
Finding resources for college research can often be more overwhelming than anything. There is a plethora of
information available from highly subjective personal opinions to more objective descriptions of the school’s offerings. Like any large research project it is best to surround yourself with a variety of information from various
sources that will help you make the most informed decision. You will probably be surprised at how many
resources and opinions you will find once you start looking. Here are some starting points.
College Placement Office
We are here to help guide you in your research, formulate an appropriate college list and be your advocates during
the process. In order to do this most effectively it is important that you work with us in meeting deadlines and
keeping us informed. The more we know, the more we can help you in this process.
College Research Room
The College Research Room provides valuable information. When you have a study hall, come up and browse
through the viewbooks and catalogs that we have. We make every effort to keep our collection up-to-date.
The Internet
The Internet has been the greatest tool for students to discover information about schools. You have the option of visiting college campuses through virtual tours and websites. These are frequently more current than the
viewbooks and catalogs and are a great way to make sure that you have the most current information, addresses,
applications, etc. Most colleges also have an online form for requesting specific information or to be added to the
school’s mailing list. There are sample letters in Appendix 4 if you choose to send an email or letter.
The other form of information that the Internet provides are guidebook websites, forums, etc. that will provide
information or ratings for specific colleges. A word of caution here. While there are many credible websites that
offer objective, up-to-date information, there is an equal number of simply bad websites as well. See Appendix 2
for a list of credible websites that you can begin to research.
Book Stores/Guidebooks
Keep in mind that the quality of guidebooks, like many websites, ranges from terrible to indispensable. Again, do
not fall into the trap of using a guidebook as “the source” of information. Rather, think of them as resources to
guide you in your opinions and help develop appropriate questions. See Appendix 2.
College Fairs
These are ideal places to investigate schools that you might be interested in considering but do not know too much
about. Use this time to speak with admissions officers from schools that might be difficult to visit. It is also a good
time to meet with admissions officers of schools you know you would like to apply to.
Marianapolis hosts a College Fair every spring in the middle of April. You might also consider attending outside
fairs put on by other high schools or the National Association of College Admissions Counselors (NACAC). NACAC’s fair schedule is listed on their website, https://www.nacacnet.org/MemberPortal/ Events/CollegeFairs
College Admissions Representatives
Throughout the fall, Marianapolis hosts admissions officers from approximately 40 different colleges.These
officers come in and give presentations to students who are interested in learning about their schools. They also
are an excellent way to check in with colleges you may have visited, were unable to visit or plan to apply to.
Many colleges keep a database of how much contact you have with their admissions representatives. Often times,
the officer visiting will be the same one who is responsible for reading your file. Express your interest to these
admissions officers and use this time to build your information base and expand your network.
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COLLEGE VISITS AND INTERVIEWS
Once you have completed some preliminary research on colleges, you ought to have a good idea of which ones
merit further investigation — i.e. a visit. Visiting college campuses is crucial for two reasons:
1. You are able to gain a feel for the campus, students, academic departments, and areas that interest you
specifically, rather than those that interest the editor of the viewbook.
2. You can demonstrate your interest in the school, and simultaneously apply the homework you have done prior to your visit.
When you’re visiting a school, your goal ought to be to balance the impressions you have gained from your
preliminary research with your own personal instincts. In other words, don’t believe everything that you read or
hear, but use the information to guide you towards asking the right questions in the limited time that you have on
any given campus. Be tactful, but ask good questions of the right people at each school you visit. That might mean
setting up a meeting with someone in the English department, the athletic department, or with the editor of the
college’s newspaper. Whoever it is, make the most of your visit and let people know that you are interested.
SOME TIPS FOR VISITING
Plan Ahead: Determine, as soon as possible, what your spring and summer schedule will be and set aside specific
dates for seeing schools — the earlier, the better. The later in the summer you go, the more quickly college
interview schedules fill up and you may find yourself on group tours or having a shortened interview due to
the time constraints of an admissions office schedule. Looking ahead to your senior year, consider the fall long
weekend, Thanksgiving break and Christmas recess as times to visit colleges without sacrificing class time. Many
students want to revisit colleges when they are in session. It is always possible to revisit colleges over our Spring
Break, just prior to receiving your offers of admission. If you plan to meet any recent Marianapolis graduates who
are attending that college, they will have just about completed their freshman year by that time and will have a
much clearer sense of the academic and social life of their college to share with you.
Call Ahead: Get specific information about tour and interview times. Ask whether they offer individual or group
tours and/or interviews. Not all colleges offer the same thing. Ask the admissions office for information about
places to stay, time required to get to the school, and time required to get from that school to the next school on
your travel schedule. Very often, the admissions personnel at one school will have the best directions to get you to
the next school on your list.
QUALITY OF INSTITUTIONAL ASSESSMENT
Schedule Wisely: Avoid seeing more than two schools on a given day. Plan to travel at the end of the day so that
you are already in the next town, ready to interview in the morning, rather than worrying about an early departure
and an arrival with only minutes to spare. Allow plenty of time to get from one college to another. Should you find
yourself running late, stop and call the admissions office to let them know when you expect to arrive. If they know
that you are going to be late, they can often reschedule you for a later interview.
Prepare for Traveling: Be sure to bring a notebook and a pen or pencil for recording information and reactions
to schools. Wear neat and comfortable clothes and have a change of clothes handy in the car if you are seeing two
schools in a day. (You may not need them, but a change of clothes can make all the difference if the weather is hot
— if you feel refreshed, you’ll feel more comfortable and relaxed if you have an interview.)
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Prepare for the Visit: Review your grades, SAT scores, etc., in case you are asked about them. You may want to
request a copy of your transcript at the end of the junior year so that you will be able to discuss your grades
accurately. Do not, however, share your transcript with the admissions officer. During an interview, admissions
officers do not have the time to study the Marianapolis transcript and understand our grading scale. They may
look at grades in the low B’s and feel that you are a student in the middle to the bottom of the class.
The Tour: On most campuses, the tour guide is a student selected by the college for his or her ability to project
an acceptable image of the institution to the prospective candidate. Some are a bit short on candor and somewhat
hesitant to contradict the catalogue or admissions officers. Others are very honest and open about their own
experiences.
Remember, however, that all schools are greater than one person. A guide may be down on a particular college
because he or she just flunked an exam or, frankly, a guide may simply not be your “type”. If you have a
negative experience, try to meet other students before leaving campus. (Visit the student center, the dining facility,
the athletic fields, or the lobby of a dorm.)
Some Questions You Might Ask Your Tour Guide
• How large are your classes? How available are your professors?
• Who teaches you in these courses? (Graduate assistants or professors?)
• Does this school have a core curriculum? How restrictive is it? Is there a foreign language requirement?
• How adequate is the library? Are you able to get the books you need when you want them?
• When do you have to declare your major? What are the most popular majors?
• Tell me about housing. Are some dorms much better than others? Do many live off campus? If so, why?
• Do students seem to work primarily for grades? How competitive is the student body?
• What is the attitude toward working hard?
• Can you tell me anything first-hand about the (French, English, history, etc.) department?
• What’s the biggest issue in local campus politics?
• What are the big issues in national or international politics? Are students politically active? Aware?
• What percentage of students study abroad at some time?
• What impact do fraternities/sororities have here? Athletics?
• What are weekends like? Are there alternatives to the typical party scene?
• How active is student government? What activities are popular?
• Are the arts supported here? Are the courses oversubscribed? Which areas are strong?
QUALIT Y OF INSTITUTIONAL ASSESSMENT
• What do you think is the greatest shortcoming of this college? What do students complain about?
• What do you like best about your experience and education here?
• Where do students come from? Is this a diverse community?
• What opportunities are there on or off campus for me to develop spiritually?
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The Interview
Not all colleges require interviews as part of the application process, and many don’t even offer them. However,
some institutions are happy to provide them if you want to schedule one. Clearly, they can be a valuable part of
the college application process. Just as students are expected to carefully prepare their application essays, so too
should they prepare for interviews. There are several different types of interviews:
• The on-campus, personal interview: You meet individually with a member of the admission staff, giving both of you the opportunity to ask and answer questions. Whether or not this interview is used as part of the admission
evaluation, you should treat it as if it is.
• The on-campus, group interview: This is purely informational for both your family and you and not used as
an evaluative tool. The admission office will share relevant admission criteria, and you will have the opportunity
to ask questions.
• The off-campus/alumni interview. A graduate of the college who lives in your hometown or in the area usually
conducts this interview during the school year. This interview is customarily part of the evaluation process. It will
be your responsibility to determine each school’s policy about alumni interviews and how to schedule one. The
College Placement Office will be glad to help facilitate the meeting if necessary.
Sample Interview Questions
Students responded to the questions listed below during recent visits to college campuses. While you may not
encounter exactly the same questions, you should use these examples to prepare for your own interviews.
Remember, your specific answers may not be the admission officer’s primary concern; interviewers like to see
evidence of confidence and careful thought.
• American International College – “What do you think of Marianapolis?”
• Assumption College – “What is one of your greatest accomplishments?”
• Boston College – “How would your friends describe you?” “What can you contribute to Boston College?”
• Clark University – “If I went to your school and asked your friends and teachers about you, what would they
say?”
• Columbia University – “What is the one major problem facing today’s generation and how would you fix it?”
• Connecticut College – “If you had two extra hours in each day what would you do?”
• Dean College – “Why are you going to college?”
• Duke University – “If you were to build a college, what would you build?”
• Fairfield University – “If you could see yourself in ten years on the cover of Time, what would it be for?”
• Georgetown University – “Why did you go to an independent (private) school?”
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Other Questions
• “If you could invite anyone to dinner, who would it be?”
• “How did your parents influence you?”
• “If you vanished and one of your friends was asked to describe you, what would he/she say?”
• “What would you like to discuss during your interview?”
• “What responsibilities confront you as a senior?”
• “If you were the interviewer, what would you ask?”
• “If you could do something about hunger in the world, what would you do?”
• “What can you do for our school?”
• “Are you more like your mom or dad? Why?”
• “If you were a friend of yours, how would you describe yourself?”
• “How will you feel next year about seeing your parents very little?”
• “If you were President of the United States, what would be your priorities?”
Some Questions to Consider Asking a College Representative
Students always want to know what they should ask a college representative — either during their visit to a
college campus or when a representative visits Marianapolis. The questions listed below are a sampling of the
kinds of questions that you might want to ask. It will obviously depend on whether or not you are in a one-on-one
situation or if you are in a large group, or if you have visited the campus previously. Use good common sense and
you’ll be fine.
Pay particular attention to the answers and to the way that your questions are answered. If the representative
“back-pedals” or “side-steps” your answer, there might be reasons to be considered. If the representative doesn’t
know the answer to your questions, be sure that you arrange to have him or her call or write to you with the
appropriate answer.
It is sometimes helpful to ask the same question to a series of representatives to see how they each answer it. It
may give you some helpful comparisons.
• What type of student is happiest at your college?
• What type of student is most successful at your college?
• What percentage of students can be found on your campus on a typical weekend?
• What speakers have recently been on campus? Were they well attended?
• What are the three most popular undergraduate majors?
• What is considered to be the strongest department? Why?
• What are the hours of the library? Is the library used for studying or socializing?
• What are the special/unusual facilities on campus?
• Can an applicant defer admission?
• Does applying for financial aid or needing financial aid affect one’s chances for admission?
• Is admission “need blind”?
• What do you look for in an applicant?
• Does it help to have extra letters of recommendation sent?
• Do you give credit or advanced placement for having taken the Advanced Placement test?
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Etiquette During and After Your Visit
When you visit a school, remember that you are representing both yourself and Marianapolis. In other words, act
naturally but remember that what you do or say may ultimately impact your standing in the admissions office. You
will never understand the complexities of each school’s network, so assume that everyone you meet is in some
way connected to the admissions process and treat them with due respect. This means dressing appropriately for
your visit and conducting yourself in a positive manner: from your initial handshake, to your undivided attention,
to your parting thanks and gracious good-bye. Remember, you have requested to spend time with their staff, so
make the most of the opportunity.
After Your Visit
It is always a good idea to send a thank you note to the person with whom you interviewed. While this note may
wind up in your admissions file, at some point along the way, the best reason for doing so reverts to basic rules of
courtesy. Especially with the ease of e-mail, a brief note is an effortless way to show your appreciation for
someone having spent time with you.
Make Every Piece of Communication Count
Whenever you contact the admissions offices at the schools to which you are applying, assume that your phone
call, e-mail, letter, or fax is recorded and added to your file. Make it concise, polished, and something that accurately conveys your character and persona. When you contact an admissions office, make sure that it is to provide
them with something meaningful that builds your case as an applicant: an academic, athletic, or cultural award
that you win, a new position that you earn, outstanding inside grades, an article that you wrote/published, etc. Do
not send them fluff. Rather, furnish them with appropriate updates. If you have questions about potentially
meaningful addenda to your application, consult your college advisor.
Enough is Enough
Remember to keep your correspondence with a college at an appropriate level. Use your judgment or ask your advisor to help you determine what “appropriate” might be, in your case. Do not barrage an admissions office with
daily letters, phone calls, or e-mail or your name will be uttered with dread. Do make sure that your
correspondence is meaningful, memorable, and well presented.
Getting Organized
After each visit, you ought to consider recording your impressions in either a journal or on a checklist. Write
down the names of all the people you meet and anecdotes that will help you remember who they are and what
they do. What sort of feeling did you get from the school? How was the music department? Was the campus
appealing to you? Could you imagine yourself there for four years? Keep in mind that your visit gives you a
one-snapshot impression; don’t overreact to a poor tour. For your convenience, in Appendix 4 we have
constructed two sample evaluations that might be helpful in your college visits. If these particular checklists are
not your style, create your own. The important thing is for you to keep a comprehensive record of the things that
you see and people you meet from one school to the next. Along these same lines, keep copies of your
correspondence with every school you are considering. The best way to do this is to start a file on each school as
you begin your preliminary research and add to it as the process evolves. You never know when you might need to
reference a postcard that you sent to a director of admissions. Keep track of everything that you send.
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NARROWING YOUR LIST
In reading about colleges, listening to others—and yourself—and visiting campuses, you are narrowing the list of
colleges which appeal to you. In the fall of your senior year, your college counselor will meet with you to discuss
this narrowed list. How long should it be, you ask? The answer, of course, will depend upon you. However, the
final list should reflect both a degree of decision-making about where you will hope to go to college. While we
do not set a recommended number of schools, we do offer one guideline: include an array of selectivity. In other
words, include safety, profile and reach schools on that list, even if you plan to apply early decision somewhere.
Safety Schools
You should seek out a safety college or two whose offerings and characteristics you find compelling and
attractive. Because your academic credentials fit the college’s admission profile very well, you can feel generally
secure about your likelihood of admission here. Such colleges provide an attractive “foundation” to the
application list and create some security in the sometimes unpredictable college admission process. In the event
that a “safety college” is your only option in the spring, a good choice guarantees a happy outcome to the process.
Profile Schools
You should have several schools that closely resemble your own profile (course load, GPA, test scores, leadership)
and meet many of your personal criteria. These schools admit students with similar records to yours and are
selective in their admission. While past records indicate similar profiles, your admission is not guaranteed. Each
year’s applicant pool differs, and most schools will have more qualified applicants than they do spaces.
Reach Schools
These are the most selective and unpredictable among your chosen few. They admit the lowest percentage of
applications and their admission profile averages may exceed your personal record. While they are the most
difficult into which to be admitted, you may wish to apply to a couple of schools in this category. You may get in.
The Bottom Line
This is your journey. The spread of schools that you choose to apply to will depend upon the research you do and
the preferences that emerge from this research. Some colleges will be more or less accessible to you than others,
but there are many excellent options out there. There are numerous resources available to assist you — especially
the College Placement Office. It is your responsibility to decide how you will take advantage of them.
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Standardized Testing
Standardized testing is an important component of the college process. Although there have been a few colleges that have
downplayed the importance of or even eliminated standardized testing requirements, these institutions are in the minority.
At most colleges, testing still matters because it helps provide a somewhat objective measure through which colleges can
compare students.
It is important that you do some preparation for your standardized testing. Traditionally, students who plan carefully and
familiarize themselves with the appropriate test formats through the use of practice material are able to attain scores that
most accurately reflect their school performance. It is important that students understand standardized testing’s role,
and, just as importantly, to keep testing in perspective.
GENERAL NOTES ON TESTING
•
Testing requirements vary from school to school. It is important that when you are researching schools you make sure to include this information in your search. It will help determine which tests you take and the number of times you will take standardized tests.
•
If applying under an early action plan, it is especially critical that you be aware of the testing
requirements, especially the SAT Subject Tests (see below). The October, and sometimes the November, tests are often times early enough to be considered, but not for all institutions.
•
Registration deadlines are important. Students are required to register for all standardized tests ahead of time, and the testing agencies are very strict about registration deadlines, which are well in advance of the testing dates. Testing centers, especially during the late spring and early fall, fill up early, so register for the tests as early as possible. For help in registering for tests, please see Appendix 3.
•
Marianapolis does not release your test scores. Since we do not own the test scores, they will not appear on your transcript. Most colleges require an official copy of test scores to be sent directly from the testing agency. For help in sending your scores, please see Appendix 3.
STANDARDIZED TESTS
There are six types of standardized tests commonly used by colleges and scholarship organizations to evaluate a
candidate’s ability and achievement:
PSAT/NMSQT
The Preliminary Scholastic Aptitude Test and National Merit Qualifying Test (PSAT/NMSQT) is a two hour test,
and is administered in October of the sophomore and junior years. The test is comprised of three sections: Critical
Reading, Math and Writing Skills, each scored from 20-80. The scores from the junior year are used for National
Merit selections. In the spring of the senior year, finalists will be notified if they have been awarded a National
Merit Scholarship.
The PSAT helps familiarize you with the standardized testing format. When you receive a copy of your PSAT
scores, you will also receive the test questions, a copy of your answers, and an answer key. The results you receive
are a worthwhile tool in assessing areas of weakness as you look forward to taking the SAT. Generally speaking,
PSAT results will give you a rough projection of what your SAT-I scores will be.
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SAT—Scholastic Aptitude Test
1.
Reasoning Test
This test is three hours and forty-five minutes, and is administered from October through June of each year on
nationally determined test dates. The test is comprised of three sections, each scored on a scale from 200-800.
1.The Critical Reading section measures a student’s reading comprehension ability and ability to analyze reading passages; to recognize relationships between parts of sentences and between pairs of words, and
vocabulary skills.
2.The Writing section measures a student’s ability to organize and express ideas clearly and to develop
and support ideas in a short writing exercise. Multiple choice questions measure your ability to improve sentences and paragraphs and identify writing errors (such as diction, grammar, sentence construction, subject-verb agreement, proper word usage, and wordiness)
3.The Mathematics section measures problem-solving abilities involving arithmetic, algebra, geometry, functions and data analysis.
All students should take the SAT at least once in their junior year. Most students will repeat the SAT during the
fall of the senior year. The total number of times a student takes the test depends on his/her level of satisfaction
with the scores. Regardless of how many times you take the SAT Reasoning Test, the colleges will receive all of
the scores; you cannot choose which scores to send. Most colleges focus on a student’s best verbal score and best
math score, even if they are achieved on different testing days.
It is important that you consider the types of colleges that you plan to apply to in mapping out when you take your
SAT. At a minimum, we recommend that you take the SAT at least once in January or the spring of your junior
year; and again in the fall of senior year, if necessary, particularly if you enroll in a test preparation class over the
summer.
2.
Subject Tests
These tests are one hour per academic subject, up to three tests per administration, administered from October
through June of each year on nationally determined test dates. The exams are scored on a scale ranging from 200800. SAT Subject Tests measure achievement in a particular academic discipline.
Not all colleges require these tests, but many of the colleges Marianapolis students apply to either require or
recommend them. Failure to meet these requirements can place a student at a minor or even significant
disadvantage in the admission process. Decisions about which Subject Tests to take are often the most
complicated decisions for students to make since the tests are largely curriculum-driven and, thus, different for
each student. Further confusion arises because there are 22 different tests to choose from, and some of the tests
are best taken early in one’s high school career, long before most students are thinking about college plans. For
example, a strong chemistry student should take the Chemistry Subject Test at the end of the course, which often
falls at the end of sophomore year. Our best advice: ask your teacher what s/he thinks of your ability to score well
on a given Subject Test.
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Guidelines for SAT Subject Tests
The following are our general recommendations for taking SAT Subject Tests. It is absolutely critical that you
discuss your plans with your teachers. They know best what your academic strengths and weaknesses are:
Literature — anytime is fine, but the end of junior year is usually best.
Math I — after Algebra 2 and Geometry, sometimes Precalculus if you are a weaker student.
Math II — after Precalculus, if you are a strong student, or after Calculus.
Sciences — immediately following the course (check with your teacher).
Languages — usually after the third year of study or if you are fluent in the language, after a time abroad. Check
with your teacher.
History — Speak with your teacher.
Note: The best resources for specific information on the SAT Reasoning Test and SAT Subject Tests are the SAT
Program publications: Registration Bulletin, Taking the SAT Reasoning Test, and Taking the SAT Subject Tests,
located on the wall outside the College Placement Office. You can also find excellent information on
http://collegeboard.com.
AP — Advanced Placement
This test is three hours per academic discipline, and administered in May of each year according to a nationally
determined test schedule. The test is scored on a scale ranging from 1 to 5.The Advanced Placement Examinations
(AP) are optional in the college admissions process. The designated purpose of AP exams is to provide
opportunities for students to gain college credit or advanced placement in college courses. Although APs were not
designed as admissions tools, they are often used to document a student’s strength in a particular subject. When
a student scores a ‘4’ or a ‘5’on an AP exam, the college advisor highlights it in his/her recommendation for that
student. Remember that when you send your AP scores, all of them go. So just as a ‘4’ or ‘5’ can aid you, a ‘1’
or ‘2’’ can also hurt you. Once you select which college you will attend, you should send official AP scores to the
college for credit and/or advanced placement. Instructions for sending scores can be found in Appendix 3.
ACT — American College Test
This test is three hours, and is administered October through June each year according to a nationally determined
test schedule The test is scored on a scale ranging from 0-36. The ACT is an alternative test to the SAT and is
accepted at nearly every college in the country. Occasionally students find that they outperform their SAT score
when taking the ACT. This is also a test that many college coaches recommend to be taken. A handful of
Marianapolis students take the test each year. It covers English, mathematics, reading, and science reasoning.
There is also an optional writing section that colleges require if you wish the scores to be considered. Instructions
for test registration and sending scores can be found in Appendix 3.
TOEFL—Test of English as a Foreign Language
Colleges usually require students whose native language is not English to take the TOEFL. Because the verbal
portion of the SAT does not always provide an accurate measure of the non-native speaker’s fluency in English
or verbal abilities, the TOEFL can provide colleges with a more accurate indication of a student’s command of
English. Many colleges require international students to submit a TOEFL score, which is used in addition to SAT I
verbal scores. It is wise to register early for this test since this area’s test centers tend to fill up quickly. Most
colleges will publish the minimum TOEFL score that they require for admission.
As with the SAT, we strongly recommend that students take at least one TOEFL test during their junior year and
one during their senior year. Unlike the SAT you can choose which score to send. Because the recent switch to
Internet Based Testing has caused a decrease in the availability of testing spots it is important that students
register early for the test. Instructions for test registration and sending scores can be found in Appendix 3.
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The Application Process
COLLEGE ADMISSIONS OPTIONS
A number of notification options are available to you in the college application process. Although the options vary
from college to college, most schools offer several application plans under which you are notified of admission
decisions, sometimes as early as the fall of senior year. It is important that you examine the admissions options
of the colleges to which you intend to apply. Basic definitions of these different options are as follows:
Rolling Admission
Some institutions offer this option, in which the admission office reviews applications as they are received and
releases decisions within a few weeks (usually four to eight) of application receipt. In general, the more
academically successful students are, the earlier they hear of their acceptances. The earlier you apply, the earlier
you are notified AND the more likely you are to find a space. Spaces do fill up, so apply early, no matter what the
deadline. This admissions option is very popular with larger state universities. At some larger public institutions,
freshman housing is also assigned on a rolling basis, and an earlier acceptance will help you secure dormitory
space. Enrollment deposits are typically refundable up to May 1, the National Candidates’ Reply Date.
Early Decision
Early Decision is a commitment-based plan offered by about 200 colleges for the student who has firmly determined his or her top choice of college by the fall of the senior year. If that college is not a definite first choice, a
student should not apply to it early decision. They may accept, defer, or reject the student.If deferred, the
application is placed with the regular pool for consideration in the spring. If accepted, the student is ethically
bound to attend the institution and must withdraw any other applications immediately. A student may apply to
other colleges prior to early decision notification, but may have only one application under Early Decision
consideration at any time and must be prepared to honor his or her commitment.
Early Decision I (ED-I)
A student submits an application by a set deadline, usually in mid-October or early November, and the college
notifies the student of its decision, generally by December (four to six weeks). They may accept, defer, or reject
the student. If deferred, the application is often times (but not always) placed with the regular pool for
consideration in the spring. Early Decision I enrollment deposits are usually due in December or January.
Early Decision II (ED-II)
Some colleges offer an early decision plan with an application deadline that is later than ED-I, usually in
December, January or February. The same rules apply as those for Early Decision I. These plans are designed to
give you more time to make a thoughtful college choice decision. Students who take advantage of this option have
often times applied to several colleges under Early Action plans (see below). As with ED-I, you will be notified
of the decision approximately four to six weeks later.
Advantages of Early Decision
Early Decision is a wonderful way to go if you are absolutely certain you want to attend that particular college,
since the college application process will be concluded for you if you are admitted. If you are a recruited athlete,
applying ED helps to cement your commitment to a coach.
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Disadvantages of Early Decision
The commitment you must make so early in the process; your need to be a strong candidate since the Early
Decision pool is still a predominantly high-powered one; financial aid awards are, at this point, only estimates,
so, if the size or nature of your financial aid award is of great significance, you may not want to close out all
other options by being accepted “ED.” When a student is deferred in the early admission process, it actually feels
like rejection and can be devastating to your ego at a time of year when you need to be at the top of your game for
filing applications to other colleges. Also, when you are deferred early admission, your application goes into the
regular applicant pool and may not be as impressive as those submitted by students who had almost two months
longer to polish their applications. There is also the possibility that you will be denied early.
Early Action
This plan resembles the early decision plan in most ways, except it is non-binding. A student accepted under early
action is not required to make a commitment until May 1, the National Candidates’ Reply Date. This option
allows you to express interest in a college and to receive an earlier admission response while also exploring other
college options. Students are typically admitted or denied under early action, but they may also be deferred to the
regular decision cycle.
Advantages of Early Action
Again, Early Action is a wonderful way to go if you have managed to narrow your focus by the fall of your senior
year.
Disadvantages of Early Action
Again, you need to be a very strong applicant to be considered competitive in this early pool, and in some cases
your best work may still be ahead.
Single-Choice Early Action
You do not commit to the school but, similar to Early Decision, you can only apply early to one school.
Thoughts on Early Admissions Options
We continue to see good arguments both in support of and against this option. Listed below is some advice that
might help you decide whether this is a good option for you. In the end, this is a decision that is yours, but be sure
to talk to your parents and the College Placement Office if you plan to proceed.
• If you are a strong applicant in every way and you are certain that the institution you are applying to is your first choice, applying early may be the way to go. Although there is evidence that colleges are taking more
students early, remember: they are continuing to take only the most academically qualified candidates in the pool.
• In the absence of outstanding academic qualifications, an early application, coupled with a special
consideration (athletics, arts, etc.), may improve your chances of admission in some cases.
• An early application in and of itself does not constitute a “special consideration”! By simply applying early, you do not gain an appreciable advantage. You must first meet the general standards of the college to which you are applying. If you do not, ED or EA will do virtually nothing to improve your chances for admission.
• You do not need to apply early in order to prove to a college that it is your first choice. There are other ways of conveying that message. A handwritten note explaining that you simply are not ready to apply early shows an admissions staff that you are thoughtful enough to know what is best for you.
• If you do not feel ready to apply early for whatever reason, you should not. Always consult with your college counselor if you feel pressured, one way or another, about this issue.
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Regular Decision
Most students follow this plan, through which they file their applications in the fall or early winter of senior year
and are notified of the colleges’ decisions in March or April. Application deadlines generally fall in January or
February, and, if admitted, a student must submit an enrollment deposit by May 1, the National Candidates’ Reply
Date.
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THE APPLICATION
Many colleges offer a variety of application options for students. Many offer individual institutional forms as well
as the Common Application (see below) and electronic applications. If a student has a particular preference, he or
she should check to make certain that the college offers the desired format.
Regardless of the method of application, all applications are expected to be original, neatly presented, and
truthful. The College Placement Office, teachers and parents can preview applications and offer suggestions for
improvement, but the work must be the applicants’ alone. When you sign your name to the application, you are
stating that all of the information you provided therein is true, and that the application and essays were written by
you. Please take your signature, your honor, and your word seriously in this process.
FIVE STEPS TO A GOOD APPLICATION
Step 1: Decide upon your final list of colleges. How many? This is a very personal question. Six to ten
applications are the norm with two or three in the “reach” category; two or three in the “profile” category; and two
or three in the “safety” category. After the list is complete, write, telephone or e-mail admission offices and ask
each for admission literature and an application. Many colleges and universities now have applications and other
information online. Check the individual college’s web page or http://www.collegeboard.com for more up-to-date
information.
The Common Application
While each college has its own specific application for admission, a consortium of nearly 500 universities
publish and accept the Common Application. The advantage to this application is that you complete only one form
and write one essay and send copies to multiple colleges. The limitation is that you can only use the Common
Application with participating schools. If you plan to apply to two or more schools that accept the Common
Application, using that form is an efficient way to complete your applications. Colleges will consider the Common Application exactly the same as their own. If you are using the Common Application, it is still important
that you secure and review each college’s printed admission material for information about special
programs or procedures and sometimes for additional forms (such as the institution’s financial aid
application). Many colleges will also require a supplement if you use the Common Application. It is imperative
that you return that form in order to complete your application. These supplements are also usually found on a
college’s website. The Common Application can be found on the web at http://www.commonapp.org.
Step 2: Check over each application carefully when it arrives in order to get a sense of what you will have to do
to complete your applications during the fall. You should be looking for:
• The Application Deadline - You want to submit the application to the college well before that date, if possible. It is better to send in applications with rolling admission deadlines as soon as possible because enrollment and sometimes housing spaces can fill up quickly.
• Testing Requirements - Testing requirements vary from college to college, and it is important that you
carefully plan to meet the testing requirements of each of the schools on your list. If applying early to a college, it may be imperative that you meet testing requirements by October of the senior year.
• College Prerequisites - Be absolutely certain you have read the colleges’ admissions requirements (e.g. 4 years
of English, 3 years of mathematics, 3 of science, etc.) There are many colleges who will not even consider your application if you do not have the prerequisite courses.
33
THE APPLICATION
• Application Requirements: Colleges take great pains to detail clearly their specific procedures for completing and filing each part of the application. Different colleges have different application requirements. It is a step-
by-step process to be completed with the greatest of care and thought. Read and follow all instructions carefully.
• Recommendations - How many recommendations do your colleges require? (See below for advice on
recommendations)
• Interviews - Are interviews required, advised, or unnecessary? Schedule them early, if they are required. Most highly selective institutions will schedule alumni interviews after you have applied. It is very important that
students make these appointments. It is also essential to have an interview and visit if the college recommends it.
Because college interview calendars often fill up days and even weeks in advance, it is good to schedule
interviews earlier rather than later in the admission cycle.
• Financial Aid - Check for deadlines and any additional applications the college may require other than the
FAFSA or CSS Profile. Deadlines, procedures, and policies vary greatly from college to college. (See Financial
Aid Section)
• Essays - Some applications don’t require an essay, some call for two or three. Make sure you know how much
time will be involved for each application. If several of your colleges accept the Common Application, one essay
may suffice for several applications; others will require several essays in the supplements.
Step 3: Make copies of the applications as you fill them out to keep as a record. You can provide copies as well to the College Placement Office. Applications both mailed and sent on-line can get lost, so keep copies just in case. MOST IMPORTANT: make your application neat and readable.
Step 4:
Hand in all forms that must be filled out by the College Placement Office (Secondary School Reports, Counselor Forms, Midyear Reports, etc.) and request transcripts by filling out the “Transcript Request Form”. Even though you may have handed in your final college list to us, we can not mail out your transcript without your permission.
Step 5:
Check over your applications when finished to be sure that everything is signed, that all parts are
included except the recommendations and transcript, and that you have a CHECK or credit card
provision for the application fee. Applications without a fee are sometimes placed in a “no fee” file,
delaying consideration. The College Placement Office will mail your applications so long as you adhere
to the proper deadlines. Keep a copy of your application—they sometimes get lost in the mail and via
e-mail.
Deadlines Are Important
Make sure you know when your college admission deadlines are. Colleges frequently will not extend a deadline.
Applications received late may be automatically rejected, receive less than priority consideration, or be put on the
waiting list. Some institutions will simply return the late application to a student without any consideration of it.
Don’t preclude a college option by missing a deadline.
In order to get their work done by the decision notification date, admission officers begin reading applications
well before the filing deadline. Submitting your applications earlier in the cycle will enable admission offices to
process your file, notify you if anything is missing, and prepare your file for evaluation. Applications that arrive at
or after the deadline are processed later and during a more hectic time in an admission office. Later applicants are
often not notified as quickly of missing items because of the “crush” of applications at that time of the year.
34
THE APPLICATION
Keep in mind that there are deadlines for requesting transcripts from the College Placement Office as well, which ensure
that we will have your transcript, teacher and counselor recommendations ready to meet college deadlines. If you are
unable to adhere to these deadlines the College Placement Office cannot guarantee that your material will arrive on time.
Deadlines for Transcript Request/Paper work Submission
• Rolling Admission – As soon as possible, but at least a week before you plan to submit your application.
• Early Decision/Action I - October 15
• Regular Decision/Early Decision II – December 15
Incomplete Applications
If you submit Part I of a two-part application and decide not to complete the rest of it, please notify both the
college involved and the College Placement Office. Not doing so causes the college unnecessary inconvenience
and expense. The same holds true if you decide to withdraw an application. Do it as soon and as politely as
possible. Notify the College Placement Office if you did not apply to a college after requesting that we send your
transcript. In order to keep track of the applications that you have filed and in order to work with college
admission offices in an informed and effective manner, we need to know the status of each of your applications.
Class Rank
As is the procedure at many independent and some public schools, Marianapolis does not rank its students
because of the competitive and rigorous nature of our college preparatory program and the relatively small
graduating classes. However, we do send each college a school profile from which colleges will be able to better
understand our grading system, curriculum, rigor, and the competitive nature of the school. The college
counselors’ letters, which are written for each student, will further describe distinctive aspects of Marianapolis’
grading scale and programs. Such information will help most colleges understand and evaluate our transcripts
without inclusion of class rank.
Electronic Applications
The majority of students are filing electronically. It is much easier than writing out the same information over
and over again. Be sure to build in sufficient time for online applications as servers get very busy near deadline
time. Make sure you always print a copy of any electronic application. If you still prefer paper applications, be
sure to be neat. Be sure to follow all directions carefully. Please read the college’s instructions to be sure you have
satisfied all their requirements (i.e. signature). You might also download applications directly from the college’s
website.
CEEB/ACT Code
Most college applications will require that you provide a special code number so that they can track and
efficiently file your application. This is the College Entrance Examination Board/ American College Test code
number. The number for Marianapolis Prep is 070780.
35
THE ESSAY
While there are college applications that do not require essays or writing samples, most colleges want to know
more about you. They are going to ask you to describe your life, experiences, hopes and dreams, personality,
achievements and reasons for selecting their college. This is an opportunity to sell yourself. In most cases, the
essay is the most personal contact that you will have with the admission committee of the college, so you want
to present yourself well. The essay can and often does shift the balance of the admission decision, for or against
you. The college counselors offer essay-writing advice, and they and your English teacher are also glad to review
essays with you.
At most institutions, the essay is reviewed as an example of your writing style and ability as both a part of
determining your potential for success at the college and as a means of comparing applicants. A well-written
essay may enhance your chance of admission, while a shabbily-written writing sample can clearly diminish your
chance. Students can be denied admission to a college on the basis of a careless, indifferent essay. Remember:
thousands of students just like you, with similar talents, backgrounds, and experiences, are trying to answer the
same question in those essays. Do your very best!
Writing the Essay
Although many colleges seek this information in a variety of ways, essentially they all want to know what is
important to the applicant. Once the student has identified the topic that he or she would like to address, the essay
can usually be molded to fit the majority of assigned topics. Dr. Gary Ripple, former Dean of Admission and
Financial Aid at Lafayette College and author of Do It Write: How to Prepare a Great College Application
contends,
I have never seen a college application essay question, no matter how it was worded, that did not ask the
same basic thing--who are you, and what makes you different from all those other qualified applicants we
must consider? In other words, the essay gives you the opportunity to demonstrate why you are special.
Your application essay gives you a chance to display enthusiasm, intelligence, leadership, talent, maturity, writing
style, and originality. If you make a self-conscious effort at writing a “deeply meaningful” essay, you may not
succeed. Be yourself. Tell your story. Many of the skills that are required in preparing good, polished,
imaginative essays are those taught in English classes. Think of the essay as an opportunity to introduce your
personality, the things that make you unique and interesting. It is a vehicle for describing your accomplishments,
goals, and keenest interests. If you have a good sense of humor, let that shine through. Write about how you spent
a summer helping your little sister learn to play basketball, if that experience was important to you. Talk about
creating your own fishing flies or learning to rock climb. Describe a “disaster” that you survived while working
your first job. You can reveal much about your resourcefulness that way, as you can by describing a fear you
overcame. An essay about how you spent some time in another person’s shoes and learned to see the world
differently can be very effective. Many things you have experienced or accomplished can become good essays.
Essay Reminders
• Do not let anyone else write the essay. It must be your work!
• Write clearly and in your own style or “voice.”
• Type your essay unless specifically instructed to hand-write.
• Reveal something about yourself.
• Respond to the question asked or topic proposed on the application.
• Be attentive to the organization of your essay; develop your topic in a logical and sequential way.
• Also be attentive to spelling and grammar. Don’t forget to use “spellchecker.”
• Clearly introduce your topic, develop it, and logically conclude the essay. Don’t digress or ramble.
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THE ESSAY
• Give yourself plenty of time to write your application essays. Start with a rough draft that you revise until you are comfortable with it. Do not try to write essays the night before the application deadline!
• Many colleges invite students to optionally submit a graded writing sample. Keep copies of well written graded work that illustrates your writing ability and academic potential.
• It may be possible to use an essay for more than one application. However, if one essay topic doesn’t adequately
address the essay question of another application, don’t use it. The admission officers reading your file will think you’ve missed the point of their question or that you have responded in a careless fashion.
• Don’t write in a pretentious or stilted style.
• Don’t attempt obscure or offbeat humor that might not be understood by the reader.
• Don’t use generalizations. Write clearly and substantiate your point of view with specific examples.
• Don’t make the essay too long or too short. Most applications stipulate a suggested length, so follow the
instructions. At the same time, it is usually appropriate to submit all or part of the essay on attached sheets of paper.
• Handwritten essays are often harder to read than typewritten ones. Make sure that your final product can be read. Proofread for errors. Sometimes, it’s hard to tell the difference between a keyboard error and poor grammar or spelling. Don’t give the reader undue reason to question your ability to write.
• Don’t toss your essay off. Be careful, and take pains with it. It says something about you, and that should be worth your concentration and energy. Remember! Plagiarism on an essay can result in the rejection of an
application or withdrawal of an offer of admission.
Sample Essay Questions
Listed below are typical examples of questions asked by competitive colleges. When several choices are given,
they usually ask you to select just one. Read these over carefully, and start to think of how you might answer
them.
• Since our knowledge is limited to the information provided, why not then use this opportunity to tell us about
anything you think we should know?
• a) What do you see as the turning point(s) or important events in your life and why do you view them as such?
b) Who are the people who have done the most to influence your personal development and in what ways were
they influential? c) What have you learned from your extracurricular involvement? d) Describe the social
atmosphere at your school and tell how you fit in it.
• Write a short essay about an intellectual, social, political, or personal issue you feel is important.We are
interested in your choice of topic as well as the quality of its presentation.
• a) React to something you have read recently. b) What brief message would you beam to civilizations in outer
space to describe the nature of the humans on our planet? c) Ask the ideal question and answer it.
• a) Briefly discuss a book that has made a great impact on you. b) Discuss briefly the one or two extracurricular,
work, or community activities that have meant the most to you. c) Write a brief essay of 200-500 words on any
topic of direct personal importance to you.
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THE ESSAY
• a) If given the opportunity to spend an evening with any one person, living, deceased, or fictional, whom would
you choose and why? b) If you had the power to eliminate one problem which exists in the world today, what
would it be and why? c) If you were given the opportunity to leave a time capsule for posterity in the cornerstone
of your city hall, what one book, one mechanical object and one other item of your choosing would you leave as a
statement about life in the twenty-first century and why?
• Please use this space to discuss more fully any academic or intellectual interest that is especially significant to
you. For example, you may wish to discuss an intellectual theme or movement, an idea,an author, or a research
topic. No matter what you choose to discuss, understand that we are looking for your reflections on how and why
this has influenced you intellectually.
• a) Describe, in narrative form, the most creative solution you’ve ever undertaken to solve a non-classroom
related problem. b) You have been asked by your school to teach an elective semester course based upon your
academic and co-curricular interests. In this essay, you must write an introduction to your course to explain to
prospective students your purpose and goals for the course as well as the methods you will use.
• a) Evaluate a significant experience or achievement that has special meaning for you. b) Discuss some issue of
personal, local, or national concern and its importance to you. c) If you could travel through time and interview a
prominent figure in the arts, politics, religion, or science, for example, whom would you choose and why?
• You are meeting your college roommate for the first time. You can bring only three items with you to your
dorm room. What items would you bring to provide a first impression of your personality, character, or interests?
Please elaborate.
38
EXTRACURRICULAR ACTIVITIES
Applications for admission routinely request information about your extracurricular interests and
accomplishments. Colleges are interested in knowing about your talents and interests that relate to endeavors
both in and out of school. In completing your applications, you should describe your involvement with hobbies,
community service activities, sports, school clubs, summer activities, jobs, internships, and other interests pursued
both at Marianapolis and at home. Colleges are also very interested in students’ talents in art, music, theater, or
creative writing as well as religious and political activities.
Admission officers also like to see evidence of leadership in any realm of your life, either as a monitor, a captain
of a team, in community service, or as editor of the literary magazine, and they hope to enroll students who can
understand what leadership is. A good question to ask yourself as you complete an application is how have I made
a difference in the communities in which I live?—as a leader and as a participant. Sometimes leadership emerges
from active and committed involvement in an endeavor or organization---more than from an elected office or
position.
At the same time, not everyone is a leader. Colleges are really most interested in knowing about your keenest and
most focused extracurricular interests, and they are interested in knowing more about your involvement in school
and community. They are more impressed with the student who makes an outstanding contribution in a few
extracurricular areas than with the one who belongs to many organizations and does not have time to contribute
much to any. A thoughtful description of your life outside the classroom will reflect the activities that are most
meaningful and significant to you and will help describe to the college who you are. Your application should
give readers a good sense of your interests and talents, but at the same time colleges are interested in how you
budget your time and manage both your academic and extracurricular commitments. A college is in fact looking
for all sorts of students with all kinds of interests who will be attracted to the college’s extracurricular and
academic offerings.
Don’t be unduly modest in your applications; your strengths and accomplishments will make you attractive to
colleges. Let the college know who you are and about what you will bring to them. And remember, some of the
activities and accomplishments that you consider routine or ordinary may actually help set you apart in an
applicant pool as a compelling candidate. At the same time, do not “pad” your list with those activities that are
either dormant or insignificant. This same rule applies to your estimation of the hours involved, inflated numbers
are easy to spot. College admissions officers are trained professionals, and they know what constitutes substantive
involvement.
The format in which colleges request extracurricular information will vary from application to application.
Respond accordingly, and don’t hesitate to elaborate about special interests on additional sheets of paper. That information may catch the eye of the application readers. A good plan is to begin putting a resume together during
your junior year which you can use as a basis for your extracurricular activity description. A sample resume can
be found in Appendix 4.
39
ATHLETICS
Athletics have become a large part of college life. If you harbor aspirations of being part of an intercollegiate
team, this part of the college process must be taken as seriously as the rest of the college process.
There are two ways of joining a team in college. Students may attempt to “walk on” which entails trying out after
you get to college or you can be a “recruited” athlete. Some athletes, especially on the Division III level, choose
to contact coaches and then wait to see if they become recruited. (A sample letter and athletic resume can be
found in Appendix 4.) Suffice it to say, you are a “recruited” athlete in the process once a coach has contacted you
or your coach here at the school.
Once communication has been initiated between you and college coaches, good lines of communication are a
must. Our coaches speak with their college counterparts to gain information about program needs and your
potential as a recruited athlete. The most important advice for the prospective college athlete is to keep your college advisor in the communication loop at all times.
For potential Division I and Division II athletes
By the spring of junior year, it is important for you to be aware of your responsibilities in this process, before you
depart for the summer. You should read and become familiar with Guide for the College Bound Student-Athlete
found online at http://www.eligibilitycenter.com . Make sure you are in compliance with the National College
Athletic Association (NCAA).
NCAA Eligibility Center
The NCAA Clearinghouse was established for athletic eligibility and certification purposes. If you hope to be recruited by a Division I or Division II school and take an expense-paid visit to their campus (whether it be a meal,
an arranged overnight accommodation, and/or travel expenses), you must register and be certified for initial eligibility by the Clearinghouse prior to your visit. These visits generally take place in the senior year. Please remember this applies to expense-paid visits—you may visit any campus at any time at your own expense for academic
purposes.
Registering with the Eligibility Center
You need to register and complete your Student Release Form (SRF) online: www.eligibilitycenter.com You will
need to have a credit card to pay your registration fee (currently $60). After the registration is complete, you need
to print out a copy of your SRF and the authorization form (Copy #1 and Copy #2) and give these to the College
Office. This authorization allows the high school to send your transcript and test scores to the Clearinghouse. If
you attended another school during your high school years, you will need to arrange for copies of those same
forms and send them to your previous high school(s) so they can mail official transcript(s) directly to the
Clearinghouse as well. You should know that your SRF will be processed as soon as your final junior year
transcript is available—usually by the end of June.
40
ATHLETICS
Reporting Test Scores
The Eligibility Center also requires SAT scores. Marianapolis does not list test scores on transcripts; however,
photocopies of score reports are acceptable if they are sent directly from us. It is important to remember that the
College Placement Office is staffed in a limited capacity during the summer — we are giving you this advance notice so that you can take care of this prior to leaving School. Should you have any questions about the certification
process, you may also contact the Eligibility Center directly at:
NCAA Eligibility Center
PO Box 7110
Indianapolis, IN 46207
Telephone: 877-622-2321
Fax: 317-968-5100
URL: http://www.eligibilitycenter.com
41
VISUAL AND PERFORMING ARTS
Visual Arts
Plan well ahead. The following procedures and suggestions are intended as guidelines for anyone who has done a
significant amount of visual artwork while at Marianapolis. We strongly recommend that you create a portfolio of
your best work as part of your college application, regardless of whether you intend to pursue art in college. What
you have done to date will set you apart from many other applicants, demonstrating an unusual talent and skill.
What you show, if chosen and presented carefully, can only be to your advantage.
Format
1. Some colleges may differ, but most will be looking for a selection of documents showcasing your
work, submitted either electronically or directly by mail.
2. Each document should be labeled with your name and a number that corresponds to a typed list
accompanying your submission. The list should have a title for each slide, identification of the media, an
indication of size, and a brief description of the project or work.
3. You should also include a brief (half page, typed) artist’s statement that describes your interests and investment in the visual arts.
4. Other formats are possible, and may in some cases be advisable, depending on the scope and type of your work and the college you are considering. Consult the college advisors and your art teachers.
Performing Arts: Music
The following procedures and suggestions are intended as guidelines for anyone who is an accomplished
musician. Again, we strongly recommend that you create an audiotape or CD of your best work as part of your
college application, regardless of whether you intend to pursue music in college. What you have done to date will
set you apart from many other applicants, demonstrating an unusual talent and skill. What you show, if
chosen and presented carefully, can only be to your advantage.
Format
1. In the absence of a live audition (typically reserved for conservatories), a CD is the best way to present your musical talent. You should speak with your music teacher or private instructor to determine the best pieces to select (usually no more than three), and the best time and place to record them.
2. Make several copies of the CD to send, since they will not be returned to you.
3. You should also include a brief (half page, typed) artist’s statement that describes your interests and investment in the performing arts.
4. Your CD should be labeled with your full name and sent to the admissions office with your application in a large manila envelope. The admissions staff sends it to the appropriate faculty member in the music department
to be rated then the submission will be returned to the admissions office.
42
VISUAL AND PERFORMING ARTS
Performing Acts: Dance
1. In the absence of a live audition (which is possible at several colleges), DVD or a YouTube video link is the best way to present your dance talent. You should speak with your dance teachers to determine the best pieces to
select (again, no more than three), and the best time and place to record them.
2. Repeat steps 2-4 on the previous page.
Performing Arts: Drama
1. Again, in the absence of a live audition, a DVD is the best way to demonstrate your dramatic talent. You
should speak with your drama teacher about the details of videotaping performances.
2. Remember to make several copies of the DVD, as it will not be returned to you, and also to include an artist’s
statement, as described previously.
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RECOMMENDATIONS
Some colleges do not require any recommendations (however, they will accept them); others may require one,
two, or three. Some colleges will request teacher recommendations from specified academic disciplines, for
example, English, mathematics, or science. Others may seek a peer recommendation. In each case, consider
carefully whom you will ask to write on your behalf. A good question to ask your teacher is:
“Do you know my work and me well enough to make a positive evaluation?”
When you have decided whom you will be asking, talk to the teacher(s) early. We will require you to ask for one
recommendation before you leave your junior year. During your senior year, you should ask no later than the
middle of October. History, English and theology teachers, particularly, will be overburdened with writing, so it
is best to approach them early. It is helpful for teachers to have some knowledge of you outside of the classroom,
so include a summary of your activities (a resume would be ideal, see Appendix 4).
After teachers agree to write for you it is up to you to follow up with them to confirm that they will be writing for
you and make sure that they have the correct forms for the colleges you will be applying to (not every college has
a recommendation form). Make certain you have filled out your portion of each recommendation beforehand.
To Waive or Not to Waive
On many recommendation forms there is a box asking you whether you would like to waive your rights to read
the recommendations being written for you or not. You should consider waiving your rights because doing so
suggests to the reader that the recommendation has been written objectively. When you waive your rights, you
are stating that if you attend the institution you will not attempt to view the full contents of your college
application—specifically, recommendations from teachers and your college advisor.
When you do not waive your rights, you may, upon attending that institution, have access to the full contents of
your college application, including recommendations. You do not have access to applications to colleges to which
you are not attending, however.
A Little Etiquette Goes a Long Way
Just as you make every effort to maintain your own unique aura of grace and respect among your contacts at the
colleges, you should also be aware of the effort your teachers and counselors at Marianapolis make on your
behalf, and treat them accordingly. Because we live and learn together in the close community of Marianapolis,
it is sometimes easy to overlook just how much your teachers are doing for you and numerous other students.
Keep in mind that you are not the only responsibility of your recommender. Be thoughtful of other deadlines and
responsibilities that s/he faces daily and act accordingly.
Other Helpful Tips
•
Academic recommendations should be written by teachers who have taught you recently (preferably no earlier than junior year), and who know you well. If there is someone in the community with whom you are very close, ask them to write a separate, personal recommendation on their own letterhead.
•
Try to balance your academic profile by having a recommendation from the history/English/theology departments as well as one from the math or science department.
44
Financial Assistance
For many families, a key piece of the college admissions process may center on financial aid. In the next few pages, we
identify some of the important steps of applying for aid, explain how colleges factor financial aid into admissions and
award packages, and describe how the typical financial aid package might be developed. These policies will vary from
school to school, and we urge you to read the materials provided by each college and encourage you to contact their
offices if you have questions. In fact, any college financial aid office is an invaluable resource. Feel free not only to call
them with questions, but also to make appointments to speak with them in person.
GENERAL DEFINITIONS
Need-Blind
A process where the admission decision is separate (blind) from the financial aid process. The admissions
application is evaluated, a decision is made, and those accepted are then sent to the financial aid office for review.
A growing number of schools that are need-blind, however, do not have the resources to meet the full need of the
class they have accepted.
Need-Aware
A process where the admission decision can be sensitive to the financial need of the applicant. A growing number
of schools with limited resources have become much more honest in admitting that they must look at their budget
carefully when accepting a freshman class. In most cases, this will affect a handful of applicants, and students are
generally placed on a wait list.
Gapping
A process of admitting a student while providing a financial package that does not fully meet (gaps) your
calculated need.
Scholarships
The College Placement Office frequently receives literature on scholarships. We also maintain a scholarship
file within the College Placement Office. This file is updated as we receive information from colleges and other
sources. Speak with us if you would like to browse through our scholarship files. You can also find scholarship
information in Appendix 2.
APPLYING FOR FINANCIAL AID
Each school will have specific requirements for financial aid, so it is vital that you read the information in each
application. In most cases, this may include a form as part of the application process, or a request to fill out one of
several forms:
FAFSA (Free Application for Federal Student Aid)
All students applying for any federal financial aid must file a FAFSA as soon as possible after January 1 of the
application year. Analysis of the data on this form will determine eligibility for Federal Pell Grants, Supplemental
Educational Opportunity Grants (SEOG), Federal Work Study, Federal Perkins Loans, Stafford Loans (subsidized
and unsubsidized), and other federal and state programs. Many states, while often requiring their own forms, will
also require the FAFSA to award state grants to students. Since federal aid is a key component of most awards, it
is critical that this is filed in a timely manner. You can file the FAFSA online at www.fafsa.ed.gov. There is no cost
to process the FAFSA. Paper versions are available between November and December of your senior year.
46
CSS® (College Scholarship Service) Profile
Separate from the FAFSA, some colleges may require the CSS PROFILE to help determine a student’s eligibility
for the institution’s own funds. The CSS PROFILE is available online at https://profileonline.collegeboard.com.
In addition to the CSS® PROFILE, families may be asked to submit a Noncustodial PROFILE (NCP) Application
to gain information about their noncustodial parent. The fee for the initial application and one college or program
report is $25. Additional reports are $16. CSS Customer Support can be reached at (305) 829-9793 or emailed at
help@cssprofile.org.
Institutional Forms
Some schools may require additional information on their institutional form, as well as copies of tax returns, to
verify information.
SHOULD I APPLY FOR FINANCIAL AID?
If you and your family cannot afford to pay for four years of college without assistance from outside resources,
then by all means you should apply for financial aid. There is a debate in many circles as to where college
admissions is heading in an effort to assist students in their ability to afford college. Stories have appeared in the
media that accuse colleges of playing games with aid, often raising the question of how much applying for aid
will affect a student’s chances for admission. In order to be clear about a school’s policies, and help you make
intelligent decisions about where to apply, ask any or all of the following questions when visiting schools:
•
Does the college practice a need-blind admission policy?
•
What percentage of students is receiving financial aid?
•
What percentage of students had their full need met?
•
What percentage of the funds was need-based?
•
What percentage of the funds (if any) was merit-based?
•
Do the same financial aid procedures and policies apply for the entire four years?
•
If my family has more than one student in college, will that be taken into consideration when calculating my family contribution? What about another student in boarding school?
•
If the cost of college goes up, will my aid go up accordingly?
•
Can the school’s financial aid be used to cover the costs of study abroad programs?
•
How are outside scholarships handled? Are they credited against the loan component of my aid, the grant component, or the family contribution?
•
Do I need a certain grade point average to keep my institutional grant?
•
Are emergency funds available for short-term loans?
•
Are there any tuition payment plans that will allow me and my parents to spread out our payments?
•
What is the policy with regard to non-custodial parents and stepparents? Are they expected to contribute if financially able?
•
What is the typical financial aid package?
•
How much indebtedness can I expect after four years?
•
How many hours a week will I have to work to fulfill the work-study portion of my aid package?
47
SHOULD I APPLY EARLY IF I NEED FINANCIAL AID?
By applying early, you limit your opportunities to compare financial aid packages between schools. Since most of
the schools our students are attending traditionally try to meet full need, our experience has been that the package
in the early round has been no different from those awarded in the spring. The Ivy League schools and many
similar selective schools have gone on record to say that no differences exist in the manner in which early and
regular aid is awarded. Think carefully and consult with your parents and college advisor.
THE FINANCIAL AID PACKAGE
Financial aid packages come in all shapes and forms. Many schools fail to give you the bottom line of what you
will pay when all costs are calculated. Take the time to go back and see what the basic costs of the school are, add
up what the various components of the aid package come out to, and see if it will work for you and your family.
Once you have sorted through the various packages, you will be ready to make that determination.
(EFC) Expected Family Contribution — is determined after income and assets are reviewed. Allowances are
made for the number of family members, the number of children in college, necessary expenses, etc. Typically,
you are asked to contribute a portion of your personal savings and other assets. You are also expected to
contribute a certain amount based on what you could realistically earn during the summer, whether or not you
actually choose to work. Should you receive merit-based awards from organizations outside of the college, these
are considered as part of your available resources and may be applied against the self-help portion of your aid
package. Consideration is also given to special financial circumstances (illness, older parents approaching
retirement, or special educational needs). Be certain that colleges are aware of any unusual circumstances that
may exist in your family.
Please note: Colleges may handle different situations differently, in which parents are separated, divorced, and/or
remarried. For example, some colleges take into consideration the income and assets of the stepparent with whom
the student lives. Others do not. Federal fund eligibility (determined by the FAFSA) is based on “household”
income only— which can include a stepparent and exclude a biological parent. Always ask and/or read the fine
print.
USUAL COLLEGE BREAKDOWN FOR AWARDS
Self-Help
This may include an opportunity to work on campus through a Federal work-study program, Federal (Perkins or
Stafford) loans, and/or school loans.
Grants
If the college meets 100% of your need, the remaining amount can be filled with grants, which do not need to be
paid back. These are a combination of Federal grants, or grants from the actual funds of the college.
Merit Awards
These may also be a part of an award in the form of a scholarship that goes beyond the actual need of a student.
It may even be awarded to a student not applying for financial aid in the hope of attracting top scholars to that
school. We have seen discrepancies between financial aid packages. Do not be afraid to discuss these with both
our office and the college financial aid office before making a final decision.
FINANCIAL AID FOR INTERNATIONAL STUDENTS
International students applying for aid at American colleges are not eligible for Federal aid, and as a result, find
themselves in a much more competitive group for aid from the college’s institutional resources. However, there
are schools that have funded, financial aid specifically for international students. We will do our best to identify
these resources. Talk to your college advisor for any additional resources that might be available.
48
After the Decisions
GETTING IN
• Step One: Celebrate! (but be sensitive to other students)
• Step Two: NOTIFY THE COLLEGE PLACEMENT OFFICE IN WRITING.
• Step Three: Accept the offer, if you wish to attend; deny the offer if you do not.
NOTE: The deadline for accepting an offer of admission is May 1 (generally a postmark date). You may accept at
only one school. However, you should respond to all acceptances—good manners still count. Most colleges want
a deposit—usually of several hundred dollars —with your acceptance. Read the fine print. You may only put
down a deposit for one school.
Financial aid information may come with your acceptance letters. Sometimes those letters are sent separately–
allow a few days before becoming too anxious. However, if it gets to be mid-April and you still have not received
a financial aid package, be sure to let us know.
You may want to revisit a college. Talk with your college advisor. Try to miss as little school as possible. Do not
make quick selections if you are fortunate enough to have several college choices. Talk with your parents and
advisor.
Remember that disciplinary infractions or academic performances that are a departure from your record could put
you on probation at a college freshman year or, worse, could cause the college to revoke your acceptance. Grades
still matter!
GETTING WAIT LISTED
If you wish to remain on one or more waitlists, you should:
• Step One: Send the response card back immediately. Colleges are always interested to know how interested
you are in them. If they are going to go to the wait list to admit more students—they will go for the ones they
believe will attend.
• Step Two: Write a personal letter to the college admissions office emphasizing how much you hope to attend,
why you think their school is the best place for you, and highlighting any new accomplishments (including better
grades) that they may not know about.
• Step Three: Notify the College Placement Office in writing of your plans, and schedule a meeting to discuss
strategies with your college counselor as soon as possible. Your college counselor will continue to play a vital role
in lobbying on your behalf.
• Step Four: Think about anyone else—faculty, family, friend, or peer—who might write an additional letter
of support. Offers of admission from the waiting list usually occur after May 1 and can go on into the summer
months, so be sure to accept one college’s offer by the May 1 deadline to secure a space somewhere. If you are
admitted from a waiting list later and decide to attend, you need to advise the college whose offer you had initially
accepted, and forfeit your deposit there.
GETTING DENIED
It’s never easy to face rejection, but this, too, is a part of the college application process, unfortunately. Once you
have been denied, make an appointment with your college advisor to discuss any issues you might have. She/He
may be able to provide the insight that can help to ease the pain and assist you should you try to apply to college
again later. Rarely, if ever, are negative admissions decisions changed after the letters have been mailed.
50
Appendix 1 - Glossary of Terms
ACT
American College Test. This is the SAT’s only true competitor. The format and structure of the
tests differ; a college counselor can recommend whether to take the ACT instead of, or along with,
the SAT. Website; http://www.actstudent.org
AP
Advanced Placement. These are college-level courses offered by some schools. After an AP course
is completed, students generally take AP exams, which are scored on a 1-5 scale. Colleges may
offer either credit, or advanced standing, to a student who has an AP exam score of 3 or higher in a
subject.
Candidate’s Reply
May 1: This is the date by which most colleges require an admitted student to commit to attend that
institution. Commitment is signified by submission of the enrollment deposit by this date. Students
may place a deposit at only one school.
Date
CEEB Code
College Entrance Examination Board code number. (Every high school has one.) Marianapolis’
CEEB code is 070780
Class Rank
The rating of a student based on an academic comparison with all other students in a class.
Marianapolis Preparatory School does not rank.
CSS
College Scholarship Service. This is the organization which processes information provided by
financial aid applicants on the PROFILE form and distributes that information to colleges where a
student is applying.
Common App
A standard application form accepted by more than two hundred colleges (including some of the
Ivies). A student completes one form and submits it on-line or mails duplicates to subscriber colleges along with each college’s individualized supplement. We advise completing the application
on-line and printing multiple copies as needed. Students have access to the Common Application
on paper or via the internet: http://www.commonapp.org.
Defer
This is an admissions decision which may be received if a student has applied under an Early
Decision or Early Action plan. A “deferral” means that the student has not yet been admitted or
denied; the application will be placed in the regular round for another review, and an admissions
decision will be sent in March or April. Students who apply Early Decision and are deferred are no
longer bound by the Early Decision agreement and may apply to other colleges.
Division I, II, III
These are designations for college athletic programs. Division I and II programs are the most
competitive athletically; these are the only programs that may award athletic scholarships, and
potential recruits must be certified by the NCAA in order to be eligible to compete at the college
level. Division III programs, most commonly found at the smaller schools, do not require NCAA
certification. Potential athletic recruits should meet with their college counselor early in the process,
to be certain that all the appropriate requirements will be met before graduation, and to insure that
students understand the process of working with college coaches.
Early Action (EA)
A plan whereby application is made and a decision received early in the senior year. Usually,
application is made by November 1, and decisions are sent by mid-December. Early Action is a
non-binding plan: students will not receive a financial aid package until April, at the same time as
regular decision applicants.
52
Early Decision (ED)
A plan whereby application is made early in the senior year and, if accepted, the student
agrees to enroll and withdraw all other applications. This is a binding agreement among
the student, the college, and the parents. For financial aid applicants, an estimated award
is provided in December with the admission decision, and finalized once tax returns are
completed.
FAFSA
Free Application for Federal Student Aid - As the name implies, a no cost form used by colleges to determine a student’s and family’s eligibility for federal financial aid funds. Some
(but not most) colleges use this form alone to determine aid awards.
Financial Aid
Financial Aid
Need-based aid offered by the federal government and by colleges; awards generally include
grants (which do not need to be repaid), loans (which must be repaid) and, often, workstudy (funds earned through on-campus work during the school year). Need is determined
through a combination of the PROFILE form, the FAFSA (Free Application for Federal
Student Aid), and the college’s own form (if they have one). International students generally
complete a different form and are not eligible for federal funds unless they are permanent
resident aliens (i.e., have a “green” card).
Grade Point Average
(GPA)
A number (such as 3.0), which indicates the average of all grades for courses earned in a
term or a year.
NCAA
National Collegiate Athletic Association. The governing body for most college athletics.
The NCAA must certify an athletic recruit who wishes to compete at the Division I or II
level. The web site for the NCAA is: http://www.ncaa.org.
PROFILE
The financial aid form processed by College Scholarship Service and used by some colleges
to further define a family’s need for financial aid funds. This service carries a fee, so
families should include this cost in their budget for college applications.
PSAT
Preliminary Scholastic Assessment Test - given to sophomore and junior students; in the
junior year it is the qualifying exam for all National Merit Scholarship programs.
Regular Decision
The most common admissions plan. Most deadlines for Regular decision applicants are in
January or February. Note that the University of California school systems have a regular
decision deadline of November 30!
Rolling Admission
The practice at some colleges and universities of making decisions on applications as they
are received. Since, under this plan, colleges are accepting students every day, the later one
applies, the harder it may be to get in.
SAT:
Reasoning Test
Formerly called the SAT I. The new SAT consists of three sections: critical reading, writing
and math.
SAT:
Subject Tests
Formerly called SAT II’s. Individual subject tests (such as spanish, biology, and math) often,
but not always, required for college admissions.
53
TOEFL
Test of English as a Foreign Language. This test should be used by students
whose native language is not English (regardless of citizenship) and whose
SAT I verbal score is below 650. Students should work closely with their college counselor to determine whether this test is necessary.
Wait List
A list of applicants who, though qualified for admission, are placed “on hold.”
Wait list candidates are usually given the opportunity to decide whether or
not they wish to wait for a final decision, which usually occurs over the next
several weeks.
54
SAT: Subject Tests
Appendix 2 - Bibliography of Resources for College
INTERNET SITES TO EXPLORE
College Searches and Admission Information
•
http://www.collegeboard.com College Board (SAT tests, college searches, CSS Profile).
•
http://www.usnews.com/rankings - US News & World Report’s College resources/interactive research site
•
http://www.universities.com - Another college search (search by region and/or alphabetical).
•
http://www.collegeview.com - College View (for a general overview of the application and financial aid
process and information on over 3,000 schools).
•
http://www.nacacnet.org/studentinfo/Pages/Default.aspx - National Association of College Admission
Counseling (this section is a handbook for parents and students).
•
http://www.ed.gov/pubs/Prepare - Department of Education (parents’ resource book).
•
http://www.gocollege.com - School search, virtual tours and campus maps.
•
http://www.petersons.com - Peterson’s Guide online (search and overviews).
•
http://www.campustours.com - Online college tours
•
http://princetonreview.com - The Princeton Review online (search and overviews)
www.mytutor.com Summit Educational Group (SAT Prep)
www.strictlyenglishusa.com TOEFL Prep
Online Applications (typically found on each college’s own website)
•
http://www.commonapp.org - Common Application (online application to download for Common
Application affiliated colleges). Financial Aid Information
•
http://www.finaid.org - The most comprehensive financial aid site.
•
http://www.collegeboard.com - The College Board on-line; various resources
•
http://www.fastweb.com - Financial aid and scholarship search (updated daily).
•
http://www.fafsa.ed.gov - FAFSA online.
•
http://www.petersons.com/college-search/college-financial-aid.aspx - Peterson’s Education Center
•
http://www.salliemae.com - Financial planning for college and loan information
Intercollegiate Athletics
•
http://www.ncaa.org - National College Athletic Association (includes handbook with information about
eligibility in college athletics for the college-bound student-athlete).
•
www.eligibilitycenter.com
Test Preparation
•
http://www.collegeboard.com - The College Board
•
http://www.actstudent.org - ACT preparation
•
www. princetonreview.com - The Princton Review
•
http://www.kaplan.com - Kaplan course information
•
www.mytutor.com - Summit Education Group - SAT Prep
•
www. strictlyenglishusa.com - TOEFL Prep
56
A BIBLIOGRAPHY OF COLLEGE RESOURCE BOOKS
A visit to your local library or bookstore may overwhelm you with the number of college resource material
available. This list is far from complete; however, it is a good place to start as you begin to do research on
colleges and universities.
Comprehensive, Generally Objective College Reference Books
•
Barron’s Profiles of American Colleges, Barron’s Educational Series, Happauge, NY
•
The College Handbook, College Board, New York, NY
•
Comparative Guide to American Colleges, James Cass and Max Birnbaum, Harper and Row Publishers,
New York, NY
•
Lovejoy’s College Guide, Lovejoy’s Educational Guides, Monarch Press, New York, NY
•
Peterson’s Guide to Four Year Colleges, Peterson’s Guides, Princeton, NJ
•
Peterson’s Competitive Colleges, Peterson’s, Princeton, NJ
Supplementary College Reference Books
•
College Admissions Index of Majors and Sports, Orchard House, Concord, MA
•
College Cost and Financial Aid Handbook, The College Board, New York
•
Colleges That Change Lives, Loren Pope, Penguin Books, New York, NY
•
Cool Colleges for the Hyper-Intelligent, Self-Directed, Late Blooming, and Just Plain Different, Donald
Asher, Ten Speed Press
•
50 College Admissions Directors Speak to Parents, Sandra MacGowan and Sarah McGinty, Harcourt,
Brace and Jovanovich
•
How to Get Into the Top Colleges, Richard Montauk and Krista Klein, Prentice Hall
•
Index of Majors, College Board, New York, NY
•
Letting Go: A Parents’ Guide to Today’s College Experience. Karen Levin Coburn and Madge Lawrence
Treeger, Adler and Adler, Bethesda, MD
•
Looking Beyond the Ivy League, Loren Pope, Penguin Books, New York, NY
•
Peterson’s Handbook for College Admissions, Thomas C. Hayden, Peterson’s, Princeton, NJ
•
Peterson’s National College Databank, Peterson’s Guides, Princeton, NJ
•
Scholarship Handbook, The College Board, New York
•
The Best 345 Colleges, Princeton Review
•
The Complete Idiot’s Guide to Getting Into College, O’Neal Turner, Alpha Books, Indianapolis
•
The Directory of Canadian Universities, The Association of Universities and Colleges of Canada
•
The Fiske Guide to College, Edward B. Fiske, Times Books
•
The National Review College Guide, Charles Sykes and Brad Miner, Wolgemuth and Hyatt
•
The Yale Insider’s Guide to the Colleges, The Yale Daily News, St. Martin’s Griffin
•
Visiting College Campuses, Janet Spencer and Sandra Maleson, The Princeton Review
SAT Preparation, Guide Books
•
10 Real SAT’S, The College Board, New York, NY
•
Cracking the System: The SAT, Princeton Review, Villard Books, New York, NY
•
One-on-One with the SAT, College Board, New York, NY (CD-rom course)
57
•
How to Beat Test Anxiety and Score Higher on the SAT, James H. Divine and David W. Kylen, Barron’s
Educational Series, Happauge, NY
•
How to Take the SAT, Marcia Lawrence, Plume Books, New York, NY
Special Interest Books
•
Guide to Performing Arts Programs, Muriel Topaz and Carole J. Everett, The Princeton Review
•
Is There an Engineer Inside You? A Comprehensive Guide to Career Decisions in Engineering,
Celeste Bain
•
Penguin Guide to American Business Schools, Harold P. Doughty, Penguin USA
•
Summer Opportunities for Kids and Teenagers, Thomson Peterson’s
•
Going the Distance (formerly The Athlete’s Game Plan for College and Career), Stephen Figler
and Howard Figler, Peterson’s Guides, Princeton, NJ
•
College Admissions Index of Majors and Sports, Orchard House, Concord, MA
•
The Winning Edge: A Complete Guide to Intercollegiate Athletic Programs, Frances and James
Kilpatrick, Octameron Associates, Alexandria, VA
Career Information
•
Taking Time Off: Inspiring Stories of Students Who Enjoyed Successful Breaks from College and
How You Can Plan Your Own, Colin Hall and Ron Lieber, Noonday Books
•
The Complete Career Guide, David M. Brownstone and Gene Hawes, Simon and Schuster,
New York, NY
•
What Color is Your Parachute?, Richard Nelson Bolles, Ten Speed Press, Berkeley, CA
58
Appendix 3 – Sending Test Scores
Online Registration
1. Go to http://collegeboard.com, and select the “For Students” link.
2. Click on the “Register for SAT” link under the SAT Quick Links section.
3. Click on the “Register Now” tab under the Benefits of Online Registration section.
4. If you have not created an account, you must do so by clicking on the “Sign Up” tab on the
right part of the screen. (If you already have an account, login to your account, select the
“Start a new registration” link and go to step 6.)
5. You will be taken through a series of pages asking you questions ranging from contact information
to course and grade history. While only the starred questions are mandatory, it is good to
complete all of the information. The College Board uses this information to help colleges
find students that might be good matches.
6. Once you reach the My Test Registrations page, select the “Register for a Test” Link
7. Read and agree to the MY SAT: Terms and Conditions page
8. Complete the eight pages that comprise the sign up form. Make sure you read all of the
instructions carefully
• Marianapolis students generally test at Woodstock Academy. Transportation is provided to Woodstock Academy for residential students.
• Only add score reports if you know which schools you are applying to.
• Make sure you print out a registration ticket. You will need it when you take the test.
Sending Scores
There are two methods for sending your SAT scores. The best method is to send them from your College Board
account online. Instructions can be found at http://www.collegeboard.com/student/testing/sat/scores.html.
You can order them by phone for an additional fee. See instructions for ordering by phone at
http://www.collegeboard.com/ student/testing/sat/scores/phone.html
ACT INFORMATION
Online Registration
1. Begin at http://actstudent.org.
2. Select the Registration link, then proceed to the “sign up online” tab
3. Follow the registration instructions.
Sending Scores
Like the SAT, you can send your scores online, by phone or by request letter. From http://www.actstudent.org,
click on the “Send your scores” link under the Services tab. Follow the instructions given.
60
Appendix 3 – Sending Test Scores
TOEFL INFORMATION
Marianapolis Prep is a TOEFL Test Center which provides a convenient way for international residential students
to register for the test. Tests are provided throughout the school year and administered by the Assistant Director
of Admission and Director of Financial Aid. Please be sure to provide the Marianapolis school code 0081, so that
Marianapolis can receive your score report.
Registration for off campus tests
The Registration process begins at http://www.ets.org.
1. Select the “TOEFL” link
2. Select the “Register for the Test” link.
3. On the next page you must choose the following options
a. Country: “United States of America” unless you plan to test at home
b. City: “All IBT Locations” – Colleges only accept the Internet version of the TOEFL
c. “Register Online” – This is the fastest and best way
4. Choose the “Sign up” link to create a new account
5. Make sure to fill out all of the starred information. Do not forget your information. It is very
difficult to retrieve
6. Once you have completed all of the information forms, you will select the “Register for a Test/Order
Score Reports” Tab.
7. Select the “TOEFL Test” option
8. When you come to the “Register for a Test” link please choose the following options:
a. Country/Location: “United States”
b. State/Province: “Connecticut”
c. Region: “Providence, RI”
9. Select the range of dates and you will be given a list of options depending on availability.
10. Select a test and follow the payment instructions.
11. Be sure to provide the Marianapolis TOEFL Code 0081 to ensure your scores are sent to Marianapolis.
Sending Scores
1. Login to your TOEFL account and select the “Register for a Test/Order Score Reports” Tab.
2. Select the “TOEFL Services” option
3. Select “additional score report”
4. Select the test you wish to send. If you wish to report more than one test, you must repeat the process.
5. Follow the instructions on how to select the schools you wish to send your scores to.
AP INFORMATION
Registration
Registration for AP exams is done in school by the Associate Director of Academic Affairs.
Sending Scores
Instructions for sending AP scores can be found at
http://www.collegeboard.com/student/testing/ap/exgrd_rep.html.
61
Appendix 4 – Miscellaneous Material
SAMPLE COLLEGE VISIT EVALUATIONS: FORM 1
SELECTION FACTOR
COLLEGES BEING CONSIDERED
Rate each college from 1 (very poor) to 10
(superior)
Intell ectual Atmosphere
• Intensity
• Diversity
Acad emic Atmosphere:
• Strength: your area of interest
• Breadth of program
• Calendar
• Selectivity (strength of student body)
• Student-faculty ratio (class size)
• Accessibility of faculty outside of
class
• Teaching reputation of faculty
• Independent study opportunities
63
SAMPLE COLLEGE VISIT EVALUATIONS: FORM 1 continued
SELECTION FACTOR
Political
COLLEGES BEING CONSIDERED
Atmosphere:
• Liberal / Conservative
• Active / Apathetic
• Visiting lecturer series
• “Political correctness” / Tolerance
• Gender issue awareness
Social
Atmosphere
• Size of student body
• Diversity (geographic, gender, etc.)
• Fraternities / Sororities (importance)
• Extracurricular opportunities
• Party life / Drinking
• Dating patterns
• Part-time work opportunities
• Personal counseling program
64
College Visited _________________________________________ Date of Visit _______________________________
Interviewer _____________________________________________________________________________________
Title ___________________________________________________________________________________________ Phone __________________________________________________________________________________________
E-mail __________________________________________________________________________________________
Admissions Officer ________________________________________________________________________________
Title ____________________________________________________________________________________________ Phone __________________________________________________________________________________________
E-mail __________________________________________________________________________________________ MY IMPRESSIONS:
Campus
Surrounding Area
Students
Dormitories
65
Dining Facilities
Extracurricular Activities
Library
Transportation
Other
Questions to Ask Interviewer:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________
QUESTIONS TO ASK MYSELF:
1. Would I fit in and feel comfortable here?
2. Does this school meet my needs?
3. What is my general impression?
66
Appendix
4 – Miscellaneous Material
SAMPLE INFORMATION REQUEST LETTER/EMAIL
Date
Name of the Director/Head of Admissions
Title
College Name*
Address of College*
Dear (Name of Director):
I am a student at Marianapolis Preparatory School in Thompson, Connecticut and expect to graduate in June,
(year of graduation).
I am interested in your school and would appreciate receiving an application for admission and any information
concerning your school. Also, please send me information concerning your financial aid program.
Thank you.
Sincerely,
John Doe jdoe@marianapolis.org
25 Blossom Street
Georgeville, CT 00000
* Letter Format
67
SAMPLE RESUME
John Doe:
25 Blossom Lane
(860) 555-0000
Marianapolis Preparatory School
26 Chase Road
Thompson, CT 06277
(860) 923-9565
jdoe@marianapolis.org
ACADEMICS
Activity or Honor
Grade
1. National Honor Society
2. Honor Roll
11, 12
10, 11, 12
Activities and Honors
1. Tennis
9, 11, 12
2. Varsity Soccer
3. JV Soccer
4. Chapel Choir
5. Writer for school literary magazine
12
6. Peer Leader
7. S.A.D.D. (Students Against Drunk Driving) 9
8. Environmental Club
10-12
9. Private Voice Lessons12
Community Service
Church of St. Michael & St. George
9-12
St. George’s Choir
9, 10 Youth Board
12
68
Participation
Captain, Varsity -- 12
Coacher’s Award -- 9, 11
Varsity -- 11, 12
SENE Champions -- 11
11, 12
9, 10
10-12
Sample Attached
12
Secretary- treasurer- 12
Church school assistant teacher
Youth & young adult choir
Newsletter Editor
SAMPLE ATHLETIC RESUME
John Doe:
25 Blossom Lane
Georgeville, CT
00000 (860) 555-0000
26 Chase Road
Thompson, CT 06277
(860) 923-9565
jdoe@marianapolis.org
Academics:
Marianapolis Preparatory School, Class of 2008
Honor Roll 2005, 2006, 2007
SAT: 2050 (650 critical reading, 710 math, 690 writing)
Soccer Experience
Varsity Soccer, 2005-present
•
Starting midfielder 2006
•
ALL SENE, 2005, 2006
•
Captain-elect, 2007
JV Soccer, 2004
•
Elected team captain
FC Georgeville, 1999-present
•
Other Athletics:
Member of Marianapolis’ varsity wrestling and tennis teams.
•
References:
Member of state champion U16 team, 2004
Elected co-captain in tennis for 2006.
John Pele, Soccer Coach, Marianapolis Preparatory School: (860) 923-9565
Franz Beckenbauer, Soccer Coach, FC Georgeville: (860) 555-0000
Dr. Edward Sembor, College Counselor: (860) 923-9565 x-224
69
SAMPLE LETTER/EMAIL TO A COACH OR SPECIAL INTEREST PERSON
Date*
Coach Name*
College Name*
Address of College*
Dear Coach Smith,
My name is John Doe and I am an eleventh grader at Marianapolis Preparatory School who is very interested in
your soccer program. I’ve been a varsity player here at Marianapolis for the past two years, and started in the
midfield this year. I was All-SENE this year, and was elected to serve as co-captain of the team next year.
I have also maintained a strong average in the classroom. While Marianapolis does not rank its students, I have
been on the Honor Roll during each of my three years at the school. I scored a 2050 on the new SAT in May
(650 critical reading, 710 math, and 690 writing) and am scheduled to take SAT Subject Tests in June. I would be
happy to provide you with a copy of my transcript if you would like.
I am very eager to continue my soccer career at the collegiate level, and will be working hard this summer to
prepare for my senior season. I will be attending the Connecticut Select Camp from July 2-6, and will be playing
with my club team, FC Georgeville, throughout the summer. I have also enclosed next year’s varsity soccer
schedule at Marianapolis. I hope that someone from your staff will be able to see me play.
I would appreciate any information about Big State University and your soccer program that you could send me.
You can also contact my coach, Joe Pele, at (603) 555-8888 or jpele@marianapolis.org. I look forward to hearing
back from you soon!
Sincerely,
John Doe jdoe@marianapolis.org
25 Blossom Street
* Letter Format
70
Appendix 5 – Family Connection by Naviance
Beginning in their freshman year, Marianpolis invites students to explore, “Family Connection”, a web-site provided by
Naviance and developed to be a helpful resource to students as they explore, research and plan for college.
All students are issued their own personal account by the College Placement Office that they can access through a
password-protected site. To begin using Family Connection, please visit http://connection.naviance.com/marianapolis.
Follow the instructions below to access a wealth of information on the college process:
1. Students are issued their account name and password by the College Placement Office. Students should enter their
information on the home page under the “New User” box and then click “Register”.
2. Students fill out the registration information including email and create a new password. Students need to check
the box stating that they agree to the terms of use and click “Complete Registration.”
3. Whenever logging in, students will need to use the password they created. Students need to make sure that they
keep a record of what this password is and keep their email address up to date.
4. Once students have registered, they are brought to the “Welcome to Students” page. Here students can begin the
college search process using Family Connection.
5. Once on the Family Connection site, there are a variety of “tools” students can use to begin the college/career
interest search. Students should review the “Colleges”, “Career” and “About Me” tabs. Students will be able to
research colleges, analyze acceptance criteria, make a college list, explore their own personality types, explore
careers, build a resume, keep a journal and keep track of their test scores. There are surveys to take. There are
pages, links and updates to explore.
Special Note to Seniors
Seniors need to complete a series of steps in order for the Office of College Placement to send their transcripts, school
report, school profile and recommendations electronically through Naviance eDocs. Using Naviance, Marianapolis can
send official student documents electronically to colleges who accept this method. These colleges include the colleges
who are Common Application colleges and other colleges who use Docufide. If a college DOES NOT utilize electronic
application submission, that is not a problem. The Office of College Placement will send the documents to your colleges
by mail.
Step One
When you fill out the Common Application, but sure to list each individual Common App college on the application. You will need to establish a Common App user name and password. Keep an accurate record of your user
name and password.
Step Two
You will need to go to the Naviance Family Connection page.
You will need to go to the “Colleges” tab.
You will need to go to the “Colleges I am Applying to” tab. Add the colleges that you are applying to, to this list.
When you get to this tab, you will see the FERPA section. This the Family Educational Rights and Privacy Act.
It is a section that will require you to check buttons that state that you either waive or do not waive your right to
access certain educational records about you and that you are authorizing the schools you have attended to release
educational records about you to the colleges you are applying to.
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Appendix 5 – Family Connection by Naviance
Step Three
You will need to complete the FERPA section by checking off the appropriate buttons AND filling in the exact
same Common App username and password that you established to apply to college using the Common Application. Do not forget to click “Submit.”
Step Four
The Office of College Placement, using Naviance, will then match your Common App user name and password
to your Naviance account, allowing Naviance to send your transcript, school profile, secondary school report and
teacher recommendations electronically to the colleges that accept electronic applications. If an exact match
cannot be made, the documents cannot be sent. If this happens, it is usually because a student does not use the
exact Common App password or user name.
If any of these steps are not followed, the Office of College Placement will not be able to send your Marianapolis
documents electronically. All prior and international transcripts, financial forms and Visa forms will still be sent by
regular mail.
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The Application Process - Marianapolis Preparatory School

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