St. Vincent Pallotti High School College Counseling Guide

St. Vincent Pallotti High School
College Counseling Guide
Part 1
Junior Year
1 Welcome to the wonderful world of college counseling,
Your junior year is very important in the College Search Process. Junior year grades are the last
full year’s grades college admissions counselors will see when they receive your application.
Make sure you work hard and do well.
Junior year is the perfect time to:
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Learn how to use Naviance to help you find your dream school
Improve your GPA
Prepare for and take the SAT and/ or ACT
Think about what you want in a college
Think about what you might want to be your college major
Visit colleges during your spring break
Start your resume
Practice your essay writing skills
Meet with your college counselor and do a preliminary college search
Take a deep breath and relax, we are here to help. It is our hope that this guide and the one we
will give you during your senior year will help you through this often confusing process.
Please keep this guide and refer to it often. We have included helpful information such as:
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various terms you will encounter
test information for SAT/ACT
procedures for requesting transcripts and letters of recommendation
Remember we are here to help. We look forward to working with you.
College Counseling Department
2 Table of Contents:
Student Responsibilities in the College Counseling Process……………………… 4
Junior Year Calendar – Important Dates………………………………………....... 5
Testing Information and Dates…………………………………………………….. 7
Testing Acronym and Terms……………………………………………………… 8
General Information for SAT Subject Tests………………………………………. 9
ACT……………………………………………………………………………….. 12
Test Registration Information…………………………………………………….. 12
ESL/TOEFL Test Information……………………………………………………. 13
Learning Differences/SSD Services………………………………………………. 13
Advanced Placement……………………………………………………………… 13
Test Preparation Information……………………………………………………… 14
ACT-SAT Concordance Table…………………………………………………… 15
St. Vincent Pallotti Grading Scale……………………………………………….. 17
Self-Assessment and College Questionnaire for Students……………………….. 17
Things to Consider When Choosing a College………………………………….. 22
Resources for the College Search………………………………………………... 23
Military Opportunities…………………………………………………………… 24
Characteristics of Colleges & Universities………………………………………. 25
Common Admissions Terms……………………………………………………... 27
Money for College……………………………………………………………….. 29
FAFSA…………………………………………………………………….. 29
CSS Profile……………………………………………………………….. 30
Maryland Programs………………………………………………………. 30
Scholarships………………………………………………………………………. 31
International Students……………………………………………………………… 32
What About Summer? .............................................................................................. 33
Things to Do Before I Go On Summer Vacation………………………………….. 34
Appendix……………………………………….………………………………….. 35
Campus Tour Evaluation Form ……………………………………..……. 36
Organizing your Research Tips …………………………………………… 38
Campus Visit Check List ….……………………………………………… 39
How to Make the Most of a College Interview ……………………………40
Rules of the Application Road: Navigation Tips for the Journey to College
42
Surviving Your College Search: The Adventure Begins …………………. 45
Is a Large or Small College Right for You? ……………………………… 48
Top 10 Plan for Summer Learning …………………………………………50
Creating a Resume…………………………………………………………. 52
Transcript Release Form…………………………………………………….54
3 Student Responsibilities In The College Process
• Students are required to read all guidebooks and any other related documents pertaining to the
college process that are given to them by their college counselor and any directions/guides from
all colleges/universities of interest.
• Each student is responsible for asking two teachers for letters of recommendation. SVPHS
requires that one letter be from an English teacher. Teacher Letter Request Forms are available
from the College Counseling Office.
• Students are expected to fill out their own applications, essays, activity resumes, and any other
required documents that an admissions office requires. Remember you are the one applying for
admission, so you must be the author. Students may seek review help with essays.
• Students must keep all appointments with their college counselor and any other people relating
to the college process.
• Students are required to follow all processes and procedures detailed in the College Counseling
Guidebook.
• Students must insure that all admission materials are received by the admissions office. This
includes but is not limited to:
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Applications
Letters of Recommendation
Transcripts
SAT /ACT/ SAT Subject Test Scores
All other required documents
• Students need to be aware of all deadlines and specific admissions procedures for all
Colleges/Universities/Academies, etc. that they are applying to, and submit all requests for
transcripts at least 3 weeks prior to deadlines.
It is encouraged that parents be kept informed on the college process and that they may help with
college and testing fees. It is strongly discouraged, however, that any parent completes any
admissions document (application, essay, or resume), college counseling form, or directly
ask/handle any teacher letters of recommendation.
4 Junior Year Calendar – Important Dates
December 28 – Registration deadline for January 23(OLD) SAT
January 12 – Late registration deadline for January 23 (OLD) SAT
February
February 1—Naval Academy begins accepting applications for Summer Seminar Program.
February 5—registration deadline for March 5 (NEW) SAT Reasoning Test
February 23 —late registration deadline for March 5 (NEW) SAT Reasoning Test
•Start work on Student Questionnaire.
•Check to see when your first appointment is scheduled with your college counselor
March
March 4—registration deadline for April 9 ACT
March 5— First NEW SAT Reasoning Test (No SAT Subject Tests offered on this date)
March 18—late registration deadline for April 18 ACT
This month:
• Check with Mrs. Marton for summer program information.
• When registering for senior year courses, be sure to select a strong and realistic senior program.
• Register for ACT, SAT Reasoning Test, and SAT Subject Test(s).
• Do a college search online using your Naviance Family Connection page.
• If you haven’t done so already, meet with your college counselor.
• Get on the mailing list for colleges of interest.
• Attend college fairs in your area. Visit the college counseling page on the Pallotti website for
updated information.
March 24 to April 1—Spring Break. This is a perfect time to visit colleges.
April
April 8—registration deadline for May 2 SAT Reasoning Test or SAT Subject Test(s)
April 9—ACT
April 26—late registration deadline for May 7 SAT
This Month:
• Take ACT.
• Discuss with college counselor which SAT Subject Test(s) to take.
• Prepare for AP examinations.
• Visit AP page on College Board Online.
• Attend college fairs in your area.
• Visit colleges during Easter Break
May
May 7—SAT Reasoning Test or SAT Subject Test (s)
May 2 through May 12—Advanced Placement exams
May 6—registration deadline for June 11 ACT
May 5—registration deadline for June 4 SAT Reasoning Test or SAT Subject Test(s)
May 20—late registration deadline for June 11 ACT
May 25—late registration deadline for the June 4 SAT
5 This Month:
• Take SAT Reasoning Test or SAT Subject Test(s).
• Take AP examinations, if applicable.
• Start creating your resume ‐ record all your accomplishments, involvement, and work
experiences over the past three years.
• End the year with strong grades.
June
June 1-3 – Final Exams
June 4—SAT Reasoning Test or SAT Subject Test(s)
June 11—ACT
This Month:
• Take SAT Reasoning Test or SAT Subject Test(s).
• Take ACT.
• Do not leave for the summer without meeting with your college counselor at least once!
July and August
This Summer Break:
• Read and stay ready for senior year.
• Stay involved: work to pay for college, attend a summer program on a college campus, or get
involved in an internship relevant to your career interest.
• Visit college campuses, interview if ready. • If needed, sign up for SAT/ACT prep program.
• Do a scholarship search.
• Have Fun!
6 Testing Information
SVPHS School Code: 210695
Test Dates
October 3, 2015
November 7, 2015
December 5,2015
January 23, 2016
March 5, 2016
May 7, 2016
June 4, 2016
SAT Information 2015-2016
Tests Offered
Regular Registration
Postmark Deadline
SAT & Subject Tests September 3, 2015
SAT & Subject Tests October 9, 2015
SAT & Subject Tests November 5, 2015
SAT & Subject Tests December 28, 2015
SAT only NEW SAT Feb. 5, 2016
SAT & Subject Tests April 8, 2016
SAT & Subject Tests May 5, 2016
Late Registration
Deadline
September 22, 2015
October 27, 2015
November 23, 2015
January 19, 2016
March 23, 2016
April 26, 2016
May 25, 2016
To register go to: sat.collegeboard.org/register
St. Vincent Pallotti SAT Test Center Code: 21348
Not every Subject Test is offered on every date, so check the College Board
Web site for a list of dates to see when the test you’re interested in is offered
ACT Information
Test Date
September 12, 2015
October 24, 2015
December 12, 2015
February 6, 2016
April 9, 2016
June 11, 2016
Regular Deadline
August 7, 2015
September 18, 2015
November 6, 2015
January 8, 2016
March 4, 2016
May 6, 2016
Late Deadline - Fee Required
August 8-21, 2015
Sept. 19-Oct. 2, 2015
November 7-20, 2015
January 9-18, 2016
March 5-18, 2016
May 7-20, 2016
To register, go to: actstudent.org
St. Vincent Pallotti is not an ACT Test Center
*Forwarding your test scores to your colleges of interest is not necessary during the spring,
however test scores must be sent to your colleges of choice during the fall.
*If you are seeking a nomination to a service academy, you must also forward scores to your
congressperson or senator. They should provide a code for you to send them your test scores.
*If you are a potential Division I or II athlete, you must register with the NCAA and have your
scores forwarded to the NCAA. -- *The code for the NCAA is: 9999.
7 TESTING ACRONYMS & TERMS
PSAT: The Preliminary SAT is offered to students in October of the junior year. At SVPHS the
test is given to sophomores and juniors. The test is similar to the SAT (formerly SAT I), but
scores are for preparation and guidance only and should never be reported to colleges. The PSAT
models the SAT, but does not include a student-produced essay.
When students receive their scores, the original test booklet is returned along with a score report
showing their answers and the correct answers. The score report also suggests areas where the
student needs to improve and offers study tips. Students can also access on-line assistance
through My College Quickstart at www.collegeboard.org/quickstart. Students should use these
tools in preparing for the SAT.
CEEB Code (school code): A six-digit code assigned to each school by ETS (Educational
Testing Services) that must be included on all applications and all standardized testing forms.
SVPHS Code is 210695
SAT: (Scholastic Aptitude Test) The SAT reasoning test has three sections -- Critical Reading,
Math and Writing -- each of which is graded on a 200-800 point scale. The Writing section
includes a student-produced essay graded on a 2-12 point scale. The SAT is administered 7 times
per academic year. SVPHS students are strongly encouraged take the SAT twice during their
junior year. The test may be taken again in the senior year. The SAT may be taken multiple
times. Information on the SAT, as well as practice tests and other preparation tools, can be found
at www.collegeboard.org/register and other test preparation sites. The Counseling Office also
has some practice guides for the test.
SAT ScoreChoice: As of the March 2009 administration, students have been able to select
which scores are sent to colleges by test date (i.e., 3/09 but not 10/09). Colleges do, however,
have the option of requiring applicants to submit all of their SAT scores and students must
follow the instructions of the colleges to which they apply.
SAT Subject Tests (formerly SAT II Subject Tests): These tests are hour-long subject tests
offered in 20 subjects. Students can take up to three tests on each test date, and are encouraged to
take Subject Tests immediately following the appropriate courses. Each subject test is 60 minutes
and consists entirely of multiple choice questions. Scoring is scaled between 200 to 800
As with the SAT, students are able to send colleges individual scores. Subject Tests are offered 6
times per academic year. Information on the Subject Tests, as well as a test date calendar, can be
found at www.collegeboard.org , www.princetonreview.com and www.kaplan.com
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Many colleges do not require any Subject Tests, but colleges can require up to three.
Students must register for the SAT and Subject Tests online at
www.sat.collegeboard.org/register
Students for whom English is a second language often take the Subject Test in their
native language if it is available.
Subject Test Score Choice: Students are able to select the Subject Test scores that they
submit to colleges.
General Information for SAT Subject Tests
It is a good idea to go through some of the colleges you’re interested in and see what their
requirements are. It’s only a select few schools that require SAT Subject Tests and only a few
programs have specific requirements. Those typically tend to be in majors like Engineering (they
may require a Math Subject Test). There are a number of schools that will look at Subject Tests
for things like placement, however.
You should consider your class load as a junior, since that coursework will be the freshest to
you. In a general sense, since you are taking American History this year, US History would be an
appropriate Subject Test, whereas World History usually covers material you haven’t seen since
freshman year or that you have not encountered yet.
Below is a breakdown of each test (adapted from College Board’s website). When in doubt,
discuss it with your college counselor and your teacher in the discipline
HUMANITIES
Literature
Demonstrates your ability to critically read pieces from a variety of periods and genres. You'll be
asked to interpret what you've read and show your understanding of basic terms and concepts,
such as theme, tone, and imagery.
US History
You’ll need to demonstrate your knowledge of historical events and major developments in U.S.
History, from Pre‐Columbian times to the present.
World History
You'll be asked to interpret and draw conclusions from key developments in global history, from
ancient times to the present.
MATH & SCIENCE
Math Level I
Requires three years of college preparatory mathematics ‐ including two years of algebra and one
year of geometry.
9 Math Level II
Covers the requirements for Mathematics Level I, plus elementary functions (pre‐calculus) or
trigonometry or both.
Biology E
Demonstrate your understanding of key concepts such as biological communities, populations
and energy flow.
Biology M
Focuses on micro‐level biology concepts including biochemistry, cellular structure, and cellular
processes such as respiration and photosynthesis.
Chemistry
Requires understanding of the main principles of chemistry and your ability to use these concepts
to solve specific problems.
Physics
Will measure your knowledge of the basic principles of physics and your ability to use these
concepts to solve problems.
FOREIGN LANGUAGE
French
Appropriate if you've taken 3 ‐ 4 years of French in high school, or if you've learned French
elsewhere. You may be able to use your scores to fulfill a language requirement or place into a
higher level class in college.
French Listening
If you’ve met the requirements for French and you have a strong grasp of listening skills, taking
the French with Listening Subject Test can show colleges a deeper level of understanding.
German
Take the German Subject Test if you've studied 3 ‐ 4 years of German in high school, or if
you've learned the equivalent elsewhere.
German with Listening
If you understand spoken German, taking the German with Listening Subject Test can further
enhance your college application. It allows you to demonstrate your understanding of both
written and spoken German.
Spanish
If you've taken 3 ‐ 4 years of Spanish in high school, or if you've learned the language elsewhere,
taking the Spanish Subject Test can help you demonstrate your Spanish language knowledge to
colleges. You may be able to use your scores to fulfill a language requirement or enter more
advanced level Spanish classes in college.
10 Spanish with Listening
If your grasp of Spanish includes understanding the spoken language, you may want to take the
Spanish with Listening Subject Test. It includes a listening section and allows you to
demonstrate your ability to understand both written and spoken Spanish.
Modern Hebrew
If you've taken at least two years of Modern Hebrew in high school, or if you've learned the
language elsewhere, taking the Modern Hebrew Subject Test is a great way to show colleges
your knowledge and understanding of Hebrew.
Italian
Appropriate if you've taken at least two years of Italian in high school, or if you've learned the
equivalent outside of the classroom. You may even be able to use your scores to fulfill a
language requirement or place into a higher level class in college.
Latin
Appropriate if you have taken at least two years of Latin, or have studied it outside of school.
You may be able to use your scores to fulfill a language requirement or place into a higher level
class in college. Be aware that Latin is only offered on a few dates and that it will not fulfill any
modern foreign language requirements a school may have.
Chinese with Listening
Assesses your ability to understand spoken and written Mandarin Chinese. Appropriate if you've
taken at least two years of Mandarin Chinese in high school, or if you've learned the language
elsewhere. You may be able to use your scores to fulfill a language requirement or place into a
higher level class in college.
Japanese with Listening
If you've taken at least two years of Japanese in high school, or if you've gained the equivalent
knowledge and understanding of the spoken language elsewhere. You may be able to use your
scores to fulfill a language requirement or place into a higher level class in college.
Korean with Listening
If you've taken at least two years of Korean in high school, or if you've learned the equivalent
elsewhere, taking this test is a great way to demonstrate your knowledge of the language to
colleges. You may be able to use your scores to fulfill a language requirement or place into a
higher level Korean course in college.
11 ACT: The American College Testing assessment is a curriculum-based test that includes four
sections: English, Math, Reading, and Science Reasoning. Each section is scored 1-36 and
students receive a single composite score of 1-36, representing the average of the four individual
scores. There is an optional writing section of the ACT. The test is administered up to 6 times per
year, depending on the test center location. Additional information, including practice questions
and registration forms, can be found at www.act.org , www.review.com and www.kaplan.com .
ACT Test features:
English: 75 questions 45 minutes
• usage/mechanics (punctuation, basic grammar and usage, sentence structure)
• rhetorical skills (strategy, organization, style)
Mathematics: 60 questions 60 minutes
• pre‐algebra and elementary algebra
• intermediate algebra and coordinate geometry
• plane geometry
• trigonometry
Reading: 40 questions 35 minutes
• prose fiction
• humanities
• social studies
• natural sciences
Science Reasoning: 40 questions 35 minutes
• data representation
• research summaries
• conflicting viewpoints
Optional Writing Section * 1 prompt 30 minutes
• scoring: 1 to 36 for each section
*Although optional, we strongly advise that every student take the writing section.
REGISTRATION: Registration materials and practice materials are available in Mrs. Marton’s
office. You must register on‐line for SAT Reasoning Test, SAT Subject Tests, and ACT.
SAT: www.sat.collegeboard.org/register ACT: www.actstudent.org
12 ESL: English as a Second Language
TOEFL: The Test of English as a Foreign Language is administered by the Education Testing
Service (ETS) and is recommended for students with five years or less of English language
usage. Colleges may use the TOEFL score as a replacement for the SAT Critical Reading score.
Registration information can be found at www.toefl.org .
Learning Differences: Learning differences (or learning disabilities) include a broad spectrum
of conditions that complicate a student’s ability to learn in a traditional setting.
Accommodations, such as extended-time testing, verbal instructions, and other support services
can be made available in school based on the results of a student’s evaluation. The Americans
with Disabilities Act requires colleges and universities to make reasonable accommodations for
students with documented learning disabilities.
SSD: Services for Students with Disabilities (SSD) allows for special administrations of the
ACT, SAT and Subject Tests, with accommodations ranging from large-block answer sheets to
extended-time testing. In order for a student to use SSD, the student must have a Psychoeducational Work-Up on file.
AP Courses: Advanced Placement: These courses are taught using a standardized curriculum
and culminate in a standardized test that is administered each May. Based on their scores on the
test, students may qualify for college credit or advanced standing. AP courses are indicated as
such on the student’s transcript.
AP Courses Offered at SVPHS include: Biology, Chemistry, Environmental Science, English
Literature, English Language, Calculus AB, Calculus BC, Statistics, United States History,
European History, Psychology, Government & Politics, Computer Science on line.
Honors Courses: SVPHS offers honors courses with advanced content as a complement or
alternative to AP courses. Honors courses are specified as such on the transcript.
There are many books, programs, and web sites that are helpful in preparing for
standardized tests. Some examples are listed below:
 The Official SAT Study Guide by The College Board
 11 Practice Tests for the New SAT and PSAT by Princeton Review
 The Real ACT Prep Guide by ACT Staff
 Kaplan’s New SAT Writing Workbook by Kaplan, Inc.
 Barron’s How to Prepare for the New SAT by Sharon Weiner Green
 ineedapencil.com (free SAT Prep)
13 Test Prep Information:
Certified Learning Centers
301-593-3700
http://certified-learning-centers.com
Revolution Prep
1-877.REV.PREP
www.revolutionprep.com
The Princeton Review
1776 Massachusetts Ave. NW
Washington, DC
800-273-8439
www.PrincetonReview.com
Kaplan Test Prep.
2025 M Street, NW
Washington, DC 20036
(800) 527-8378
www.kaptest.com
Applerouth Test Prep
202-447-5644
http://www.applerouth.com
Method Test Prep
Free Online Classes
www.methodtestprep.com
14 15 16 GRADES
Grading Scale: St. Vincent Pallotti uses the following grading scale: Grade letters, percentages,
and quality point values are below. AP courses are the most rigorous offered at Pallotti and the
quality points available are 25% higher than the College Prep value. Honors courses are
weighted 12.5% above College Prep courses.
Grade Letter
and
Percentage
AP
Honors
College
Prep
A+: 96-100
5.0
4.5
4.0
A: 90-95
5.0
4.5
4.0
B+: 86-89
4.375
3.9375
3.5
B: 80-85
3.75
3.375
3.0
C+: 76-79
3.125
2.8125
2.5
C: 70-75
2.5
2.25
2.0
D: 60-69
1.25
1.125
1.0
F: 0-59
0.0
0.0
0.0
GPA: A student’s grade point average (GPA) is determined at the end of the junior year by
averaging the grades received in all of the student’s academic courses for the three previous
years.
SELF ASSESSMENT
To find the “Best Fit” college for you it is important for you to take time to reflect about what it
is you really want. What are your interests and goals, where do you want to be, what do you to
get from going to college? The following questionnaire will help you to organize your thoughts
and narrow down the vast number of possibilities: (from College Counseling Sourcebook)
17 18 19 20 21 College Assessment - Things To Consider When Choosing a College
Major or Program of Study
 Does the college offer your major or program?
 If you change majors – would you also have to change schools?
 Are study abroad or other programs of interest to me available?
 What is the reputation of the school especially in my areas of interest?
Make a Campus Visit
 You cannot get a feel for campus from a catalogue
 Tour the campus
 Talk to students
 Schedule a visit to attend classes and spend the night in a dorm if you are comfortable with
that.
 Make contact with admissions personnel, financial aid, professors and coaches if an athlete
 Eat in dining hall, check out recreational facilities
 Follow-up with either a phone call or Thank-You Note
Location
 Consider where you want to be
 Consider the relationship between location and travel time and cost
 Think about emotional distance from home
Cost
 What forms of financial aid are available
 Is money an issue
Admissions Requirements
 What high school courses are required
 Do I have the grades and test scores required
 Early Action, Early Decision Plan? Rolling Admissions?
 Are personal interviews, essays, letters of recommendation required?
 Application and financial aid Deadlines
Campus
 Setting – Rural, Urban, Big, Small, Do you want more personal attention or less?
 Condition of Campus Facilities – Library? Labs? Computer access? Dorms? Classroom
buildings?
 Campus Living Accommodations – On campus? Off campus? Food service?
 Campus Safety – Security available? What is campus Crime Rate?
(check website: http://ope.ed.gov/Security/ for info on over 6000 colleges
22 Other Things To Consider
 How important are campus social events to you? What social opportunities exist on
campus? What activities, clubs, organizations are available?
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Is participation in athletics or other activities important?
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Is religious affiliation important to student?
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What percent of students complete their program in four years? What percent of students
return for their sophomore year?
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What is the student/faculty ratio?
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Will tutors and academic support services be available?
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What services are available for students with learning disabilities?
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What career counseling and career development services are available?
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What placement reports are available on graduates?
RESOURCES
There are many resources available for students to use during their college search. The one we
use the most at SVPHS is Naviance.
Naviance is a web-based program that allows the school and family to work together during the
college search and application process. Students and parents can create accounts and search for
colleges, check for school information, get SAT scores, explore careers, create documents, and
fill out required forms for applications. Families can also track the progress of the application
through the College Counseling Office.
Other resources can also be very helpful. Some of these resources are:
The Public Library
www.nacacnet.org (National Association for College Admission Counseling)
www.nces.ed.gov/collegenavigator (National Center for Education Statistics)
www.collegeboard.org
www.cappex.com
www.collegeboard.org
www.collegequest.com
www.princetonreview.com
www.petersons.com
www.collegeview.com
http://www.ukstudy.com/
23 www.studyincanada.com
www.ajcunet.edu
www.catholiccollegesonline.org
www.hbcumentor.org
www.ctcl.org
www.collegenet.com
www.colleges.usnews.rankingsandreviews.com
www.collegeconfidential.com
www.CollegeAffordability.com
MILITARY OPPORTUNITIES
Today’s military offers a wide variety of educational and career training, as well as providing the
opportunity for students to continue their post-secondary education. The military academies
offer some of the very best four-year college programs in the country. For information on
enlistment as well as on the various academies, please access the following web sites:
U.S. Army: http://www.army.mil
ROTC: http://www.goarmy .com/ROTC
U.S Navy: http://www.navy.mil
ROTC: http://www.nrotc.navy.mil
U.S. Air Force: http://www.airforce.com
ROTC: http://www.afrotc.com
Marines: http://www.marines.com
U.S. Military Academy: http://www.usma.edu
U.S. Air Force Academy: http://www.usafa.af.mil
U.S. Coast Guard Academy: http://www.cga.edu
U.S. Merchant Marine Academy: http://www.usmma.edu
Military Career Guide: http://www.todaysmilitary.com
In addition to the excellent guides published by The College Board, The Princeton Review,
Kaplan, and others, a well-stocked bookshelf might include:
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Arco’s 100 Colleges Where Average Students Can Excel
Fiske Guide to the Colleges
The College Finder by Steven Antonoff
Colleges That Change Lives, by Loren Pope
The Gatekeepers by Jacques Steinberg
The Launching Years by Laura Kastner and Jennifer Fugett Wyatt
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The College Board’s College Visits and College Interviews: All-New 2nd Edition
The New Rules of College Admissions: Ten Former Admissions Officers Reveal
What It Takes to Get into College Today edited by Stephen Kramer and Michael
London
I’m Going to College and You’re Not!, edited by Jennifer Delahunty
Harvard Schmarvard—Jay Mathews
Public Ivys—Richard Moll
The Insider’s Guide to Colleges—Yale Daily News
Looking Beyond the Ivy League—Loren Pope
Colleges That Change Lives—Loren Pope
CHARACTERISTICS OF COLLEGES & UNIVERSITIES
Public Institutions: Public universities are run primarily through the use of state and federal
funds that are supplemented by tuition, fees, donations and endowments. In general, public
institutions are less expensive than private institutions, but tuition is paid at two levels:

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State Residents (students who can prove that they live in a particular state) pay a lower
tuition because it is assumed that their families’ taxes support the institution.
Out-of-State students (who reside in other states or internationally) pay a higher tuition.
Undocumented Students: Students in California, Illinois, Kansas, Maryland, Nebraska,
New Mexico, New York, Oklahoma, Texas, Utah and Washington can qualify to pay instate tuition, provided that they meet state-specified criteria.
Private Institutions: These colleges and universities are run primarily through the use of tuition,
donations, and endowments. Tuition is the same no matter where you reside.
HBCUs (Historically Black Colleges and Universities): A group of colleges and universities
that were founded to allow college attendance for African American students before integration
provided access to all institutions. These institutions admit students regardless of race, but
enrollment remains largely African American.


www.hbcu-connect.com
www.hbcunetwork.com
HSIs (Hispanic Serving Institutions): A group of colleges and universities where the overall
enrollment is at least 25% Hispanic. Information can be found at www.hacu.net , the Hispanic
Association of Colleges and Universities’ website.
Men’s and Women’s Colleges: The majority of colleges and universities in the United States
are coeducational, but there are institutions where men and women study separately. In most
cases, the institutions have relationships with other colleges and universities in their area that
provide for both academic and social exchange.
25 

Women’s College Coalition (WCC) www.womenscolleges.org
Men’s Colleges www.univsource.com
Religious Institutions: While many colleges and universities will provide opportunities for
students to practice a variety of religions, some are specific to one. Information about religious
institutions can be found at the following websites:
www.catholiccollegesonline.org
www.christiancolleges.com
www.cccu.org (Council for Christian Colleges and Universities)
www.hillel.org (Foundation for Jewish Campus Life)
www.msa-natl.org (Muslims in America resource site)
Diversity on Campus: This is the mix that results when students come from varying ethnic,
religious, geographic, and economic backgrounds. Diversity also includes political philosophy
and national origin. Colleges and universities list existing student groups on campus in their
publications and on their websites. In addition, the following list is a sampling of websites that
contain information about student groups on campuses across the country:
www.hacu.net (Hispanic Association of Colleges and Universities)
www.islamicinterlink.com (Islam on the Internet)
www.focusonline.org (Fellowship of Catholic Students)
www.hillel.org (Jewish Student Organizations)
www.nbsu.org (National Black Student Union)
www.yda.org (Young Democrats)
www.youngrepublicans.com (Young Republicans)
www.greekpages.com (Fraternities and Sororities)
Regions of the U.S.: The United States is divided into regions. States may appear in more than
one region.
New England: Vermont, Maine, New Hampshire, Massachusetts, Rhode Island and Connecticut
Mid-Atlantic Region: New York, New Jersey, Pennsylvania, Delaware, Maryland and
Washington, D.C.
Mid-Western Region: Ohio, Michigan, Missouri, Illinois, Indiana, Oklahoma and Wisconsin
Southern Region: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi,
North Carolina, South Carolina, Tennessee, Virginia, West Virginia and Texas
Northwestern States: Idaho, Iowa, Kansas, Minnesota, Missouri, Montana, Nebraska, North
Dakota, South Dakota, Washington and Wyoming
Pacific Northwest: Alaska, Idaho, Oregon, and Washington
Mountain States: Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah and
Wyoming.
Western States: Hawaii, California, Oregon and Washington
26 Campus Visit:
Campus visits are recommended when they are geographically and financially viable for the
student. Colleges and universities expect that students living a reasonable distance from campus
will make an effort to visit. If visiting the campus is not economically feasible, the student
should contact the admission office directly to explain the situation. Visits should always be
arranged through the admission office, and can be coordinated with the following:



Interview: A one-on-one opportunity to speak with an admission counselor on campus.
Some colleges and universities will offer alumni interviews to students who live too far
from campus to visit so that students can meet locally with alumni representatives.
Group Session: If students plan to visit campus and no interviews are available, they can
arrange to participate in a group session where they will hear about the college and have
an opportunity to ask questions.
Tour: A guided tour of the campus is an important part of the college visit.
Level of Interest: Because colleges and universities are concerned about their applicant yield,
many pay close attention to an applicant’s level of interest, or how interested a student appears to
be in the particular college or university. In addition to campus visits, students can use the
following to express their interest:




E-Mail: Students can ask questions or make comments by sending e-mail to the office of
admission.
Thank You Notes: Students who visit a college campus should take the time to write or
e-mail a few words of thanks to the admission counselor with whom they met.
Regional Receptions: Students can attend the information sessions and receptions that
many colleges and universities hold in different regions to learn about the college and
meet representatives from the admissions office.
Attend meetings at school: When a representative comes to SVPHS attend his/her
presentation and fill out the registration card they prvide.
COMMON ADMISSIONS TERMS
Common Application: The Common Application allows students to fill out a single application
and send it to any of over 400 colleges that subscribe to the common application. The Common
app may be completed and submitted electronically from their website: www.commonapp.org
Regular Admission: Under this plan, students usually apply between January 1 and March 15 of
the senior year. When a student’s application has been reviewed, the college or university issues
a decision. Most students will be either admitted or denied, meaning they are either offered a
place in the freshman class or not. Students will generally receive their decision letters by April
15.
Students who are not admitted, but who meet the college or university’s criteria for admission,
may be offered a place on the wait list. Students on the wait list may be offered admission if
places in the class remain available once the May 1 reply date has passed.
27 Early Decision: Under this plan, a student applies to a single college or university and makes a
commitment to attend if admitted. In this case, students apply by an early deadline (usually
November 1) and are notified of the decision by mid-December. If admitted, the student must
enroll in that college or university and cancel all other pending applications. Early Decision is
considered a binding agreement. Early decision is an option at many colleges. It is not
recommended that students apply Early Decision unless that is “The Only School You Really
Want to Attend.” ED doesn’t allow students time to change their mind.
Under most early decision plans, students can be admitted, denied or deferred. An applicant
who is deferred will be placed among the regular admission pool of applicants and notified in
mid-April. A deferred application is no longer binding.
Colleges and universities prepare a financial aid package for each student who is admitted under
early decision. The package is the same as what the student would be offered in the regular pool,
so students are not penalized financially for applying early. Still, if the financial aid offer is
insufficient, the student can be released from the early decision commitment, but also forfeits
admission to the university.
Early Action: This plan is similar to early decision, but is non-binding, meaning that although
students receive their decisions early they remain eligible to apply to other colleges and do not
have to make a commitment until May 1. Early action is available at a growing number of
colleges.
Restricted Early Action: This plan is a hybrid of the Early Decision and Early Action plans.
While the decision from the college is non-binding, students who apply to college under a
Restricted Early Action are limited in terms of other applications that they may file
simultaneously. Restricted Early Action policies vary greatly, so it is important to read them
carefully.
Rolling Admission: Under this plan, the admission office notifies applicants as their applications
are processed rather than waiting for a general spring mailing.
Open Admission: This policy for admission requires only that a student have graduated from
high school or received an equivalency diploma (GED).
Double Deposit: The colleges’ term for students who violate the ground rules by sending
enrollment deposits to more than one college. Don’t do it!
Deferred Admission: Many colleges allow accepted students to defer their enrollment for a
semester or year in order to travel, earn money for college, or pursue a special interest.
Early Admission Not to be confused with Early Decision or Early Action, this term refers to a
college’s willingness to let a student enter earlier than usual, for example, following the junior
year of high school. Very few students will qualify for such admission or find it desirable.
Special Admissions Categories: Colleges and universities will sometimes admit students under
28 special criteria to fill specific needs on campus. These special categories include, but are not
limited to:



Legacy: the children, grandchildren or siblings of alumni or current students
Athletics: students who will participate in varsity athletics
Talent: students who have a talent (i.e., music, theatre, etc.)
Universal Reply Date: Colleges and universities that are members of National Association of
College Admission Counselors and have deadlines use May 1 as their reply deadline for
accepting offers of admission and requests to stay on the wait list. No college or university
belonging to NACAC can require a non-refundable deposit before May 1.
Waiting List: Students who are not initially accepted to a college are sometimes placed on a
waiting list. If space develops later, usually between May 15 and July 1 of the senior year, the
college may offer admission to students on the waiting list.
Deposits: The money required by a college or university to hold a student’s place the entering
class. There are several types of deposits:



Non-refundable: Can be required only on May 1 or later.
Refundable: Can be required at any time.
Housing: Can be required at any time, but must be refundable until May 1.
Yield: The percentage of students offered admission by a specific college or university that
ultimately enrolls there. Colleges will offer admission to students on the wait list when their
yield is lower than expected.
MONEY FOR COLLEGE
The cost of attending college varies greatly, and students should explore both public and private
institutions as they look at college costs.
The Federal Student Financial Aid Homepage offers extensive information about the types of
financial aid that are available for students. The information is available in both English and
Spanish.
 www.studentaid.ed.gov
FAFSA: Every student who applies for federal financial aid must complete the Free Application
for Federal Student Aid. The form is available online at www.studentaid.ed.gov and
www.fafsa.ed.gov/. Beginning in the school year 2016-2017 the FAFSA will be available on
October 1. Parents should fill out the financial information on the forms using income tax
information form the “Prior, prior” year (2015). A correction based on their actual tax return
later. Students can include up to six colleges and universities in their initial filing, and can add
others using the FAFSA correction form. Families can also use the FAFSA4Caster, found at
www.fafsa4caster.ed.gov , to get an early estimate of possible aid packages.
29 


SAR: The student aid report is sent to the student once the FAFSA form has been
processed.
EFC: The expected family contribution is the amount the government believes a
student and his or her family can pay for a student’s college costs. The EFC is the same
regardless of the actual cost of the institution the student attends.
Cost of Attendance: This is the actual cost of a student’s enrollment, and may include
transportation to and from campus (as a resident or a commuter), books, lab fees and
clothing.
CSS Profile: The College Scholarship Search Profile is a common financial aid form used by
many private and public colleges and universities. It is used in addition to the FAFSA form. The
form can be found online at www.collegeboard.org/profile . Colleges and universities may also
require their own financial aid forms.
Financial Aid Package: After receiving reports from FAFSA and CSS (if applicable), each
college will prepare a financial aid offer, or package, for the student. The package will include a
combination of the following types of assistance:





Need-based aid: Financial aid that is given based on the student and his or her family’s
income.
Merit-based aid: Financial aid that is based on a student quality other than income, such
as SAT or ACT scores, GPA or community service.
Loans: Financial aid that must be repaid, either by the student or parents.
Grants: Financial aid that is a gift from the college or university.
Work Study: A federal program that gives students financial aid based on campus
employment.
The ratio of loans to grants within financial aid packages can vary greatly from institution to
institution, and students should review the offers they receive carefully with an eye towards their
actual cost of attendance. Financial aid packages will not necessarily cover the total cost for a
student enrolling in the institution.
Federal Pell Grants: The maximum grant for the 2011-2012 award year was $5550. Maximums
in subsequent years depend on budgetary approval. Students’ eligibility is determined through
their FAFSA filings.
Maryland Programs - http://www.mhec.state.md.us/
The Maryland Higher Education Commission offers some financial aid programs for students
who attend college in state including:
 The Howard Rawlings Educational Excellence Awards
 Maryland Senatorial and Delegate Scholarships
 Academic Common Market is an agreement between Maryland and other states where
30 students may qualify for in-state tuition for certain programs. Go to the Maryland Higher
Education Commission website: http://www.mhec.state.md.us and click on the
Academic Common Market link for more information. Search the eligible ACM
programs and institutions in the undergraduate and graduate inventories.
Scholarships:
Scholarships are grants that do not need to be repaid, and can be awarded by the college or
university or by an outside company or organization. The summer before senior year is an
excellent time to begin looking for scholarships. Remember scholarships can come from a
variety of areas, private companies, stores, colleges, community based organizations, etc.
Students should take care to seek scholarships through legitimate sources such as:
• US Department of Education
• FinAid
• fastWeb
• College Board’s Fund Finder
• SallieMae
• Maryland Higher Education Commission
www.studentaid.ed.gov
www.finaid.org
www.fastweb.com
www.collegeboard.org
www.collegeanswer.com
www.mhec.state.md.us
The following sites are also helpful:






(Hispanic Scholarship Fund) www.hsf.net
www.petersons.com
www.review.com
www.wiredscholar.com
www.meritaid.com
www.schoolsoup.com
Check in your local public library, a bookstore, or the College Counseling Office for books on
the subject of financial aid and scholarships. The titles listed below are examples of some of the
publications available.
• “Bright Ideas: The Ins and Outs of Financing a College Education”—Donna Carpenter
• “Directory of Financial Aid for Minorities”—Gail Schlachter
• “Dollars for Scholars: Barron’s Complete College Financing Guide”—Marguerite Dennis
• “Don’t Miss Out: The Ambitious Student’s Guide to Financial Aid”—Octameron
Scholarship Scams: Scholarship organizations are in the business of giving money to students,
not taking money from students. There should not be any cost associated with applying for
legitimate scholarships and students should be suspicious of any scholarship with a fee.
31 INTERNATIONAL STUDENTS
Visas: International students who wish to study in the US must have a valid F-1 student visa.
The visas are issued by the Department of Homeland Security based on the school or college’s
submission of information through the SEVIS (Student and Exchange Visitor Information
System) program. Many high schools, colleges and universities are authorized to use SEVIS. F-1
visas have a termination date at the conclusion of a student’s course of study, but become invalid
if the student fails to meet the requirements determined by the Department of Justice and the
Department of Homeland Security.
Tuition and Fees: Most colleges and universities will require that the international student
produce bank statements proving the ability to pay tuition. Students should request several copies
of their bank statements, because colleges and universities require original paperwork.
Financial Aid: Many colleges and universities will offer institutional aid to international
students. Information about this can be found in the international student sections of the
individual college and university websites or in publications such as The College Board’s
International Student Handbook and at www.internationalstudent.com .
Out-of-State Status: Students who are in the United States on F-1 visas will pay out-of state
tuition at all state and city universities because their visa status does not allow them to establish
local residency.
32 What About Summer?
A Summer Job:
Many students decide to work over the summer to earn extra money for college. However,
working over the summer also provides the student with opportunities to explore potential
careers, and to add to his profile by demonstrating initiative, maturity, and organization.
Listed below are some potential sources of work for high school students:








classified ad sections of the newspaper
cultural sites (i.e. museums, theaters)
large companies, local businesses
local colleges and universities
local hospitals
summer camps
town offices
people you know
A Summer Program:
Summer programs provide the closest approximation to college life for high school students.
Students who are interested in learning more about their favorite subject will benefit greatly from
academic programs. These programs allow the student social freedom in an environment where
being smart is cool. Students will make friends and start new relationships while also increasing
their confidence and building social skills.
One of the first things a student pursuing an academic summer program needs to consider is
whether content—the classes offered—or location is the top concern. Good cases can be made
for both. Some people use academic summer programs as a tool in their college search progress.
Each year, the Counseling Office receives any number of brochures about summer programs
across the country. To find information about these programs students should check the SVPHS
website under College Counseling – Summer Programs. Information will be posted there for all
programs on which we receive information. Paper copies are available in Mrs. Marton’s office.
You may also contact the admissions office of any college or university you are interested to see
if they offer a summer program.
(adapted from Kaplan’s High Light)
33 Things To Do Before I Go On Summer Vacation
1. Sign up for the most difficult academic courses available to me for my senior year
2. Meet with my college counselor at least once in the spring
3. Learn how to do a college search and start a college list on Naviance
4. Share the information in College Counseling Guide with my parents
5. Take the SAT in March or May
6. Take the ACT in April or June
7. Write my first version of my Activities List/Resume
8. Save my graded papers (some colleges use them as part of admission)
9. Make plans to visit colleges over the summer
10. Talk to teachers about writing letters of recommendation
34 Appendix
Campus Tour Evaluation Form ……………………………………………. ….
36
Organizing your Research Tips ………………………………………………..
38
Campus Visit Check List ….…………………………………………………….
39
How to Make the Most of a College Interview …………………………………
40
Rules of the Application Road: Navigation Tips for the Journey to College …...
42
Surviving Your College Search: The Adventure Begins ……………………….
45
Is a Large or Small College Right for You? …………………………………….
48
Top 10 Plan for Summer Learning ……………………………………………… 50
Creating a Resume……………………………………………………………….. 52
Transcript Release Form………………………………………………………….. 54
35 Campus Tour Evaluation College/University
Academic Programs
Majors/Degrees
Special Programs
Average Class Size/
Class Format
Quality & accessibility of
Faculty
Internships, Travel
Abroad, Research
Opportunities
Admissions & Financial Aid
Number of Apps
Questions
Number Accepted
Tests Required
Application Deadline
SAT Average of Accepted
Students
Total Costs: Tuition +
Room and Board, and
Fees
Cost of travel Between
home and Campus
Financial Aid Availability
36 College/University
Student Life
Campus
Appearance
Cultural & Social
Life
Housing
Availability
Sports
Student
Activities/Clubs
Distance from
Home
Nearest City
People
Ratio –
Men:Women
Social Life
Diversity
Are Students
Friendly?
Is Administration
Accessible?
Surrounding
Community- Are
they friendly?
37 38 CAMPUS VISIT CHECKLIST
(COURTESY OF SALLIE MAE COLLEGE ANSWER.COM)
Visits to schools beat pictures in brochures any day! If you have the opportunity, you should
experience college life first-hand during your junior and senior years to be sure your home away
from home will be the right one for you. Carefully plan each visit…and limit the number of
visits to the schools that are most important to you.
Planning the Visit

Get a map of the campus.

Plan at least a full day (and stay overnight, if possible) at each school.

Visit when school is in session.

Arrange an interview with an admissions officer or sign up for a group session, if
available.

Prepare a list of questions you might have about the school.

Get a notebook to record the answers and your impressions.
What to Do

Take a campus tour.

Talk with students and faculty.

Attend a sporting event, if possible.
What to Look For

Watch how students spend their time: studying, partying, socializing, exercising.

Check out the size of the average dorm room and what the normal furniture is.

Look at what students have in their rooms and how they’ve arranged it (e.g., computers,
TVs).

What’s available off campus? Restaurants, theaters, museums, public libraries, job
opportunities?
39 What to Ask

Are there active fraternities and sororities on campus?

How good is the food in the dining facilities?

Can you stay in the dorm for more than freshman year? Can you have a single room or
must you share? And if you’re sharing, with how many others?

What intercollegiate and intramural teams are represented on campus?

What kinds of clubs and societies are represented on campus?

How well are the campus and its facilities maintained?

How safe is the campus? Where are the campus police located? Are there safety
programs, such as escorts and emergency phone boxes, on campus?
HOW TO MAKE THE MOST OF A COLLEGE INTERVIEW (COURTESY COLLEGE COUNSELING
SOURCEBOOK)

The interview is primarily for you to learn about the college and to allow the interviewer to
learn about you. The interview can have a positive effect on your admission.

When you schedule an interview, check to see if it is evaluative (used as a factor in
admissions decisions) or informational (used in helping an applicant to learn more about the
college). Knowing the purpose will help you prepare for the interview. In most cases, even
if the interview is evaluative, it is not one of the most important criteria used by the college.
Relax and be yourself!

Your interview will usually be with an admissions staff member, but it may be with a
student, alumnus, or a professional interviewer. Keep this person’s perspective in mind.
Don’t write off the college just because you think you had a bad interview. Interviewers
have bad days, too.

The interviewer is eager to get to know you and is almost always on your side. An
experienced person knows that you may be new at interviewing and will try to put you at
ease. The interviewer will answer your questions but will be more interested if you have
helpful questions that show you’ve done some research on the college already.
40 
An important part of preparation is self-assessment. In what kind of environment do you
work best? Would you take advantage of class discussions or would you rather learn by the
lecture method? Know your rank, your test scores, your present areas of interest. If you are
undecided about your career, feel free to say so (half of college students change their
intended major). You should, however, recognize that you are going to college primarily to
learn. Think through some areas you would like to explore, competencies you would like to
develop, projects or situations that intrigue you.

Do your homework about the school to get the obvious questions answered. You don’t want
to be silent when asked, “What would you like to know about our college?” Questions or
comments like, “What if I can’t decide between two majors?’ “What kinds of internships are
there, and how often do students take them?” or “I’ve liked art, but don’t wish to major in it”
show more maturity in your thinking than asking how many books are in the college library.

Interviewers may ask questions about your interests, extracurricular activities/jobs, books
you’ve read, meaningful experiences, reasons for applying to this college, life at school, and
similar topics. Be ready to talk about these subjects.
Be honest. Everyone has strong and weak points. College will help you with some of the
latter and promote the former.


Plan to have your interview alone. Most admissions officers prefer to speak with your
parents after talking with you, rather than during the interview.

Dress neatly and comfortably.

When you return home, write a thank-you note to the person who interviewed you.
41 20 Rules of the Application Road
By Mary Ann Willis
It's a long and bumpy road. It's a challenging road. It's definitely wide open for you to travel.
Getting through the college application process involves a lot of time and effort, but the results
can generate a significant investment in you. You can use these tips to get moving on the path to
college success.
Rule #1
Adhere to the NACAC (National Association for College Admission Counseling) guide for
student rights and responsibilities in the admissions process. Get a copy from your counselor, or
go to the NACAC web site to get one.
Rule #2
Think critically. Remember that schools are marketing ‐ they want you.
Rule #3
Work as hard as you can in the most challenging program you can take. College isn't for
academic wimps!
Rule #4
Have an extracurricular life ‐ show that you are meaningfully involved in school, community,
church, etc.
Rule #5
Make a solid, accurate resume. Keep it short and simple. You'll get plenty of advice on what you
"should" do when you get to college. From aunts and uncles to older brothers and sisters and
parents, everyone will have some wisdom that they are dying to share with you. Listen to
everything, and then use your best personal judgment as to what really applies to you. College is
a very personal experience, so there's no one‐size‐fits‐all solution. Don't take every single thing
you hear, even from upperclassmen when you get to campus, as absolute truth.
Rule #6
Review your standardized testing profile. Have you taken every test you need for admission
and/or placement? Do your scores match your grades? Are your scores consistent? How do your
scores compare to those of admitted students?
Rule #7
Write, call, e‐mail, and do Internet research for college information. Talk with college
representatives at your high school and at college fairs.
Rule #8
Visit schools (be sure to make plans at least two weeks in advance!). While you're there, see
everything ‐ from residence halls to the dining hall, and from the library to the computer labs.
Talk with professors, go to classes, hang out with some students, eat the food and talk with
admissions counselors and financial aid advisors. If there is an on‐campus hosting program,
42 spend the night. Check out the student health facility, evaluate laundry facilities and ask for a
crime profile. What type of admissions policy does the school adhere to ‐ rolling or specified
date? What early action/early decision options are available?
Rule #9
Remember that what may get you in the front door at University X may not get you into the
School of Engineering or School of Architecture, etc. there. There are formula schools (test
scores, subjects + grades = 'you're in') and fine tooth comb schools that look at every detail
through a magnifying glass. Some schools are highly competitive with many more applications
than slots to fill. How do your academic and extracurricular profiles fit those of admitted
students at each of your chosen colleges?
Rule #10
Once you get the application, complete it neatly, thoroughly and on time. PROOFREAD. If you
apply online, print a copy of your application before you press submit. Request transcripts, in
writing, from the person at your high school responsible for transcript submissions (at many
schools, this is the registrar).
Rule #11
Apply to a range of schools ‐ from easier admission to dream schools. The hardest or easiest
school to get into may be an awful match for you.
Rule #12
Cost ‐ think about it, talk about it. Don't let it keep you from applying somewhere. Financial aid
and scholarships may make the seemingly impossible possible. Never pay for scholarship
searches. Check here for the U.S. Government website for scholarship scams.
Rule #13
If you have to write an essay or need teacher recommendations, DO NOT PROCRASTINATE.
Teachers, or anyone writing a recommendation, should be given properly addressed envelopes
with the correct postage. Follow up on requests for recommendations.
Rule #14
MEET DEADLINES. This is real world stuff, and you don't want to miss out. Meet deadlines in
classes, those set by your college counselor or advisor, and those set by colleges.
Rule #15
Know yourself ‐ if you don't know what you're good at and how hard you are willing to work,
your chances for survival at college are limited from the start.
Rule #16
Be open to possibilities ‐ over 4,000 schools beckon you. Therefore, you can find several places
that would be good matches for you. If you have done your homework thoroughly, come April it
will be hard to decide which school to attend.
43 Rule #17
Work for what is a good match for you ‐ not your brother, dad, best friend, significant other, etc.
Don’t be misled by what you read in the press, or see on TV or in the movies. You are a unique
individual ‐ that is a most important factor in the selection process. Remember that getting mail
from schools is advertising. Marketing information sent to you does not mean that you have any
edge in the admissions process.
Rule #18
Talk with your parents, your teachers, your college counselor or advisor ‐ they are the best
guides for the college selection process.
Rule #19
The better job you do with your work on the front end of the process, the happier and more
productive you will be in selecting good college choices for you.
Rule #20
Be resourceful. Remember...this takes work! Learn. Enjoy.
Originally appeared in Make it Count
44 Surviving Your College Search: The Adventure Begins
You seem to have more and more mail from colleges every day. Your classmates keep talking
about test scores and acceptance rates. Distant relatives and total strangers seem to take delight in
asking you what college you plan to attend. Let's face it—it's time to start your college search.
If those words strike terror in your heart, you're not alone. Many students feel overwhelmed at
the beginning of their college search. After all, you'll be making perhaps the biggest decision of
your life so far. No pressure there!
To make your college search a little less intimidating, here are some strategies for getting
started—and a preview of what to expect.
Soul Survivor
Most students assume that the college search begins with a guidebook, an Internet site, or a
college fair. But the best place to begin is with yourself.
"The very first thing I encourage [students] to do is to 'soul search'—sit down and make a list of
all the things they know about themselves," says Joyce Luy, director of admission at Westmont
College (CA).
Start with the obvious: What do you like to do? What do you hate to do? What subjects
(academic or not) make you sit up and take notice? What totally bores you? What are you good
(or not‐so‐good) at? For example, you might love to write poetry and play soccer, but history
bores you and you're not that great at baseball. Or there's nothing you like to do better than to
discuss politics, but you zone out when the conversation turns to music or computers.
Once you have a list of your basic interests and abilities, start thinking about more complicated
issues. How do you learn best—by listening, discussing, reading, doing? Do you enjoy being part
of a large group, or do smaller groups suit you better? Do you seek out diversity among your
friends, or would you rather hang out with people that are very similar to you? Are you more
comfortable in the city or in a rural or suburban environment? Do you want to stick close to
home or move far away? Is there a particular geographical area you're most interested in? You
can probably think of other questions to consider, or ask your guidance counselor for more help.
Jot down short answers to these and other questions. Then "translate" your answers into things
you'd like to see in a college. For example, that soccer‐playing, poetry‐writing, history hating
student above would probably want a college with a good English program and an opportunity to
play varsity or intramural soccer. (Even if this student has a major other than English in mind, he
or she might want to take a few poetry or writing classes as electives.) Similarly, if you love
lively discussions, you should probably look for a college that encourages that kind of classroom
discussion.
Winning the "I Don't Know" Challenge
OK, some people seem to know what they want before you even ask them. You probably have a
friend or two who seemed destined from birth to major in engineering or political science. But
45 the rest of us probably can't figure out whether we're more comfortable in a city or a small town.
The city is so exciting, but a small town is so friendly. They both have their charms and
drawbacks. If this sounds like you, forget all those questions for a moment and try something a
little different.
Test your imagination. Close your eyes and envision your ideal college. Think about walking
around campus. What do you see? Now you're sitting in your favorite class. What does the
classroom look like? What are you and your classmates doing? What is the professor doing or
saying? Pretend its Saturday on campus. What are you and your friends doing? Where are you
spending your weekend? What's coming up that evening?
While you have that picture in your mind, write down all of the details you can. Describe the
college as accurately as possible. When you're finished, read through your description. "Usually,
the characteristics found in the ideal college serve as a good starting point for the college
search," says Paul Marthers, director of admission at Oberlin College (OH). If the first picture
that came to mind was strolling down the paths of a quiet campus, surrounded by trees, you
should probably consider colleges that are in small towns or rural areas. On the other hand, if
you envisioned walking down a city sidewalk on your way to your high‐rise dorm, a more urban
campus may be more for you.
Of course, there are plenty of colleges in between those two extremes, which is why the
following strategy can also be helpful.
Sort through your options. "Corral all those college viewbooks [you've] gotten in the mail and
acquire three cardboard cartons," says Nancy Scarci, post high school counselor at Roosevelt
High School (HI). "A little at a time, skim the viewbooks, look at the pictures, try to get a feel
for each school, and make one of the following decisions: OH YES, NO WAY, and ?" Put the
viewbook in the carton labeled with that decision.
When you're done, bring the "no's" to the guidance office so the material can be made available
to your classmates. Go through the "?" box one more time, trying to sort into "yes" and "no."
Then, on your own or with the help of your parents or counselor, go through the "yes" box. What
do the "yes" colleges have in common?
"This is a way to start developing the concept of 'what are you looking for' that is so crucial to
the search and selection process," says Scarci. In addition, the viewbooks can give students a
better feel for what things like "urban" or "rural" might look like.
Going Fishing
Once you have some idea of what you're looking for, it's time to do some fishing for colleges that
have the characteristics you seek. This is the time to whip out those guidebooks, visit those
Internet college sites, and talk to your guidance counselor. That "yes" box can also be helpful
now, especially if you keep it up to date as more college material arrives in the mail.
The goal at this point is to put together a list of 15 to 20 colleges that look promising. They
should have most of the characteristics you want. They should also be colleges where you
realistically have a shot at getting accepted. A number of "stretch" schools is fine, but if your list
46 contains all of the Ivy League plus Stanford and MIT, you may want to add a few less selective
colleges for balance (and to take a little pressure off the admission process). Your guidance
counselor can help you assess your academic record in light of the requirements of various
colleges.
Coming Up Next
As you might have guessed, the adventure doesn't end with that preliminary list of 20 or so
colleges. In fact, a lot of the fun stuff is yet to come: exploring a variety of colleges, visiting
college campuses, voting certain colleges off the island (oops, wrong adventure). In the coming
weeks and months, you'll become an expert in finding out the real story about the colleges on
your list. You'll refine your idea of the ideal college. And you'll learn more than you imagined
about yourself. So stay tuned—your adventure is just beginning!
Written by Jennifer Gross. Copyright ©2007 National Association for College Admission
Counseling
47 Is a Large or Small College Right for You?
When you think about college, do you picture a compact campus where you run into friends
between classes? Or do you envision big Saturday‐afternoon football games, with thousands of
fans cheering on your college's team? Are you participating in small‐group discussions or
listening carefully to your professor lecture?
There are no right answers to these questions—only what feels right to you. A college's size
affects many aspects of the college experience, from your classes to your extracurricular
activities to your social life.
Learning and Size
A college's size often affects the size of its classes. In general, larger schools tend to have larger
classes, especially at the freshman level. You may find yourself taking notes along with a
hundred other students in your Introduction to Psychology class. If you prefer being somewhat
anonymous in class, large lecture courses are the way to go.
At smaller colleges, you may find fewer lecture courses and more courses that emphasize class
participation. These types of classes facilitate closer contact with faculty and other students,
which is attractive to some students but not all.
Of course, smaller colleges may still have some large classes, and large universities may offer a
variety of small classes (especially in upper‐level courses). But if you have a definite preference
for a particular style of learning, look more closely at the colleges that offer more classes in that
style.
Who teaches your classes can also depend on the college's size. Large universities often have
many professors who are tops in their field of research. But undergraduates may not have much
contact with these professors. Instead, teaching assistants (graduate students) may do the bulk of
the teaching and grading, while the professors only lecture.
"This is not necessarily a negative," notes Marsha Gardner, college counselor at The College
Preparatory School (CA). "There are some very good T.A.s [teaching assistants] who are often
better teachers than the faculty members." However, she adds, this practice is something to
consider if "big‐name" professors are one of the reasons a particular college interests you.
At smaller colleges, particularly those with no graduate programs, you may not run into as many
"big‐name" research professors, but you will likely have far more interaction with the faculty.
Many small colleges pride themselves on fostering mentoring‐type relationships between
professors and students.
Extracurricular Activities and Size
Size can have a big impact on extracurricular activities. In general, the larger the college, the
more types of activities are offered. If you're interested in a relatively obscure activity, you're
48 more likely to find it offered at larger colleges. On the other hand, it can be more difficult to
"break in" to popular activities on a larger campus. After all, the more students there are, the
greater your competition.
"If you come from a small [high] school and always get the starring role in the drama or music
productions, at a big school, you might find that you are chosen only to stand in the background
or carry a spear for your first three or four productions," notes Gardner.
At smaller colleges, students may find it easier to get involved and stand out in extracurricular
activities. But small colleges usually can't offer the variety of activities that a large college can.
"It's the old question—do you want to be a big fish in a small pond or a little fish in a big pond?"
says Gardner.
Social Life and Size
The effect of college size on student social life is similar to those on extracurricular activities.
Larger schools have a greater variety of social options, and small colleges may have fewer
options but a wider student participation in any one event.
You may find that smaller colleges seem friendlier, if only because you're likely to run into the
same people more often. On the other hand, once you make a few friends, even the largest
campus begins to feel like home.
General vs. Specific
Although size does have a significant impact on many aspects of college life, general statements
can never capture the unique environment and community of an individual college. And no
matter what college you choose, your particular personality, interests and choices will make your
college experience different from anyone else's.
"You can make a large college smaller, and you can make a small college larger," says John
Yaegel from Tenafly High School (NJ). "At a large school, you can become very involved with
your major, your dorm, your extracurricular activities, and not have to deal the rest of the
campus unless and when you want to. Some small schools are in or near cities, other colleges,
businesses, or cultural and government institutions that can expand the resources of the small
school."
The best way to figure out what size(s) of college appeals to you is to visit a variety of colleges.
"I always suggest that students visit a large, medium and small college, a private and a public
college, and an urban, suburban and rural college to get a feel for what is more comfortable,"
adds Yaegel.
For more information regarding colleges and universities, register online for a National College
Fair!
Written by Jennifer Gross.
Published March/April 2002.
49 HIGH SCHOOL STUDENTS: TOP TEN PLAN FOR SUMMER LEARNING
(SO YOUR PARENTS WILL LEAVE YOU ALONE)
1. READ If we had to suggest one thing that would increase your grades and SAT scores, make
you a better writer, a better student, and increase your knowledge of the world, it would be to
read as many good books as possible. We’ve included a reading list, but go where your heart
desires. Read newspapers and magazines, even check out a trashy novel or two. But read!
2. VOLUNTEER One of the best things you can do this summer is help your community. It’s
never too late to sign up. Most charities need your help and are more than willing to work around
your schedule. Call the Sierra Club, Ronald McDonald House, the Coalition for the Homeless,
whatever meets your interest. Volunteer work is challenging and rewarding‐and it looks great on
college applications.
3. WORK/INTERN Summer jobs and internships are great opportunities to learn new skills and
meet new people. Although some of the best are probably gone by now, there’s still time to find
work. Call local law firms, publishers, radio stations and offer to work for free. If you need the
cash, baby sit, clean neighbors’ houses, tutor kids, flip burgers there’s always something you can
do to expand your horizons and maybe even make some money.
4. LEARN SOMETHING Just because school’s out is no reason to shut off your mind. Instead
of learning the concrete curriculum, teach yourself something totally off the roster. Learn about
jazz, cooking, modern art, French films, whatever interests you. Summer is the perfect time to
take control of your education and to learn things that you’re interested in at your own pace.
5. CHECK OUT COLLEGES Go to a library or bookstore and check out the many books on
colleges. Think about what you want in a college. Do you want to go to a large state university, a
small liberal arts college, or something in between? Surf the web and check out different college
web sites. If you can, visit some of the campuses you’re interested in. Even if you’re nowhere
near the schools that interest you most, visit a college close to you and talk to professors and
administrators to get a sense of what college life is about.
6. TAKE A HIKE No matter where you live in the US, it’s a short trip to some form of
wilderness. This summer might be the perfect time to start hiking, to get out of the city or the
suburbs, and hang with Mother Nature.
7. PREPARE FOR THE SAT/ACT The SAT is a pretty terrible test, causing much anxiety and
measuring little more than how well you take the SAT/ACT. Unfortunately, it’s an incredibly
important test and your ability to take it could have a significant impact on the course of your
life. If you don’t prepare for the test, you’re losing out to the hundreds of thousands of students
who are. Take courses, use books or software, but you better prepare for the SAT, and summer
affords you plenty of time to do this.
50 8. DO AT LEAST ONE THING THAT YOU’VE NEVER DONE BEFORE Experiment. Do
something great. Act in a play, spend time with senior citizens, skydive, learn karate. The beauty
of it is you’re making your own agenda. Nobody’s telling you what to do, so go crazy.
9. KEEP A JOURNAL Along with how well you read, the ability to write well is one of the
most important skills you can develop. Keeping a journal is a pressure‐free way to express
yourself in writing. And it’s a lot more fun than writing essays and book reports.
10. NETWORK Interested in the University of Michigan or Amherst College? Curious about a
job in advertising? Talk to someone who goes to Michigan or Amherst. Meet with someone who
works at an ad agency. You’ll get a good sense if you’re still interested in following those paths.
You’d be surprised how happy people are to talk to someone who’s interested in what they do.
Courtesy of Princeton Review
51 CREATING AN ACTIVITIES LIST (RESUMÈ)
A good Activities List helps you attract attention you deserve. Here are some tips.
1. Be sure to include at the top of the page your name, address and any other personal
identification you wish to share, e.g. phone number, email address.
2. Work backward chronologically from your present grade to your freshman year. Only include
activities before high school if they are a part of a lengthy history, e.g. “Ten years of flute
playing,” “Six years of lacrosse,” etc.
3. Lead from your strength. Mention first the activity that is most important to you, e.g.
“Community service.”
4. Format the document to showcase your involvements in the best light. If your activities are
long-term and few in number, list them by category. If, on the other hand, you have many shortterm activities, you might list them by year.
5. Keep this list on your computer so that you can update it at any time.
6. When you ask your college counselor to write a recommendation, give him/her a copy of your
Activities List. Also consider adding your list to your application if the application does not
provide adequate opportunity to list your activities.
7. To do this list correctly, you need to do some “bragging.” Ask your parents, your relatives,
your friends to help you come up with things you might appropriately brag about. Don’t
exaggerate, but don’t hold back. Imagine yourself in competition for a job – this will happen
sooner that you think!
8. Portions of this resume will be used to paste into your college applications.
9. Some categories to consider:
A. Community service
F. Academic awards
B. Athletics
G. Summer experiences
C. Music/Art
H. Hobbies
D. Leadership
I. Travel
E. Clubs
J. Work/Jobs – list last
SEE OTHER SIDE
52 Polly Panther
113 St. Mary’s Place
Laurel, MD 20707
301-725-3228
ppanther@aol.com
Objective: To complete secondary school with academic, extracurricular and athletic success and be
admitted to a challenging college that will further prepare me to use my gifts for other people.
Education
St. Vincent Pallotti High School – Laurel, MD
2008-2011
College preparatory curriculum including AP and Honors courses GPA: 3.52 overall; 3.62 in 11th grade
Woodstock School – Berlin, Germany
1998-2004
My family lived in Germany these years while my father
was stationed there with the U.S. Army.
Academic Honors
Elected to the National Honor Society - 11th grade
Extracurricular Activities
Class President 10th & 11th
Yearbook: sports editor – 12th
Choir: 10th-12th
Fellowship of Christian Athletes: 10th-12th
Athletics
Soccer: 9th-12th; varsity 10th-12th
Basketball: 9th-12th; varsity 11th-12th; All League–12th
Community Service
Habit for Humanity – projects in Laurel, Annapolis, and Odenton
I worked approximately 40 hours each year on these in 10th-12th
Christmas in April – aid to needy families in Prince Georges County
Worked one Saturday each year of high school
Participated in gathering clothes for annual clothing drive at St. Paul’s
Church organized by the church youth group
Hobbies
Knitting
Extreme Skateboarding
Work Experience
For the past two summers, I have been a paid counselor in the Laurel Boys
and Girls Club day camp
53 ST. VINCENT PALLOTTI HIGH SCHOOL COLLEGE COUNSELING
TRANSCRIPT RELEASE FORM
Fill out ONE FORM for EACH COLLEGE and give form and all documentation to Mrs. Marton
THREE WEEKS BEFORE THE DUE DATE. Please include $5.00 for each official transcript.
Read each item carefully and answer each.
1. Your Name ________________________________________________________________
2. Application Deadline___________ 3. Date you submitted this request _______________
4. Send transcript to ________________________________________City _______________
5. Application: ___submitted _____Not submitted yet
6. Is this a Common Application? _____
(Yes or No)
7. ___Early Decision (binding) ___Early (Priority) Action ___Regular Decision ___Rolling Admission
NOTE: colleges require that SAT or ACT scores BE SENT FROM THE TESTING SERVICES
DIRECTLY; Pallotti DOES NOT do this for you.
8. SVPHS requires students to get one letter of recommendation. A second letter may be sent if
student feels it is desirable. (Junior or Senior Teachers)
Teacher’s name ____________________________Teacher’s name_______________________
9. Your College Counselor, Mrs. Duckworth, or Mrs. Marton will write a letter of your first
transcript request for the counselor’s use.
IMPORTANT PRIVACY NOTICE: Under the terms of the Family Educational Rights and Privacy Act (FERPA), you must grant permission to your school to send your academic records to the place/person named above, and after you matriculate you will have access to all recommendations and supporting documents submitted by you and on your behalf after matriculating, unless one of the following is true: 1. The institution does not save recommendations post‐matriculation 2. You waive your right to access below, regardless of the institution to which it is sent. ___ Yes, I do waive my right to access, and I understand I will never see this form or any other recommendations done on my behalf. ___ No, I do not waive my right to access, and I may someday choose to see any recommendations submitted to the institution at which I’m * Consent to the electronic submission of records through email when requested.
lli if h i i i
h
f
i l
10. Your Signature_____________________________________________________________
NOTE: your mid-year transcript will be automatically sent to every college to which you apply. You do not
need to request this or pay for it.
____________________________________________________________________________________________
FOR OFFICE USE ONLY:
___Cover Letter
___Profile
___Transcript
___School Seal
___Secondary School Report
___School Recommendations
___Teacher Recommendations
___Postcard
1st Quarter Grades?
___Yes
___No rev. 9/15
54