Oakbrook College Planning Handbook

Oakbrook Preparatory School
190 Lincoln School Road
Spartanburg, SC 29301
www.oakbrookprep.org
Tel: 864.587.2060
Fax: 864.587.2092
College Guidance extension: 102
School CEEB code: 411849
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Oakbrook Preparatory School
College Planning Handbook
Class of 2013
Oakbrook College Counseling Mission
At Oakbrook our goal is to prepare graduates to use the gifts and talents God has blessed them with
at the post high school institution that fits them best. We desire to aid them in their college search
to discover the school where they will continue their academic growth into the young men and
women God intended them to be. Our curriculum provides them with the environment to hone
their skills and their interests and to prepare them for the academic needs of their education
beyond the halls of Oakbrook. While this preparation is a process that involves the general
programs offered at the elementary level, significant focus begins in the 8th grade and continues
through 11th grade as students take the Preliminary SAT/National Merit Scholarship Qualifying
Test. In the 9th and 10th grades, course selection is emphasized as a means to support and challenge
each student’s academic needs and goals. Junior Seminar initiates the formal college preparation
process with instruction for taking the ACT and SAT college admission exams, the introduction to
the college application process, and the various requirements for college admission. College
selection and planning begins in earnest during junior year as conferences are scheduled with our
College Guidance Counselor to assist both parents and students in the evaluation of each student’s
goals and abilities and the identification of potential college choices. And finally, in August
Oakbrook College Boot Camp kicks off the intensive campaign of writing college essays, completing
college applications, examining financial aid and scholarship availability.
At Oakbrook we encourage each student’s individual academic, social and spiritual needs seeking
God’s direction as we work to match each student to the schools that best fit them. We strive to
expand their vision of what is available to them and to push them to pursue that vision.
The mission of Oakbrook Preparatory School College Guidance is to develop in intellectually
capable young people the creative minds, healthy bodies, and Christian world view needed to
contribute wisdom, compassion, and leadership to a global society. We provide a rigorous, dynamic
academic program through which effective educators lead students to take responsibility for
learning. We are committed to sustaining a school in which individuals representing diverse
cultures and experiences can apply a Christian world view as they instruct one another in the
meaning and value of community and in the joy and importance of lifelong learning.
Mission Focus
Oakbrook Preparatory fosters the development of citizens capable and committed to employing
Christian world view as they interact compassionately, ethically, and successfully with diverse
peoples and cultures to create a more humane, sustainable global society. This focus transforms our
learning and our work together.
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College Counseling Priorities
Oakbrook Preparatory School college guidance uses the following overarching priorities to guide
our work and commitment to excellence.
• Provide consistent support of students, their parents and guardians as they explore higher
education options.
• Maximize dissemination of information and share expertise with families as they plan for
standardized tests, college admission, financial aid and scholarships in appropriate and
timely educational forums on campus.
• Maintain professional visibility among colleges and universities while also reaching a
range of selective institutions of higher education
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Table of Contents
COLLEGE COUNSELING PHILOSOPHY.................................................................................................. 4
ABOUT THIS HANDBOOK .................................................................................................................................... 4
INITIAL QUESTIONS ........................................................................................................................................... 4
ROLES AND RESPONSIBILITIES .............................................................................................................................. 5
LOOKING FORWARD: A PERSPECTIVE ON SENIOR YEAR ............................................................................................... 6
GATHERING INFORMATION: STARTING THE SEARCH.........................................................................8
Let’s Get Started: THE JUNIOR SEMINAR…………………………………………………………………………………………………..8
Types of Colleges: Factors to Consider………………………………………………………………………………………………………9
AVENUES TO INFORMATION .............................................................................................................................. 11
COLLEGE VISITS ............................................................................................................................................... 12
INTERVIEWS .................................................................................................................................................... 13
BUILDING AN APPLICATION...................................................................................................................15
WHAT THE STUDENT PROVIDES............................................................................................................................ 15
OUR GUIDE TO WRITING PERSONAL ESSAYS FOR COLLEGE APPLICATIONS ....................................................................... 17
WHAT THE SCHOOL PROVIDES ............................................................................................................................ 19
ALL ABOUT TESTING .......................................................................................................................................... 21
FEE WAIVERS .................................................................................................................................................... 22
THE ADMISSIONS PROCESS ................................................................................................................ 23
CREATING THE LIST ........................................................................................................................................... 23
ORGANIZING AND PROCESSING APPLICATIONS ........................................................................................................ 24
TIME LINES AND DEADLINES ................................................................................................................................ 24
EARLY DECISION AND EARLY ACTION ..................................................................................................................... 25
SPECIFIC COLLEGES AND SPECIAL PROGRAMS ......................................................................................................... 25
ESSENTIAL CONSIDERATIONS ................................................................................................................................ 26
GETTING INTO COLLEGE—WHAT HAPPENS THEN? .........................................................................27
“I’M IN!”—DEPOSITS AND RESPONSES ................................................................................................................. 27
“I’M WAIT LISTED— WHAT DOES IT MEAN?” ........................................................................................................ 28
“I’M SIGNED UP, BUT NOT READY TO GO!”—DEFERRING FOR A YEAR .......................................................................... 29
“I’M A FRESHMAN AND I THINK I MADE A BIG MISTAKE!”—TRANSERRING SCHOOLS ...................................................... 29
PAYING FOR COLLEGE ‐ WHAT KINDS OF COSTS TO ANTICIPATE ………………………………. 30
WHAT IS FINANCIAL AID? .................................................................................................................................... 31
OUTSIDE SCHOLARSHIPS ..................................................................................................................................... 34
APPENDIX A: COLLEGE PROCESS TIME LINE & CHECKLIST FOR SENIOR YEAR ....................... 35
APPENDIX B: SAMPLE RESUME .......................................................................................................... 38
APPENDIX C: THE ARTS SUPPLEMENT .............................................................................................. 39
APPENDIX D: RECOMMENDED REFERENCES & GUIDEBOOKS ...................................................... 40
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College Counseling Philosophy
The College Counseling program at Oakbrook recognizes the uniqueness of
each student and their family and consider it our obligation to give
individual guidance. What is right for one may not be right for another. We
aim to educate our students and their families about colleges and college
admission standards, procedures, and trends. We facilitate the application
process by advocating on behalf of our students and providing the colleges
with accurate and complete information on students’ qualifications for
admission. We maintain an unbiased regard for a broad spectrum of
colleges as we evaluate their appropriateness for the individual student in
terms of size, type, affiliation, reputation, and selectivity. Ultimately our
goal is to work with students and families to aid Oakbrook students in
discovering college options that fit them well so that they fulfill their
promise as scholars and adults and so glorify God with their lives.
About This Handbook
This handbook, updated yearly, explains how to gather information; how
to build an application; how to apply to college; and what happens when
the colleges respond. The handbook provides answers to questions that
students and parents/guardians most commonly ask, and enables the
school’s college counseling office to work closely and thoughtfully with
students, starting in their junior year and continuing through the spring of
senior year. We encourage families, as they begin the formal process of
decision making, to take the time to read this handbook and to use it as a
reference throughout the process.
Initial Questions
Read This Handbook.
Research Colleges.
Enjoy the Odyssey.
Please read this carefully and
remember that this is an important
resource over the next year. The
vast majority of your questions will
be answered here. Become
familiar with the contents of this
handbook and earnestly research
a variety of colleges in terms of
selectivity. Your efforts will ensure
that our future conversations are
productive.
From Amherst College’s
Fifty-Ninth Annual Report to
Secondary Schools . . .
A Note from the Dean:
“ . . . The choice of a college is a
sort of declaration of
independence, and the degree to
which it is perceived as such by
students is critical. Attempts to
control or coerce by well meaning
(or not so well meaning) adults
generally backfire in comical or, worse,
insidious ways”
Q: Should I apply to college now?
A: Going to college is a choice to make with good reason, or perhaps with equally good reason to
postpone. For students who are eager for the challenge and change of scene, college can be fulfilling
beyond measure. For students who do not feel ready for another four years of academe, other
experiences can be rich and valuable sources of new perspectives, energy, and initiative. Even if
students want to pursue other options first, however, we urge them to apply to colleges during their
senior year. Many colleges allow admitted students to defer enrollment for a year, so that students can
take a year away from studies to broaden their horizons. Also, once students have left Oakbrook, filing
applications—with all the necessary scores, letters of reference, and transcripts—becomes much more
arduous.
Q: What’s the most important thing I can do to assure myself of good choices?
A: The best preparation for college admissions is taking advantage of the challenges and opportunities
in and outside of Oakbrook classrooms. Every college admissions office states emphatically that the
high‐school transcript is the single most important document in any college application, and that this
record is the best predictor of college success. Don’t lose this perspective and focus, even as you
become immersed in the admission process. Sometimes students can become so over‐involved in
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strategies for college admission—e.g., test‐prep classes—that they neglect important priorities, which is
certainly counterproductive.
Q: How will I find a college or university that fits me?
A: The difficult first step in the admissions process is deciding which colleges are interesting enough to
warrant sending in an application. Sifting through the huge volume of information about different
colleges would be easier if there were colleges or types of colleges ideally suited to a particular student.
At any given college, however, students extremely diverse in ability and temperament are happy and
productive, not because the college just happens to match the students’ personalities, interests, or
talents, but because the students are determined to take advantage of the resources that the college
makes available to them. The most important contributor to college success—no matter what college or
university, and no matter how talented the student—is the student’s drive to make the most of the
opportunities afforded to him or her.
Q: What if I’ve had a significant drop in grades?
A: Depending on the cause for this change, a member of the Oakbrook Administration may be able to
assist the student and advocate on his or her behalf. Examples include when a student has a suspected
or documented disability, a change in physical or psychological health, or an alteration in life
circumstance (e.g., divorce, death of family member, etc.). If the student believes that the above applies
to them, they should schedule a meeting with the Director of College Guidance.
Roles and Responsibilities
Each participant in the college process—student, parent/guardian, and counselor—has a unique role
and particular responsibilities to ensure an outcome that includes a college match that is right for the
student.
The Student:
Who are you? Do you have an idea of what you want to do with your life? Can you imagine where you
will be as an adult in five, ten or twenty years? What gifts and talents has God blessed you with? As a
student, your most important responsibility is to think about these questions and to begin to frame
some answers that can guide a college search. You are the one who will attend college, and this is your
opportunity to take charge of your future, playing an active, leading role in the process. You should be
systematic in sorting through the information about colleges and career paths; thoughtful about college
options in light of an honest and realistic appraisal of your academic and personal strengths and
weaknesses; organized in tracking deadlines and paperwork; respectful when requesting reference
letters from teachers and other adults; and attentive to the working relationship you’ll develop with
your college counselor. Keep the lines of communication open with your parents/guardians: consult
them early on to see if they know of any parameters that might limit your college search (for instance, if
financial aid will be a necessity), and let them know on a regular basis what progress you are making (A
good step in reducing everyone’s anxiety!).
Parents and Guardians:
Parents’ or guardians’ values, commitments, experiences, reasoning, financial circumstances, and
knowledge of your student’s unique capabilities, accomplishments, and personality naturally inform and
influence the college decision that your student ultimately reaches. A skillful parent/guardian is able to
help the student place parental views in perspective along with the student’s own opinions and all the
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information s/he is digesting, and is realistic about your student’s profile as an indicator of success in
college admissions. When parents/guardians and students discuss these matters fully and candidly, it is
rare to find major disagreement or impasse. The skillful parent/guardian also recognizes that what will
most promote success in the college process is the student’s own investment in the task of making the
process work. At age 17, a student is fast approaching the point at which s/he will be expected to own
adult choices. Post‐high‐school plans are a healthy place to begin making that first major decision. To
the extent that parents/guardians can serve as consultants, respecting and supporting the right of your
student manager to lead in this process, there is greater likelihood that the student’s decision will be a
sound and appropriate one. As a wise and invested consultant, your role in the process is to provide
expertise through reflective listening, support realistic college matches, connect with the college
counselor; help your student maintain awareness of deadlines; and assist your student as s/he gathers
critical information (e.g., planning college visits, providing income data for financial aid forms).
The College Counselor:
A counselor’s work is most effective when student communication is honest and open and when there is
a strong partnership with families. While the counselor is willing to meet with a student as often as
necessary, a student is welcome to discuss potential college choices with any staff or faculty at
Oakbrook. The counselor may assist the student with organizational details and record keeping and
always listens during anxious moments. The college counselor requests at least one formal meeting with
parents/guardians, and there are numerous opportunities for chats by phone or e‐mail along the way.
The counselor’s key responsibility is to provide clear and comprehensive information about students’
abilities, personal qualities, and potential.
New to the field of College Guidance, Oakbrook College Guidance office works to establish a reputation
based on trust and honesty, and we desire to build credibility with college and university admissions
offices across the country. Such a reputation will create the sole basis for any leverage the counselor
may have with a particular college. To build and grow our professional relationships, we will host
speakers, travel to regional meetings, visit colleges, and work side by side our university colleagues on
important issues in the field of higher education and college admission.
Looking Forward: A Perspective on Senior Year
Let us all—student, parents/guardians, and college counselor—work together so that the college
admissions process does not dominate the senior year in your family. This is a year that deserves to be
special in so many ways, and should be enjoyed, as students and their parents/guardians prepare for an
essential life‐changing transition. Quickly passing, it will then be forever just a memory. Given
reasonable involvement by us all, and following the guidelines, tasks, and calendar outlined in this
handbook, we can ensure that the college process will culminate for each Oakbrook student in a very
appropriate way. We look forward to working with you and want to share the following guidelines and
principles from the Education Conservancy, a veteran group of admission professionals committed to
calming the commercial college admission frenzy by affirming educational values. Admission Deans and
Directors throughout the country adhere to these principles that are relevant also for our community of
parents, students, teachers, and Oakbrook counselors:
• College admission should be part of an educational process directed toward student autonomy
and intellectual maturity.
• Colleges can be assessed, but not ranked. Students can be evaluated, but not measured.
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• A student’s intellectual skills and attitude about learning are more important than what college
student attends.
• The benefits and predictors of good education are knowable yet virtually impossible to measure.
• Rankings oversimplify and mislead.
• Education is a process, not a product. Students are learners, not customers.
• Educational values are best served by admission practices that are
consistent with these values.
• Students’ thoughts, ideas and passions are worthy to be engaged and
One Man’s Perspective:
handled with utmost care.
Edward O. Wilson, writing in his
autobiography, Naturalist
(Washington, D.C.: Island Press,
1994), pp. 101, 105-106
“ . . .[T]he generous admission
standards and low cost of the
University of Alabama were
important preconditions of
upward mobility for me, as they
have been for thousands of
others even less well situated.
Faithful alumnus I have been
ever since. . . . To much of the
rest of the country the University
of Alabama means football, [but
that is] only the most visible
[aspect] of an excellent public
university. The University of
Alabama was and is the home of
first-rate scholars and teachers
and of abounding opportunity for
students who come there, as I did
in 1946, to learn about the world,
to enter a profession, and . . . to
make something of themselves. I
found it as good a place for
undergraduate training in my field
of science as I would later judge
Harvard, Princeton, and
Cambridge to be . . . . The
personal attention and
encouragement I received could
not have been surpassed.
“What counts heavily in the
shaping of a scientist is the
accessibility and approval of the
faculty. What is truly decisive,
however, is the desire and ability
of the student. Otherwise, failure
waits regardless of the learning
environment, and no excuse can
be made for it.”
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Gathering Information: Starting the Search
Choosing a college is a research project that breaks down into two parts. First
of all, students are encouraged to begin this process with prayer.
Our Heavenly Father knows the future and it is His wisdom we desire for our guide at
this incredibly important time in each student’s life. Once the process begins
students are encouraged to spend time praying and thinking about themselves—a self‐analytical look at
their strengths and weaknesses hopes and dreams—to determine the appropriate and desirable
elements of a college environment. This honest assessment is the most difficult step for most students,
but if it is done effectively it makes the second phase of this research project—looking at specific
colleges and universities—much more efficient and enjoyable. This effort also lays the groundwork for
more effective counseling conversations and is great practice for actually writing college essays.
Let’s get started: The Junior Seminar!
A student’s first step toward college admissions comes when he or she sits
down to put on paper a coherent, candid, realistic appraisal of who he or she
really “is.” In an effort to jump start this process the College Guidance director
will meet with students in the winter of Junior year for the Junior Seminar.
During this meeting the timeline for college planning will be laid out. Students
will receive a Junior Packet of information in which they will be prompted with
questions in order to create a profile on them.
The Junior Packet is made up of a variety of information but most importantly
it includes an extensive questionnaire. It is very important that students be
thoughtful and candid as they answer fully all questions included on the
questionnaire. The information gained from their answers will provide the
college guidance counselor with valuable material to use in preparing the
Oakbrook letter of recommendation which accompanies a student’s transcript
and is sent to colleges and universities.
Researching the Options
Ideally, students start to explore the range of colleges that might be suitable
at some point during junior year since students seem keenly aware of the senior
year and their experiences with the college admissions process. In addition, after
taking the PSAT, juniors often receive recruitment mail from colleges, and, for
many, this prompts more serious thought about college options. This section of
the handbook is a short course on how to conduct the research to make
well‐informed choices about college applications.
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What Do Colleges Want to
See in Applicants?
Adapted from “Surviving the
College Search,” NAIS, 2002, p.6
Washington, DC:
1. A high school curriculum that
challenges the student.
2. Grades that represent strong
effort and an upward trend.
3. A well-written essay
providing insight into the
student‟s unique personality,
values, and goals.
4. Passionate involvement in a
few activities, demonstrating
leadership and initiative.
5. Solid scores on standardized
tests (SAT or ACT).
6. Special talents/experiences
that contribute to a well rounded
student body.
7. Letters of recommendation
from teachers and guidance
counselors that give evidence
of integrity, special skills, and
positive character.
8. Demonstrated enthusiasm,
often exhibited in an interview,
toward attending the college.
9. Out-of-school experiences
including work & community
service, that illustrate
responsibility, dedication to
developing areas of interest.
10. Insights from other adults
outside school who have had
significant direct contact with
the student.
Types of Colleges: Factors to Consider
The Boundary Conditions
Colleges and universities sort themselves out into categories that a student can use to narrow his or her
potential list. Following are some of the most important general categories to consider when analyzing
what you the student might find appealing:
• Size. Large universities can offer more variety in terms of programs, facilities, and specific
professional training, but might feel impersonal and might use teaching assistants or graduate
students to teach beginning classes. Liberal arts colleges tend to be more personalized in dealing
with students and might stress individual contact with professors, but could offer a more
generalized education. Professional institutes aim to prepare students for specific careers.
Remember that you will most likely
be at the college you choose for four years, and that you will want
the institution to offer enough “growing room.”
• Location. Colleges or universities that are in or near urban centers can offer a wide range of
off‐campus opportunities—museums, nightlife, concerts, sporting events, and the like—but at
the cost of diminishing the “community” feeling that a campus in a more isolated rural setting
can have. Often, given college workloads, a student might not have time to take full advantage
of the on‐campus extracurricular or social events that even a small campus will offer.
Conversely, despite a heavy schedule, a student might feel more “connected” if the opportunity
to explore a major city is easily taken advantage of.
• Program. This category connects most directly with the student’s self‐assessment. What kind
of major or program of study do you want to pursue? Most colleges and universities have
particular strengths among their programs that attract strong students and talented faculty.
Think about whether a college, university, or professional‐institute setting would offer greater
strength in the particular program that interests you—if you want to be an engineer, would you
be better off looking at M.I.T. or Georgia Tech, which are dedicated primarily to technology, or
should you consider an institution with a broad array of programs that happens also to have a
good engineering department? Also, if, as a high‐school junior or senior, you think that you are
already sure of your college major, remember that even the most devoted student can find a
new and more interesting path to follow in the challenging, rich environment that higher
education provides. Will the colleges and universities you would consider attending allow you to
find those paths through the depth and breadth of their offerings?
• Cost. Most private colleges and universities have full‐pay tuition/room and board charges in
excess of $30,000 per year. Add the costs of travel, books, and incidentals to this figure, and you
will find that a year of college at the high end can exceed $50,000. Public universities’ fees
can nearly match this figure for out‐of‐state students who matriculate, but in‐state students
who go to one of the South Carolina universities (e.g., University of South Carolina, Clemson
University, Winthrop/ Lander/South Carolina State, etc.) will pay less than half of that amount.
It’s best for students and parents/guardians to have an early conversation about what is
affordable for the family’s budget. What options for college will provide excellence in education
for the motivated student while not putting an undue burden on family finances?
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• Calendar. This can be important. If a college is on a semester schedule, classes change less
frequently and a student may end up with one fewer class per year than at a college on
trimesters. Some colleges are on the quarter system, and students attending year round can
finish their undergraduate degree in less time than the standard four years. Others are on a
4‐1‐4 schedule, where students take four classes in the fall and spring and one class only in the
interim, which will often include a trip or other experiential components. Also, find out how
the calendar is structured. Is there a long mid‐winter break? If the college is on the semester
plan, do first‐semester exams fall before or after the winter break?
Getting Down to Cases
Once you have done some serious thinking about these broad‐brush characteristics, look closely at the
materials from specific colleges that interest you to analyze the following variables:
•
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What is the philosophical bent of the college (traditional, innovative)?
Does the college have a religious affiliation that is important to you?
What degrees and professional programs does it offer? Description of majors and courses
should be the body of any college catalogue. Do the courses sound interesting and substantial?
Does the college offer enough depth in your specific areas of interest to keep you busy and
challenged for four years? Check the faculty list; how many professors are housed in a given
department? Do they all teach several courses?
What are the academic requirements for all undergraduates? Does the college have a core
curriculum, distribution requirements, or a writing competency requirement? What kind of
credit is given for AP exams—advanced standing? Additional course credits?
What sorts of rules and regulations does the college or university prescribe? Are any
unacceptable to you? Is there an honor code? What constitutes disciplinary action and what is
the process, if any is described?
Often initiated by students, a list of student activities may provide a clue to the main interests of
the student body. Are your interests represented?
The description of the physical plant will give you an idea of the college’s resources and
activities. Housing regulations will illustrate the campus living situation. Do all students live on
campus, or not? Is housing guaranteed for four years or less? Are dorms single sex; coed by
floor, corridor, or wing; is there a choice between the two? Are there specific freshman dorms,
or do all classes live in all dorms? Are most of the rooms housed as doubles, or are suites and
singles also provided? How are rooms assigned? At a larger college or university, does the way
in which housing is provided break a large student body down into smaller “units”
to promote a manageable community of peers?
What do the endowment resources of the college tell you about the kind of financial foundation
the college has built over the years?
Does the college offer payment plans for tuition, room and board, and fees?
What percentage of students receives financial aid? What is the average debt load for students
who graduate?
What about Merit Aid? What is the average scholarship for students?
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Avenues to Information
The College Guidance Office
The Oakbrook College Guidance department has gathered college‐related resource materials in the
College Guidance office, in the Gym building inside the school store. The office is open and Cathy Zion,
Director of College Guidance is available to meet with students of all grades, parents/guardians, faculty
and staff when school is in session (10:00 a.m. – 3:00 p.m., after hours by appointment, Monday
through Friday). In the office we have a collection of relevant college view books and catalogs;
information about financial aid and scholarships; a collection of general and specific books and guides
about colleges, universities and the process; and some information about summer and gap year
program options.
Print Resources
A useful step in research is to spend several hours browsing through one of the big, commercial college
guides published, for instance, by Fiske, Barron’s, Princeton Review, Peterson, or Kaplan. Many books
have been written on aspects of the college search. Some are general descriptions of what is involved in
finding, applying to, and getting accepted at the college of one’s choice—the “strategy” or “game”
approach. Others are useful at putting the college search into perspective—recognizing that these four
years of a young person’s life are an opportunity to be relished, not a make‐or‐break brass ring. Still
other books present points of view that might not be apparent readily to students and
parents/guardians such as Loren Pope’s book Colleges That Change Lives. Students and
parents/guardians are welcome to drop by to browse or read our College office collection. Please also
remember that the Spartanburg County library and most branch libraries will have a section on college
admissions where these and similar books may be consulted.
The Knightly News: the school’s e‐newsletter
Cathy Zion contributes a regular column to the Knightly New that helps families track important
deadlines and gives a weekly “snapshot” of the college process as it applies to seniors and juniors. This
regular community update provides useful information to students and their parents/guardians
throughout the academic year.
Personal Connections to College Information at Oakbrook
Conversations with the Director of College Guidance: During the school year, Cathy Zion is
available to meet with students and/or parents at their convenience. In the winter of Junior year
students and their parents will meet to review the Junior Packet the student has completed and begin
making a plan for the coming year. In addition the Guidance office will host several meetings for parents
of juniors and seniors specifically to walk through this process. Watch the newsletter and your email for
notices about the dates of these events.
College Admission Professionals: Annually admission professionals from more than 30 colleges
and universities visit campus to meet with Oakbrook students. Students are encouraged to attend
sessions of interest. Students should be prepared to ask substantive questions at these meetings and
must request permission at least a day in advance from the teacher of any class they must miss in order
to attend a meeting. Meetings will be held in either the Learning Commons or the Student Commons.
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Current Students and Oakbrook Alumni: A good source of current information about a certain
college or university is a student who is actively enrolled there. Students should feel free to contact
friends or acquaintances for opinions about and perspectives on the colleges they attend.
College Visits
It can be helpful in this exploration for you to see and feel what it is like to be on a college campus.
Because we have some great college and university campuses in the south and southeast, you don’t
have to venture far to get a glimpse of college life at different types of post‐secondary institutions—
from the large research university to the smaller liberal arts college. For example you might look at the
University of South Carolina, the College of Charleston, Clemson, University of North Carolina, Furman
University, Davidson College or Wofford College to get a true sense of urban, suburban and rural
campus environments.
Usually it is easy to check online or call the admission office to schedule a visit. Once on campus, take a
tour, talk to lots of students, spend some time exploring the library, plop down in the main student hub,
listen to conversations and read the opinion section of the school newspaper. You may want to eat in a
dining hall if you have time. At some point, before or after your visit, connect with Oakbrook alumni on
the campus ‐‐ they are happy to lend perspective and share personal insights. Stop by the Oakbrook
College Guidance Office to see who those alumni are and where they go to college.
Keep in mind that your goal is to talk with as many people as possible to get a range of perspectives
about the college. Test your assumptions and make your own assessments. Ask why students and
faculty like the campus. Find out if there is anything that students find disappointing in the college. Find
out how many hours each day/week on average a student studies for classes. Is it easy to register for the
classes you need and want to take? Take notes and write down your impressions while the visit is still
fresh in your mind should you need to re‐assess this later.
Below are a set of additional questions to ponder as you walk around campus:
• What seems to be the campus culture or group personality on this campus? Do the students
dress up for class? Do they wear sweats and flip flops? Is there an array of styles?
• What do you notice about messages posted on billboards or in buildings around campus?
• Look at the buildings, are they in good condition? What does the residence hall environment
Look and feel like? (You’ll spend a good amount of time there and in the library!)
• What is the library like as a place to study and do research? Is it a social hang out?
• Think about what you heard about the college before visiting it – and about who told you
These things. Are you being influenced more by what you heard, or by what you see and feel?
If you cannot make a personal visit, these resources may be helpful in the process:
Collegiate Choice: www.collegiatechoice.com Not authorized by the colleges themselves, these
video tours provide a raw, inside look at all aspects of campus life, including some unflattering views.
These are videotaped actual walking tours of many college campuses.
13
Campus Tours: www.campustours.com
Great source for virtual college tours, webcams, campus maps, college videos, movies, and pictures. The
college finder allows you to sort through over 3200 colleges and universities to find schools that are
right for you by having you answer questions in a survey in order to narrow down your search. Online
applications are available as well.
Other Web Resources:
www.Cappex.com
Excellent resource for comparing colleges, getting first hand information about schools, and keeping
connected with the Oakbrook college guidance counselor regarding schools you are looking at.
www.Collegeprowler.com
Real life experiences on college campuses- “up close and personal”!
www.Sccango.org
Great source for information about South Carolina schools and scholarships. Very user friendly!
While a visit to a certain campus can be a deciding factor in a student’s choice of college, it is also true
that many students have chosen a college sight unseen and have been extremely happy.
It is important to acknowledge that college trips can be very expensive, and this expense should be
weighed against other priorities in a family’s budget. For some, it may make more sense for the student
to visit colleges once all options and letters of acceptance are in hand. Any student who has done his or
her “homework” in the college process—by gathering ample information from print and electronic
sources; weighing programs and amenities thoughtfully; and talking with a range of people about
colleges—is well prepared to make an intelligent, effective choice even without a campus visit. In the
appendices, we provide a list of colleges by region. With more than 3,000 colleges and universities in the
U.S., certainly there are many other colleges that exist within each region that would prove a great fit
for a particular student.
The Interview
When a student contacts a college admissions office about a visit, he or she may request an interview
with one of the admissions officers if the college has this option. During the summer months, in
particular, interviews are in great demand and thus difficult to schedule, so writing or e‐mailing ahead is
necessary. During the winter months, when admissions committees are reading applications, they often
give no interviews. When offered, since the interview itself is a chance to ask questions and exchange
information, it is a great way to establish a positive and personal connection between the Oakbrook
student and the college. Most interviews are low key ‐ simply a conversation. A great way to feel more
confident is to have a few questions prepared ahead of time and bring those questions with you.
Remain positive, energetic and conversational. Be yourself, be sincere, talk about what you know and
love.
Afterwards follow up with an e‐mail or handwritten note to thank the interviewer for his or her time.
Mention what you enjoyed about your visit and what you particularly appreciate about the college.
For students who apply out of state and are unable to visit campus, try to arrange an interview with a
local alumnus. Check the college’s website to learn whether this is possible online. Some colleges share
your name and contact information with Oakbrook area alumni after you have officially submitted your
admission application. If you don’t know if interviews are expected, contact the college directly.
14
A Sampling of Questions from an Interviewer:
• Tell me a little bit about yourself.
• Talk some about Oakbrook.
• What books are you reading in school now? Any others for pleasure?
• What are your academic interests?
• What are your most important extracurricular activities?
• How have you spent summers and free time during the school year?
• How would you describe yourself to one who doesn’t know you?
• Why are you interested in this particular college? What do you expect to gain from a college
education?
• What other colleges are on your list?
Questions to Ask an Interviewer:
• If a graduate of the college, ask the interviewer about his/her experience.
• What resources are there on campus for first year students?
• Are professors/TA’s accessible to students? How so?
• How does academic advising work on campus? What academic support services does the college
offer? And are there costs for services?
• In your opinion, are there specific academic departments and programs that get the most
attention? Is this deserved? Are there lesser known departments that you regard as excellent?
• What types of activities keep students active on campus?
• Is the campus most often busy or empty on weekends?
• Where does social life center? (E.g., residence halls, sororities, fraternities...)
• What are the best housing situations on campus? Who has access?
• Are cultural events frequent and well attended?
• What percent of the financial aid offer is typically a loan rather than a grant? What percentage of
students receive merit scholarships?
At the Interview:
• Dress neatly. You do not need to dress formally, nor get a haircut, but maintain a tidy appearance.
• Arrive 5‐10 minutes ahead of your scheduled interview time.
• Be authentic – courteous, friendly, relaxed as you meet with support
staff, student tour guides, faculty members, coaches and admission directors. Information about
student and parent behavior (on the phone or in person) travels around campus and the admission
office. (Think Oakbrook!)
• Do not bring your family into the interview room unless/until the interviewer invites in you family
afterward for further questions.
• Shake off nervous energy so that you can be yourself, especially with alum interviews. Many colleges
do not weigh alumni interview reports too heavily. To find out how much the interview is considered in
the process, ask whether the interview is evaluative or informative.
15
Building an Application
The “Name Rule”:
Even before the college research phase of the process is fully in gear, the
savvy student will have launched the earliest phases of “building” his or
her application. What this means is that the student will have begun to
think about the ways in which he or she will want to present him‐ or
herself most effectively to the colleges, and will have begun to plan
how to assemble those pieces of the college admissions puzzle.
What the Student Provides
This section will describe in general terms the substantive aspects of a college
application—those that will reflect most deeply who a student is, his or her
accomplishments of the past and present, and goals for the future.
The most important guideline in
applying to college, signing up for
standardized tests, the NCAA
clearinghouse, and filling out any
other related paperwork is always
to use the same form of your
name. For your records feel free to
list your name as a reminder here.
I plan to use:
____________________________
____________________________
____________________________
as my official testing and
college application name, and
will also use this name as my
signature.
The Transcript
The most powerful testimony to a student’s readiness for college work is
reflected on the Oakbrook transcript. Oakbrook Prep students have a
wealth of opportunities and challenges afforded them, and taking advantage
of those opportunities is the single best thing that a student can do to
prepare him‐ or herself for a bright future. Of course, the school itself sends
the official transcript to the colleges to which a student applies; however,
what is on the transcript is entirely within the student’s power to create.
All students may receive an unofficial copy of their transcript at
the end of the junior year. Students should review the transcript
carefully to make sure that all the information on it is correct
(gender designation, grades, intensive courses designation,
etc.); errors and missing data should be reported to the
Oakbrook office, who will correct the transcript.
Grade Point and Class Rank: Oakbrook’s practice is to include official
Grade Point Average and class rank on the Oakbrook transcript. Transcripts
will be sent to a school when student make the request via one of several
different methods:
 Submitting the Oakbrook transcript request form to the Oakbrook
Colleg Guidance office.
 Submitting the Guidance Counselor form provided by the University
to the Oakbrook College Guidance office.
 Completing the University’s online form requesting a transcript. This
requires a student to submit the Mrs. Zion’s email address:
cathy.zion@oakbrookprep.org
The Oakbrook School Profile is provided to colleges that Oakbrook
students apply to. The profile describes Oakbrook and our academic program.
Provisional Grades: Provisional grades, given at the mid‐term of each
semester, while not official, are still important and accurate reflections of
16
Answers to Frequent
Questions about the
Oakbrook Transcript:
Reporting Test Scores
We do not list test scores for SAT
or ACT on the transcript since
scores are “owned” by the
student and must always be
reported to colleges directly from
the official testing agencies: the
College Board or American
College Testing Program. In
RenWeb we maintain, however, a
comprehensive test sheet on file
for each Upper School student
that lists SAT and ACT test
scores (for tests taken in grades
9-12) as a reference for Oakbrook
educational purposes. We do not
submit scores to colleges or even
scholarship organizations without
obtaining the consent of the
student.
Courses & Credit
Some courses are year-long
classes, and in these the student
receives a final year grade. Other
courses are semester length; which
receive .5 credit.
student progress. In particular, first‐semester provisional grades may be sent
on behalf of seniors who have applied early (either early decision or early
action) to colleges or universities who require this for their admission review.
Also, second‐semester provisional grades can be significant “new”
information to support seniors at a time when colleges are in the midst of
making final decisions on applications, and in many cases colleges will contact
Oakbrook to request these grades, but they are not sent automatically. A
final transcript will be mailed in June to the college or university where the
student has made a commitment to enroll.
Personal Information
A standard part of any college application requires personal information,
such as name, address, birth date, Social Security number (optional),
schooling history, parents/guardians’ names and any colleges they attended.
Applications will also request that a student address questions about
activities in which the student has participated, leadership positions held, and
jobs or community service done. We recommend that a student put pen to
(or fingers to the keypad) to create a document or helpful list that
organizes extracurricular activities sequentially by grade, type, or interest
prior to completing applications.
Personal Essay
Most colleges—particularly the most selective ones—ask applicants to
convey their thoughts about a subject of interest through an essay. Some
colleges may ask an applicant to write multiple essays of varying lengths on
different topics. Essays give the applicant a forum to reflect and to
communicate a story that he or she wishes to relay to the admission
committee. Colleges use essays as an opportunity to hear the student’s voice
directly. Sample topics from recent years include:
 If you had an opportunity to interview any prominent person—living,
deceased, or fictional—whom would you choose and why?
 What experience has been most significant to you personally? Reflect
on its impact on you.
 Discuss some issue of personal, local, or national concern and its
importance to you.
 Write your own question and then answer it.
As you differentiate yourself from other applicants, tell a story that only
You can tell, be anecdotal, and write a narrative. Find an incident in
your life that is representative of you and describe it. Avoid clichés and avoid
grandiose generalizations or topics that generate them, such as
“The close support of my family has allowed me to develop into a unique and
confident individual” or “My education at your college will give me the skills
to help move the world toward peace and harmony.” These statements may
be true—they may in fact be the most important aspect of your life—but they
will not help differentiate your specific experience.
17
Reflections on the Essay—
by James M. Montoya, Vice
Provost for Student Affairs and
former Dean of Admissions at
Stanford University.
“One of my former colleagues . . .
has a short list of advice on the
college essay that I continue to
use as a framework to evaluate
essays:

Answer the question in
well-written English; be
sure you understand the
purpose of the essay
and consider your
audience.

Tell a story that only you
can tell, and tell it in
your own voice.

Write about the specific,
rather than the general;
the concrete rather than
the abstract.

Reflect on the meaning
of your story.

Avoid gimmicks and
don‟t exceed the
suggested length.”
The Essay—Quick Tips
The Fundamentals




Good writing is writing
that is easily understood.
Avoid the use of
adjectives, adverbs, big
words, the word
“however,” and
exclamation points.
Buy and read The
Elements of Style, by
William Strunk, Jr., and
E.B. White. Use it!
Have one good writer
critique your essay and
another proofread it.
Stick to the length that is
requested.
If you have a personal circumstance that you feel affected your performance
in school (such as a learning disability, substance abuse, or a death of a parent/
guardian—anything unusual), the essay is the place to discuss it. Colleges want
to hear about any adversity you have met and how you have handled it, and
they are impressed if you directly address the subject. It is a good idea to
discuss unique circumstances with your college counselor or, upper school
director, who can give you advice on what/how much to say on the topic.
Some colleges require students to submit an original writing sample.
Juniors should save graded papers to show their college counselor.
Essay Tips continued…
Guidelines




Don‟t repeat information
from other parts of your
application.
Avoid generalities.
Maintain the proper
tone.
Write about something
you really care about.
Avoid
Faculty Statement on Aid to College Essay Writers:

Your relationship with
your girl or boyfriend.
Oakbrook’s teachers believe that it is acceptable to help students present to

Your religious beliefs
colleges a piece of writing that is representative of their best work. We agree
and or political views.
to help them discover their ideas by asking questions to generate appropriate

Drugs, sex, and
subjects and by responding to drafts. We do all that we can to help students
alcohol.

The importance of a
keep from sounding either self‐effacing or arrogant.

college education
As faculty members, we value telling the truth more than impressing the
colleges. Typical suggestions might encourage students to “be more specific
here” or “avoid generalizations there.” Shown a paper in the final stages, we do not help edit or fine
tune the prose, maintaining a literal hands‐off policy and refraining from marking papers. We limit our
proofread‐in remarks to verbal comments such as “check your spelling,” “eliminate passive verbs,” and
“edit out as many unnecessary words as you can find.” We do not point out the specific places such
advice could be applied. Such general suggestions help the student, preserve the faculty member’s
distance from the effort, and maintain the student’s control and sense of accomplishment.
Guide to Writing Personal Essays for College Applications
First and foremost, plan to write your essays early to give ample time for proofreading, corrections, etc.
Compose a few essays this summer! Plan to attend Oakbrook Boot Camp in August before school starts!
 Know who will read your essay—know your audience, the type of college to which you’re
applying (i.e., music conservatory vs. liberal arts college)..
 Don’t be afraid to address your weaknesses as well as your strengths.
 Don’t worry about covering everything about you.
 The essay should be neat and grammatically correct. Spell check doesn’t always catch all errors!
18

Solicit the opinions of one or two people you trust—have a teacher, parent or guardian and/or a
friend read over your essays and offer feedback and comment on authenticity. Is it your voice
in the essay?
Setting pen to paper or fingers to keyboard, how do you get over the mental block
simply writing about yourself?

Approach #1
Write in the manner of scripting your own NPR “This, I Believe” segment. Start an essay with a
statement “I believe…” and use that statement as your starting point. Don’t worry about writing
something really polished, but focus on expressing what you truly think in a voice that sounds
like you when you speak.

Approach #2
If all else fails, engage in a pen‐and‐paper free write on the subject of your name. The key is
you have to keep writing non‐stop for 15 minutes on anything you want to say about your
name. Your pen must keep moving, even if you just write “blah, blah, blah” on the page for
several seconds while you refocus! Don’t stress that your essay isn’t in a polished form, just use
this exercise simply to get ideas on paper. When you are done, scan what you have written for
ideas that you may be able to expand into a polished essay.
Once you have fleshed out a good essay topic, consider these strategies as you
expand and polish your writing:




Be Likeable, Not Impressive: your activity list in your applications is the place to be
impressive.
Think Metaphorically, Wrestle with Uncertainty: really try to show your reader how you think.
Discuss not how you’ve changed, but instead how you really are.
The best essays are often about “nothing in particular.” It’s often the case that writing about
“small stuff” about you comes off as quite genuine. Conversely, writing about bigger, more
grandiose topics can easily fall into the trap of sounding disingenuous, forced, or trite.
19
After you have a draft, consider the following as you edit, revise and polish your
essays:



Put your essay away, and then come back and reread it one or two days later. How genuine is
your writing? Does your own voice come through?
Go back and highlight the VERBS and ADJECTIVES in your writing with different color
highlighters. Ideally, you want to have more verbs in your writing, and fewer showy adjectives.
Active, concrete verbs speak loudly and effectively; too many adjectives can easily sound
pretentious!
If someone who does not know you at all reads your essay, consider what impressions they
would have of you. What picture of you would emerge in their eyes?
From “How [Not] to Get into
Is this the picture of yourself you wish to convey?
College,” by Alfie Kohn, in
Independent School, vol.
62:2 (Winter 2003), p. 18
What the School Provides
This section describes several key elements of Oakbrook’s contribution to the
student’s college admissions experience.
The College Counselor
The college counselor advises students in a process that begins in the winter
of junior year with a parent student conference. The relationship between
the counselor, family and student is one of the key strengths of the Oakbrook
college counseling program. The college counselor’s goal is to get to know
every aspect of each student’s profile; make it a point of pride to work
effectively with families during the sometimes stressful college admissions
process; assist students appropriately with the details and flow of college
applications; and, finally craft the element of a well written recommendation
letter about the student. The counselor is supported by the Oakbrook
administration, faculty and Oakbrook coaches.
A note on the use of external college consultants:
Some families choose to hire a private, independent college consultant
particularly in the initial stages of the college search. Although we view that
most of these services bring little added value and come at a cost, some
families make this choice. Please bear in mind the following:



Be wary of an independent consultant who in any way promises
admission to a particular college or university. While an independent
consultant can help a student formulate an initial list of college
options, she or he has no context of the Oakbrook senior class as a
whole in terms of applications submitted to each college or the
competitiveness of the admission pool in any given year. This overall
perspective is a critical piece of the Oakbrook counseling process.
It is critical that a student inform the Oakbrook college counselor of
the student’s association with an independent consultant to help
inform and coordinate student support in this process.
Oakbrook letters and the phone calls made to college admissions
personnel on a student’s behalf in this process logically have the
greatest credibility.
20
“But part of our job is to help
students and parents understand
that the difference between
acceptance to a moderately elite
college and acceptance to an
extremely elite college does not
justify sacrificing everything
(health, happiness, friends, love
of learning) in a desperate effort
to gain access to the latter.”
In your first meeting with
the college counselor in
September of senior year,
discuss which two teachers
you will ask to write letters
of recommendation for you.
Even though you may not know
where you are applying, you
should have given some summer
thought to which two teachers
you hope will write your college
recommendations.
After conferring with your college
counselor, ask your teacher,
“When the time comes, would
you be able to support me in my
college process by writing a
confidential letter of
recommendation for me?”
Don‟t be discouraged if a teacher
says no to this question, as
he/she may feel that he/she
doesn‟t know you well, or
perhaps has committed to writing
a number of recommendations
for other students already and
you are too late (a reason to act
early in seeking a commitment
from appropriate teachers).
Letters of Recommendation
As many as three types of recommendations may be required by colleges. The
college counselor writes the official school recommendation. In this letter,
the counselor describes the student as a person, scholar, and member of the
Oakbrook community. We gather information for the letter from meetings with
the student and family; the written responses to questions conversations
between counselor and student, parents/guardians; discussions with a student’s
teachers; comments from junior and senior years; and the counselor’s own
observations of the student.
Teacher Recommendation
A teacher from an academic course the student has taken junior or senior year writes a letter of
recommendation for a student. As an academic and intellectual institution of higher education, a college
or university is most interested in knowing about a student’s enthusiasm for learning; does he or she
participate in the class; does he or she do just the minimum amount of assigned work or
actively explore questions of interest? In deciding whom to ask to write a teacher recommendation
letter, students should not worry about how well a given teacher knows them outside the classroom, as
the college counselor will already have covered that ground, but about how that teacher sees them as
students. In general, ask teachers from different disciplines to write letters
(e.g., a history or English teacher for one and a math or science teacher for the other) as this variety can
show more fully the range of the student’s skills and interests. The teacher who likes the student and
can write well is often a better choice than the teacher the student likes and from whom he or she
earned a high grade.
A Note about the Confidential Nature of These Letters:
Most all applications ask students to sign a statement waiving their right of access to the information
written about them by teachers and counselors. Experience has shown that it is in the student’s best
interest to waive this right. Letters from Oakbrook faculty will be supportive yet candid and
informational—strong descriptive statements about students that really do help to show students as
special and unique. Without the guarantee of confidentiality that signing the waiver makes possible,
future letters would lose these qualities, would become much blander and more general over time, and
hence less helpful for our students.
The third type of recommendation is the peer reference required by a few colleges. These are
statements written by a friend, giving the admissions committee another perspective on the type of
person the student is and on how he/she fits into the community.
Students often wonder if they should ask other people to send additional recommendations for them. A
neighbor, for example, who is the best friend of the president of the student’s top‐choice college, would
put in a good word on behalf of the student. The rule here is to submit all pertinent, new information
about the student not found elsewhere in the application that enhances an admission dean’s
appreciation of the student as a real and unique person, and no more. Thus, if a boss can comment
substantively on job performance, by all means have him or her write to the college. If a neighbor can
only say, “What a great kid!” don’t bother the admissions people with more paper to read.
21
Reporting Suspensions to Colleges
Part of Oakbrook Prep’s success with regard to college admissions stems from the trust between
colleagues in college admission and Oakbrook’s college counseling team. As ethical educational
partners, colleges trust that Oakbrook will be honest and forthcoming about issues important in the
lives of Upper School students. As such, it is the Oakbrook policy to be forthcoming about disciplinary
incidents in which a student has been suspended when asked by the college or university.
All About Testing
While most colleges require students to take similar kinds and amounts of tests as part of the
application process, some have special or particular variations on these requirements. Consult current
catalogs or college admissions websites of all colleges to which you may want to apply to
determine any special requirements for the numbers or types of exams at a particular
college/university.
PSAT
Members of the Class of 2013 took the PSAT/NMSQT in October 2011, which
served as a practice test for them for SATs taken later in the junior year or
senior‐year fall. Based on PSAT index scores received (the total of the three
section scores), seniors will be notified if they have qualified as National
Merit semifinalists or commended students in September. Semifinalist
designees will move on to become finalists for National Merit scholarships
when they complete the application process (see the college counseling
office) and have maintained an academic record that complements this high
testing.
SAT (SAT I) and SAT Subject Tests (SAT II)
www.collegeboard.com
We strongly encourage all juniors to take at least one set of SAT I (measures
verbal and mathematical abilities a student has developed) and if necessary
one set of SAT subject tests (measures knowledge in a particular subject
area) BEFORE the end of the junior year. (Note registration and test dates
on the inside cover of this book.) Having a complete “academic profile”
(junior‐year grades and full set of test scores) is very helpful as the intensive
counseling process begins in senior fall. A testing plan is important as junior
year is typically very busy with many other obligations. Students should
register on line for these tests.
Sophomores may also consider taking SAT Subject tests in the disciplines open
to them especially if they are taking AP classes (most often this will be in world
history and physics). Taking the tests at the end of their Oakbrook classes
in those subjects means that the material will be fresh in a student’s mind, and
studying for the SAT subject test and the course final can be done concurrently.
22
ACT/SAT Score
Comparisons
ACT
SAT
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
2400
2340
2260
2190
2130
2040
1980
1920
1860
1820
1760
1700
1650
1590
1530
1500
1410
1350
1290
1210
1140
1060
1000
900
780
American College Testing (ACT)
www.act.org
The ACT is another national college entrance testing program that focuses on four subjects: English,
mathematics, social studies, and natural sciences. Colleges to which Oakbrook students apply will accept
SAT or ACT scores for the most part, but students should watch closely on applications for variations
here. Admission tests are important in the college admissions process however first priority must
always be given to establishing a solid transcript and creating well crafted essays.
Test Preparation
Despite extensive advertising “hype” to the contrary, no credible research evidence supports the claims
of large score gains from special test‐preparation courses and coaching. Familiarity with the test format
certainly makes some sense, but this can be obtained from a variety of practice test books and on‐line
samples that do not utilize significant time or financial resources. Students (and families) should be wary
of spending significant amounts of time studying for these tests to the neglect of emphasis on basic
academic course work. Such a focus can and has had a negative impact on the single most important
element in any college application—the student’s transcript.
A few other important points about testing:
 Students cannot take the SAT and Subject Tests at the same sitting.
 Use the exact same name (first, middle, last) in signing up for testing, requesting reports, or
talking to either the College Board or the ACT.
 Oakbrook’s School Code: 411849.
 If you plan to apply for federal financial aid, you will need to provide a Social Security number.
Therefore if you don’t already have an SSN, you’ll need to get one.
 “stand‐by” option IS NO LONGER available!
 Take your test admission ticket with photo, photo ID; several sharpened #2 pencils, a graphing
calculator, and a watch to the test.
Fee Waivers and Standardized Tests
The College Board, which administers the SAT and Subject tests and the PSAT/NMSQT, also sponsors a
fee‐waiver system for students whose families meet eligibility guidelines based on income. For more
information about eligibility and obtaining a waver see the College Guidance Counselor.
SAT‐waiver‐eligible students will also receive waivers to cover application fees at some
colleges.
In addition, the National Association for College Admission Counseling has created an application fee
waiver form. Family income guidelines apply such that students seeking help with these fees should
consult the College Guidance Counselor.
Special Testing Accommodations
Notes for Students with Documented Disabilities and Their Parents/Guardians:
Documenting a disability and having a plan on file at Oakbrook are only the first steps in receiving an
accommodation on a national standardized test. You must also apply for eligibility with the test service.
This step requires extra time! Therefore students with documented disabilities or significant changes in
life circumstances that impact learning or test‐taking should contact the Upper School Director or the
College Admissions Director sufficiently ahead of the date of the test you would like to take.
23
Advanced Placement Tests (AP)
Advanced Placement Test
Subjects:
www.collegeboard.com
Administered by the College Board AP tests give high‐school students the
opportunity to demonstrate college‐level achievement while still
in high school. This can enable students to obtain advanced standing,
placement, or even credit at the college they attend though the criteria for this
credit vary significantly. These tests are given at Oakbrook each May. Students
register through the Upper School office, with billing through the business
office. The decision to take such tests should be made by the student in
consultation with his/her teacher in each subject area.
Art: Studio Art
Biology
Calculus AB
*Calculus BC
Chemistry
English Literature and Composition
German Language
Microeconomics
Physics
Psychology
Spanish Language
Statistics
US History
World History
U.S. Government and Politics
*Course may only be offered every
other year.
The Admissions Process
Creating the List
During the second half of junior year, over the summer, and during the early
months of senior year, students will gather a great deal of information on
prospective colleges, and will have begun to clarify their thinking on who they
are, who they’d like to become, and what they want to study in college.
Conversations with their college counselors and their families will help refine
that thinking, as will studying various lists and thumbnail sketches about
appropriate colleges.
24
Oakbrook’s college counseling office advises on, but does not prescribe,
individual student lists. Generally, the counselor recommends that the list of
colleges to which a student wants to apply should make sense in terms of the
student’s interests, academic strengths, and personal profile. All colleges on
the list should be considered “first choice” colleges—campuses where the
student sees compelling reasons to attend. The list should also include a
range of colleges: no more than 30 percent should be “stretch” schools, ones
that are very appealing to the student, but may be very difficult to get into;
40 percent should be “competitive” selections, where the admission
quantitative profile is closer to that of the student; and 30 percent should be
“super solid” ones, where counselor expertise suggests that the student is
very likely to be admitted. There is, theoretically, no limit on the number of
colleges to which a student can apply. However, a double‐digit list raises
concerns that not enough prior homework has been done and that the
student is deferring essential decision making to the spring, which is not a
good time for this. Remember, too, that applications are complicated, that
the paperwork alone requires a major organizational effort, and that each
college or university will ask for a check (averaging about $70) along with the
application. The more a student is able to do his or her “homework”—analyzing
colleges’ programs and features and finding where there might be a good fit—
in advance of filling out applications, the more reasonable will be the number
of colleges on the final list.
Organizing and Processing Applications
The Common Application
(www.commonapp.org).
A form devised and accepted by more than 300 colleges to make things easier
for students applying and teachers writing recommendations. Practically, it
means that if you are applying to more than one participating college, you
may use the same application form for all. However it is important to check
to see that the colleges you are applying to participate in the Common
Application. For example, Clemson and University of South Carolina do not
participate however Furman, Converse and Wofford do. Use of the Common
App is not always required by these schools- check their website to determine
their practice.
Time Lines and Deadlines
Regular Decision—The Popular Option
Despite the heightened anxiety and “urban myth‐making” that early decision
is an easier route to gaining admission to a highly competitive college, many,
or even most, students are better served by the regular decision process. The
regular decision process not only serves most students well but in almost all
cases results in excellent choices for Oakbrook students.
25
Things You Should Know
about College Admissions:
“Stretch”= 30 percent!
Try to work toward a final college
list, including no more than 30
percent in the “stretch” category.
A final list, unbalanced toward the
high end in relation to competitive
admissions, sets a student up for
a potential spring-time disaster in
relation to acceptances received.
Follow your profile!
In developing that final list, be
very aware of your own academic
profile (e.g., grades, test scores).
How does your profile match the
profiles of the schools you‟d like
to apply to? If your profile is
considerably below that of a
certain college, are there other
factors that might make you a
competitive applicant there?
There is no “right” number.
There is no set, or right, number
of colleges to which a student
should apply. However, if his/her
list gets into double digits, it
suggests a student has NOT
carefully reflected on college
match and fit - simply deferring
this careful thought and analysis
to the spring, when he/she will
have only a short couple of
weeks to make a decision. Our
experience has shown that this
delay often results in even
greater anxiety and is not a
formula for solid decision making
in April.
Waive your right to see
recommendations.
Sign and waive your right to read
and access recommendations.
Sign electronically through
Online Common Application, or
sign paper forms. The
confidentiality of all
recommendations will result
in more candid and thorough
letters about you, which of course
is to your benefit.
Early Decision and Early Action Options
In recent years, students across the country have become more and more interested in one of the early
application options. There are two basic types of such applications. Students should be sure that they
understand in each case what the policy of the college to which they are applying is concerning
applications to other colleges.



Early Decision (ED): The application reflects a binding decision
by a student and the college. If a student is accepted to an ED college,
she/he accepts enrollment and withdraws all other applications that
may be outstanding (assuming that the financial aid package that
may accompany this acceptance is appropriate).
Round Two Early Decision programs are another binding
option offered by some colleges for the student who is ready
to take a more decisive step in January. If admitted, the
student withdraws all other applications.
Early Action (EA): This application results in a nonbinding
decision; that is, if accepted under this program, the student can
still apply to other colleges under regular deadlines and does not
need to tell the college about enrollment plans until May 1.
Restrictive Early Action (REA) means that a student signs an
agreement to apply early to that one college only (e.g., Yale,
Georgetown and Stanford). Students considering this process
needs to be quite organized by the early fall, with the proper testing
in place, teacher recommendations lined up, etc. Usually, early
applications are due in early November, with Notification from the
college coming before winter break. This decision Notification will
be “accept,” “deny,” or “roll over to the regular cycle.” If rolled
over, the college is saying that it is still interested and simply wants
more senior year information before making a final decision. Hence
candidates are thrown back into the regular applicant pool, with the
opportunity to present new and relevant information about current
accomplishments, particular those essential senior year first semester
grades.
Important Information when
Considering Applying Early
(Especially Early Decision)
Have you done enough
research to be ready to make
this commitment so early in
the process? Have you done
enough research to be able to
eliminate all other potential
college and university
choices? Given the impression
that there is an advantage to
applying early in terms of
admissions chances, there is
concern that students may be
rushing and making choices they
may later regret.
Is an early application going to
present the best, most
complete picture of the
student? First impressions are
important in admissions also, and
for most seniors the growth and
achievement of the senior year
are significant. The general rule
here is that if the student‟s record
is as good as it is going to be at
the end of the junior year, and
then an early application, given
the proper level of commitment,
may be appropriate. Discussion
with counselors on an individual
basis is crucial in this planning.
Specific Colleges and Special Programs
Military Academies and ROTC Scholarship Programs
The U.S. Army, Navy, and Air Force all offer Reserve Officer Training Corps (ROTC) programs for men and
women at various colleges and universities around the country. These programs usually mean a three to
five‐year obligation after graduation, but offer scholarships during undergraduate study that pay tuition,
textbook costs, and instructional fees and provide a subsistence allowance (about $100) per month.
These scholarships are competitive, and all material for the application must be submitted
before December 1.
26
Applying to one of the service academies is similar to applying to the
most selective colleges in the country, except that the student must also
be nominated by “a legal authority authorized to nominate”
(i.e., the student’s senator or congressional representative). To start the
process, a student completes the Pre‐Candidate Questionnaire and returns
it to the specific academy in the spring of the junior year or as soon
thereafter as possible. Concurrently the student applies to each of
his/her congressional representatives for a nomination and must complete
a physical test. It is important to talk with your college counselor early in
this process if you have questions.
NCAA and Athletic Eligibility Certification
Any student considering athletic participation in a National Collegiate
Athletics Association (NCAA) Division I or II college or university must be
certified by the NCAA Initial‐Eligibility Clearinghouse to ensure that the
required “core” courses have been completed. Of course, such an
academic program is a given at Oakbrook. Note that the NCAA is clear
on their requirements. Juniors may register online with the Clearinghouse
at the end of their spring semester and should request Oakbrook’s College
Guidance department to send an official transcript as part of this process
early in the fall of senior year. Students should be registered and certified
by the NCAA Clearinghouse before making an official visit to a university
for athletic recruitment purposes.
Essential Considerations
Utilize the expertise of your college counselor in this process
Your Oakbrook college will support you fully in the college admission process,
address your questions about your balanced college list and about
applications, lend perspective in the fall of senior year about your selection
of teachers writing recommendations, give you feedback on college essays,
help you prepare for potential alumni interviews and share suggestions
about your standardized testing plan.
Beware of coaches bearing gifts
If you have the potential to be a college scholarship athlete, beware! College
coaches do not sit on admissions committees and they do not make the
admission decisions. Coaches are charged with recruiting as many athletes
for their sport to build the best team they can field. In doing this, coaches
are eager to have as many athletes as possible apply to their college. Be
wary of the coach who pressures a student with this type of statement:
“If you say we are your first choice now, I can guarantee you admission.”
Such statements should be reported to the student’s college counselor.
27
Interested in schools out of
the USA?? Check outWEB RESOURCES: UK &
CANADIAN SCHOOLS
www.studyuk.hobsons.com
General information. You‟ll
probably find that most colleges
require at least a high school
diploma, a minimum of 600 on
each of the CR and Math
sections
of the SAT, and 2 or 3 SAT
Subject
Tests with a minimum of 600 on
each.
http://www.britishcouncil.org/u
saeducationundergraduatedegre
e.htm
Visit the undergraduate section.
www.ucas.com
The British national common
application website.
www.studyintheuk.org
another helpful site.
Selective College
Admissions: a
New Twist on “Warp”
Speed
From “Reclaiming Senior Year,”
by Nancy Faust Sizer, in
Independent School, vol. 62:2
(Winter 2003),p. 28-30:
“ . . . [S]eniors increasingly feel
that they need to present
themselves as someone different
than they are, because what they
are will never be good enough.
Thus, any trait that can be
enhanced must be enhanced. . . .
They choose courses and
activities not because they prefer
them but because they will „look
good.‟”
From “Don‟t Die for Duke,” by
Ginger Fay, in Independent
School, vol. 62:2 (Winter 2003),
p. 34-36:
“No one, especially a teenager,
wants to know that there is a
party they aren‟t invited to, and
that‟s exactly what selective
admission feels like. As an
invitation to the party becomes
harder to come by,
gamesmanship and strategy
begin corrupting the process—
and it has reverberations, not
only for all high-school seniors,
but for students straight down the
line.
Beware of the “group think” effect
Some Oakbrook students are prone to apply where their classmates, past and
present, have applied. We encourage students to broaden their perspectives.
Colleges are looking to compose a talented and diverse entering class. In
admitting each new class annually, colleges look for representation from
different geographic regions, high schools nationwide and review carefully
the multitude of special talents among their pool of students. Therefore
some colleges review admission candidates by school group. Know this reality
and discuss what this may mean with your college counselor when
determining your specific list of college choices.
Do not procrastinate
We work with seniors to help them form a “preliminary final list” by the
Third week in September. Seniors should consider their reflection and
substantive work in the college application process as an additional first
semester “class.”
The Student Commitment—What Colleges Expect:
I certify that all information submitted in the admission process—including
The application, the personal essay, any supplements or other supporting
materials—is my own work, is factually true, and is honestly presented. I
understand that I may be subject to a range of possible disciplinary
actions, including admission revocation or expulsion, should the
information I’ve certified be false. I understand that all offers of admission
are conditional, pending receipt of final transcripts showing work
comparable in quality to that upon which the offer was based, as well as
honorable dismissal from the school. I also affirm that I will send an
enrollment deposit (or equivalent) to only one institution; sending multiple
deposits (or equivalent) will result in the withdrawal of my admission
offers from all institutions. (Adapted from the Common Application)
Getting into College—What Happens Then?
“I’m in!”—Deposits and Responses
Notification for early admissions programs usually happens right around
December 15. Acceptance under a binding early decision program means that
the process is over; send in the form (and any deposit required) to hold the
student’s place in the entering freshman class. At the same time, a student
should notify his or her college counselor of the outcome, so that processing
of additional applications can end. If a senior has submitted applications to
other colleges, the student must comply with the early decision commitment
and needs to notify other colleges that he or she no longer wishes to be
considered for admission. Acceptance through an early action program does
not require a commitment until May 1.
Notification for regular admissions may occur any time between late March
28
“The Skinny Envelope”—A
Word to Parents/Guardians
By Amy Dickinson, Time, April 3,
2000.
“What can parents, who spend two
decades nudging their kids forward,
applauding every soccer goal and
clarinet solo, do for them on the day
the skinny envelopes land in the
mailbox?
“Admissions professionals, guidance
counselors, and child psychologists . .
. were in agreement on what parents
should do: be there, but back off, way
off. Guard your own reactions
because your child will be watching
you for cues. When your kid is
wrestling with his [or her] own
disappointment, the last thing you
want for him to think [is that] he‟s
disappointing you, too.
“As dean of admissions at Cornell
University, Don Saleh . . . suggests
that parents and their college
applicants can help prepare
themselves for the rejection process
by doing some homework before the
letters arrive. „Recall positive aspects
of all the schools on your list—
especially the safety schools. Get out
the brochures and watch the videos,
and remember what you liked about
them that made you apply to them in
the first place.‟
“Rejection from a first-choice school
is an education in the beauty of „Plan
B.‟ Embrace it, celebrate the good
judgment of the school that wants
your child. Congratulate your kid on
being wise enough to apply to that
school, and plan to make a spring
visit to campus.
“Bill Mayher, author of The College
Admissions Mystique and a veteran
high school guidance counselor, says
parents should appreciate the
maturing process brought on by the
skinny envelope. „We‟re trying to put
kids in charge of their lives here, and
we shouldn‟t undermine it with our
own expectations. Besides,‟ he notes
„college is too blunt an instrument to
tell you who you are for the rest of
your life.‟”
and the middle of April. April 15 is considered the standard date but a
number of colleges and universities may mail early. Once the student has
decided which of the colleges offering admission to accept, the appropriate
forms/deposit need to be returned before May 1. Again, once this has been
done a student should remember to promptly inform any other colleges that
have offered admission that he/she will not be attending—this will free up
places for wait‐listed students. Each senior’s final, complete transcript will be
automatically sent to the attending college so it is critical for seniors to
inform their college counselor of their decisions by early May. If a student has
been accepted by several desirable colleges and needs more information to
make a truly informed choice, a quick trip to garner some final impressions
can often be effective. In fact, this is perhaps the most cost effective kind of
college trip, when one is seeing a college knowing that admission is a certainty.
At a number of colleges, admissions offices will organize a mid‐April weekend
for “admits,” with programs and tours tailored to entice students to enroll.
“I’m Wait Listed!”—What does it mean?
With increasing numbers of applications being sent to colleges these days, colleges are more concerned
about managing their own “yields” (the percentage of accepted students who say yes to the offer of
admission). Thus, the “wait list” (WL) designation is used to gain some time to see how initial actions
shake out. If the student receives a “wait list” letter but has been accepted at and has chosen to enroll in
another college, the student should promptly inform the wait‐listing college. Since college admissions is
truly a national sorting process, a student who withdraws from options he/she no longer wishes to
consider helps classmates and peers across the country. If the student is interested in remaining in a
college’s applicant pool, follow this procedure:
 Return the card included with the wait‐list letter indicating continued interest.
 Begin to generate “new” information on activities in and out of the classroom, new (improved?)
29



grades, and extracurricular successes (i.e., in athletics, arts, employment, community service).
Submit this new information to the college no later than May 1 (the date by which most colleges
should know their yield on their original admits). This material should come from the people
most appropriate to talk about the new information (the student, the college counselor, a
coach, etc.). The quality of such letters is much more important than the quantity.
Repeating information that colleges already have on file is not helpful.
Colleges will not begin to consider wait‐list candidates until they have heard from applicants
accepted in the original round. Hence it is not productive to call colleges before May 1 to ask
them about the wait‐list process and procedures. Concentrate on having the new information in
to the college by May 1 at the latest.
The student should keep in touch with his/her college counselor, who will be in regular
communication with college admissions offices during this time.
“I’m signed up, but not ready to go!”—Deferring for a Year
More students every year are choosing to take a year off between high school and college. Particularly
for the student who has endured the rigors of a highly challenging high‐school program, a year off can
provide time to reflect, to gain different experiences—working, volunteering, traveling, and the like—
and to mature. If this option is of interest, the student should be in touch with the admissions office of
the college he or she intends to attend as early as possible after the acceptance notice arrives. Note that
public universities generally will not offer an option to defer admission.(See next page for more
information about deferment resources.) Notice: For students eligible to receive the South
Carolina Palmetto Fellows scholarship, a choice to defer college entrance will cause forfeiture
of this scholarship opportunity!
“I’m a freshman and I think I made a big mistake!”—Transferring Schools
In 95 percent of cases, students and their parents/guardians, guided by the college counselor, arrive at
the end of the college process with a suitable, compelling option for the next stage of study.
Occasionally, though, a student will get part way through freshman, or even sophomore, year in college
and realize that what seemed at the end of high school to be a great choice is not working out as he or
she had hoped. Perhaps the academic program that seemed just right has hidden flaws or shortcomings.
Perhaps that mid‐sized urban university just had too many distractions, or, conversely, perhaps that
small liberal arts college now seems stifling. Perhaps going 3,000 miles away turns out to be just a bit
too far for comfort, and a university closer to home now looks attractive. Perhaps the social scene is not
to the student’s taste. Whatever the reason, if the compatibility between student and college is not
working out, a student may decide to apply to transfer to another college. Oakbrook is available to help
here by supplying transcripts and in some cases the college counselor’s letter from senior year. Timing
for transfer applications varies widely from college to college.
30
Taking Time Off? Considering deferment to take a Gap Year?
Note: students qualifying for the South Carolina Palmetto Fellows Scholarship forfeit this
scholarship if they do not matriculate to a South Carolina college by the fall of the year
of high school graduation.
Web Resources for students who may consider taking time off:
 www.americorps.com : The 10‐12 month long program offers both a stipend and an education
award. AmeriCorps gives students contact information on non‐profit organizations and students
contact them directly to create their own volunteer arrangements.
 www.cityyear.org : Associated with AmeriCorps, City Year is based in a number of cities around
the country and provides yearly and monthly stipends.
 www.dynamy.org : The Dynamy Internship Year is an urban experimental education program
offering an educational experience that takes place outside the traditional classroom.
 www.gapyear.com A site out of Great Britain that helps students plan gap year travel.
 www.nols.edu : The premier teacher of outdoor skills and leadership offers courses ranging
from ten days to full semesters in the world’s most spectacular wilderness classrooms.
 www.studyabroad.com : comprehensive study abroad information and planning site.
 www.timeoutassociates.com : Assess students’ needs and assemble constructive program
 http://imb.org/main/news/details.asp?StoryID=9074 ( article assessing IMB call to missions)
 http://www.calvin.edu/admin/career/handouts/gap_year.pdf ( List of resources for mission
opportunities)
Paying for College—
What Kinds of Costs to Anticipate
Tuition and Room and Board
These categories of charges constitute the largest cost items in the college bill.
•
•
•
Attending a public university in South Carolina is still one of the great
bargains in higher education. Tuition and room and board for state
cost a fraction of what similar charges will be at public universities in
other states or at private colleges and universities. Depending on the
student’s ultimate goals—especially if these might involve a post‐
baccalaureate degree—going to a state university can enable the
student and his/her family to save money toward graduate‐school tuition.
Public universities in other states are affordable for in‐state
students. Oakbrook students interested in attending a public university in
another state should be prepared to pay more, as usually tuition for
out‐of‐state students can be twice as much as that of in‐state
students. To be fair, that’s what the South Carolina universities charge
for students from other states who come to South Carolina to study.
Private universities and colleges will cost, generally, between $25,000
and $50,000 each year, and costs are rising annually at a rate that
outstrips inflation. Be prepared.
31
Financial Aid Applicant Tips
Do not eliminate a college
because you think it costs too
much. Apply for admission and
financial aid. See what happens.
Most colleges can meet
demonstrated need. Make copies
of everything, including your
FAFSA and PROFILE forms.
In April, do not accept the
financial aid package you receive
from the college at face value,
especially if the offered package
does not accurately reflect your
family‟s situation. It is possible to
request reconsideration with
them in certain situations. You
and your parents must do this;
school personnel cannot. Rely on
individual college financial
aid officers rather than costly
computer service organizations
or scholarship/financial aid
“experts” who solicit your
business through the mail.
Ancillary Costs
When penciling out the hit on the family budget entailed as that Class of ’13 alum heads for college, be
sure to figure in an adequate number for all the additional costs that a college education requires. A
student who decides to go away to college will rack up a lot of frequent‐flyer miles traveling back and
forth for school‐year and summer breaks. Even using on‐line sources of competitively priced airline
tickets, a round trip to the East Coast or Los Angeles can mount up fast when it happens several times a
year. Other travel options—train, car, or bus—may be cheaper, but will be more “expensive” in time
spent.
Some colleges and universities now roll expected academic costs into tuition. However, it is worth
checking the student’s responsibility for purchasing textbooks and other items related to their studies.
Don’t underestimate the charges for a computer, pens/pencils/paper, printing costs, art supplies,
calculator and internet connections etc. All in total can cost from $800 to $2000 per semester.
Then there’s spending money. Set a reasonable budget for entertainment, snacks, laundry, and “living
expenses”—because while going to college has a serious purpose, a student shouldn’t be required to
live a completely monastic life.
Financial Aid
Some of the best things in life may be free, but for college you will need money. College costs are at an
all‐time high, so is uncertainty among students and their families about the ability to pay the bills.
Contrary to what you may have heard, help is available ‐‐ and lots of it ‐‐ in the form of financial aid. In
fact, more than $16 billion is expected to be available to students this year from federal and state
governments, from private programs and from colleges themselves. However, with costs going up and
the amount of financial aid remaining about the same, there may not be enough help for everyone who
needs it. Undoubtedly, students and parents will be paying more toward the costs of an education. But
there is also no question that you can improve your chances of getting financial aid by learning about it
and by planning ahead.
What is Financial Aid?
Financial aid is help for meeting college costs, both direct educational costs (tuition, fees, and books)
and personal living expenses (room and board, personal expenses, and travel). Sometimes students are
surprised to discover that financial aid can help them pay for living expenses.
Broadly, there are two kinds of financial aid available, aid based on need, as determined by the College
Scholarship Service, federal guidelines, or institutional policies, and no‐need scholarships awarded for
academic excellence, athletic prowess, artistic talent, leadership, or other criteria. Individual colleges
determine financial aid packages based upon the information provided by you on several forms ‐‐ the
Free Application for Federal Student Aid (FAFSA), the College Scholarship Service (CSS) PROFILE, and the
college’s own institutional forms. These forms will help the financial aid office determine the estimated
family contribution (EFC) to the student’s educational costs. The difference between the cost of
attending the college and the EFC is the need. The individual college will put together a financial aid
"package" designed to meet that need. At most colleges, a package will include a combination of grant,
loan, and employment. There are two major sources of financial aid:
(1) Federal Aid, which requires completion of the Free Application for Federal Student Aid
(FAFSA); and
(2) Institutional Aid, which employs the CSS/Financial Aid PROFILE.
32
A very helpful Website is www.collegeboard.com, which discusses these and other types of aid and
also contains calculators to help families determine their eligibility for assistance. In addition, the
website www.sccango.com is South Carolina’s comprehensive resource for families and educational
professionals for financial information regarding college planning.
Federal Aid and the FAFSA (1)
Seventy‐five percent of all student aid is funded by the federal government and administered by
individual institutions. Completing the FAFSA application form provides access to federal grants and
loans offered by most colleges and universities and can also provide access to nonfederal aid from
individual institutions choosing to employ the federal form. Government gift aid that does not need to
be repaid is primarily available to families with gross annual incomes below $45,000. However, federal
self‐help aid, in the form of loans to college students and their parents/guardians as well as work‐study
stipends, is available to families over a broad spectrum of incomes and family circumstances.
The FAFSA is available on line each November and December but may not be filed before January 1 of
the year in which a student will receive assistance. The Web address is www.fafsa.ed.gov, and the
official U.S. Department of Education site (www.ed.gov) is also very helpful in explaining federal
student aid programs. For early planners, during summer ‘11, use FAFSA4caster:
www.fafsa4caster.ed.gov/index.htm
The FAFSA collects personal and financial information that is processed using the “federal methodology”
or FM. This system evaluates each family’s income, assets, expenses, and individual family
circumstances in a uniform manner and determines an Effective Family Contribution (for educational
expenses). While gathering sufficient information with which to evaluate a family’s financial situation,
the FAFSA is a multipurpose form collecting broad‐brush information for a variety of federal programs.
In addition, the federal methodology does not take home equity into account in determination of parent
assets or look beyond the student’s primary household when collecting financial information in the
event of divorce. Neither the form nor the methodology is designed to respond to complex family
circumstances.
State Scholarships and grants
The state of South Carolina has chosen to make an investment in students and as a result has created a
variety of merit scholarships as well as need based grants. The most well known of these are the
Palmetto Fellow, Life, and Hope scholarships which are awarded to students attending South Carolina
schools and are based on a student’s grades, admission test scores and class rank. There is no
application for these scholarships; Oakbrook handles communication with the state regarding student’s
credentials. The scholarship details are provided on numerous websites one of which is
http://www.sccollegeaid.org/ . All details are provided here for these scholarships as well as other
financial aid opportunities for South Carolina students.
Institutional Aid and the CSS/Financial Aid PROFILE (2)
Nonfederal assistance provided by individual colleges and universities from their own funds is generally
allocated with the help of the CSS/Financial Aid PROFILE. This application, which gathers more
information than the FAFSA, is a two‐step process. As early as mid‐September of the year before
assistance is required, a family may register on the College Board website at www.collegeboard.com to
33
receive the appropriate electronic PROFILE application. Paper copies of the registration form are
available in the College Center at about the same time and contain instructions for completing a
telephone registration and arranging for receipt of a paper PROFILE application.
It is a good idea to register for the PROFILE as early as possible and to file the completed form one to
four weeks ahead of the earliest financial aid filing deadline among the colleges being considered. In
general a PROFILE filed online arrives at the designated colleges one week after filing; a paper version
can take up to four weeks. The institutional methodology applied to the information submitted on
PROFILE applications does consider home equity as part of household assets and generally requests
financial information from both birth parents/guardians and any new custodial partner in cases of
divorce. Unlike the federal aid program, which requires only occasional random verification of financial
information, the institutional aid program requires submission of tax documentation for the tax year
completed just prior to a student’s enrollment. The PROFILE also gathers more specific information from
families than does the FAFSA, and the institutional methodology is more responsive to various aspects
of family financial circumstances such as saving for retirement and for the college expenses of the
family’s other children. If individual colleges use the option, the institutional methodology takes
precollege tuitions for siblings into account as well.
If family members feel that pertinent personal or financial information is not being
collected or accommodated on the PROFILE form, it is important to convey that
information directly in writing to each institution’s financial aid office.
Such information will be considered in the calculation of aid at each college if the student is admitted.
Waivers to assist with the cost of filing the CSS/Financial Aid PROFILE are available on a limited basis to
low‐income families. Income guidelines also determine eligibility for assistance with AP test costs.
Assistance that greatly reduces such expense is determined and applied behind the scenes; however,
parents/guardians who have not been contacted and are concerned about either CSS/Financial Aid
PROFILE or AP costs may contact the Upper School Director.
Packaging Aid
Though they may differ from one another dramatically, college financial aid awards are based on the
methodologies used to determine the effective family contribution, in combination with federal
guidelines and the individual institution’s policies and practices for awarding aid. Some colleges will
meet “full need”—that is, the difference between the family contribution and the cost of attendance;
others choose to spread their funds over a greater number of students by “gapping” or leaving some
need unmet in the hands of the parents/guardians and student. Institutions can also flexibly combine or
“package” grants, loans, and work‐study stipends to meet institutional and budgetary goals. Because
grants are gift aid and need not be repaid, they are understandably more attractive to families than are
loans for the same amount. As a result, varying proportions of grant aid for students with similar need
may be used to attract one student over another.
Financial Aid Package Appeals
What college financial aid officers need in an appeal is new or expanded information, generally in
writing. Effective appeals request reconsideration rather than expect negotiation. Some colleges may be
interested in knowing what other institutions offered, but many will not. The college’s website will often
explain its policies with regard to recalculation of awards and what constitutes relevant information.
Non‐Need Aid
Some institutions—particularly those that have been historically desirable, selective, and well endowed,
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regardless of size—award aid only on the basis of documented financial need. Others, however, will add
assistance that is not based on need to financial aid packages in order to attract and enroll highly
desirable students. Still others will have an extensive program of merit aid awarded entirely without
regard for financial need but requiring an exemplary academic record and high test scores, a
commitment to a specific area of study, involvement in specific high‐school activities, or membership in
a particular racial or ethnic group. In some cases students must apply separately for merit aid; in others
it is awarded without separate application. Again, a college’s website will generally be the best source of
information on the types of aid available through that particular institution.
Outside Scholarships
There is an array of scholarships that are not connected to particular institutions and present a range of
specificity when it comes to eligibility requirements. Some include financial need as one of the criteria
for selection; others focus entirely on academic performance and standardized test scores. Below is a
list of other sample criteria that the scholarship may target or consider:
• Write an essay on a unique topic
• Parent is employed by a particular company
• Current membership in a specific organization (e.g. Boy Scouts)
• Commitment of the applicant to enter a given career field (Provide evidence of real interest)
• Athletic talent in a specific sport (Particularly if the athlete is ranked nationally)
• Performance in a required oratorical contest
• Racial or ethnic identity and affiliation
• Artistic or Musical talent
• Commitment to issues of social justice
• Leadership
•
Intellectual vitality (Often measured by special academic projects a student has
undertaken)
• Political engagement or social activism
Almost every outside scholarship must ultimately be reported to the student’s chosen college or
university, and increasingly institutions of higher education are employing that information to reduce
the size of the student’s loans or work‐study stipend rather than grant. Some colleges even ignore
outside scholarships under a certain size or count only a portion of each against the financial aid award.
There are books that list thousands of such scholarships, and www.fastweb.com can be a great help
in streamlining the search.
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Appendix A:
College Process Time Line & Checklist for Senior Year
September
___Check your transcript. See Oakbrook’s Director of College Counseling, if corrections are needed. Is
your name (First, Middle and Last) complete and spelled correctly? Address current? Birth
date recorded correctly? All courses taken recorded with correct grades? All athletics recorded
correctly?
___ Do you have a documented disability? Connect directly with a the Upper School Director to ensure
you complete any registration materials you need for standardized testing this upcoming fall.
___ Get a Social Security number if you don’t have one. This is mandatory for those who plan to apply
For federal financial aid or scholarships.
___ If you haven’t already done so, register with the Common Application online. You’ll want to keep
Your ID and password in a safe place.
___ Early September: Registration deadline for the October SAT or ACT and SAT Subject Tests.
___ Make an appointment with the college counselor. Bring your summer work, including essay drafts
and answers to autobiographical questions. In addition, bring your thoughts about colleges that
you have researched over summer and that interest you now.
___ CSS PROFILE (financial aid) forms are available online. They can be filed with colleges any time after
September 15. It is important for Early Admission Candidates to submit this in October and no
later than the November early application deadline for that early college.
___ College Admission Directors and Representatives begin to visit Oakbrook this month. Check your
email, the Knightly News and the Bulletin board in the main building to keep up with the college
representatives visiting Oakbrook. (Remember to get teachers’ permission at least A DAY IN
ADVANCE to miss a class.) Most meetings are held in the Learning Commons. If you sign up,
show up!
___ Meet with the college counselor NOW if you plan to apply under an Early Decision or Early Action
program. Most applications for these colleges must be processed by November 1 or November
15. This includes all applications to the University of California and the military academies. We
must have these processing requests at least two weeks before the indicated deadlines.
___ College Evening Program for Senior Parents and Guardians: We’re in the thick of it now!
October
___ Early October: SAT or ACT and SAT Subject tests offered.
___Early October: Registration deadline for the November SAT and Subject Tests.
___ Be alert to sources of financial aid. Confer with your college counselor.
___ Late October or early November: Sign up for December SAT, ACT, or SAT Subject Tests.
When preparing your applications for either the early or regular decision process:
___ (l) Complete and submit all forms for your college application. Pay required fees.
___ (2) Once the college counselor has your final college list and a transcript request form your
counselor letter, an official Oakbrook transcript and Oakbrook profile will be sent to each of your
colleges.
___ (3) Request in person letters of recommendation from teachers and others designated by colleges.
Your recommenders will need a complete list of your colleges along with each application
deadline in order to submit a confidential letter online and on time. Most of your colleges and
universities, including all those that accept the Common Application want online submissions.
For those that do not want electronic submission, you will provide your recommender a
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stamped envelope, with the Oakbrook School return address, addressed to the college
admissions office. Be sure to talk with your teacher about which forms they need you to
complete. Plan to ask two teachers in core academic subjects to write letters for you. These
same two teachers can send copies of their recommendations to all your colleges.
___ (4) Submit your SAT or ACT and Subject test scores to the colleges to which you are applying. You
Will need a credit card to submit these online. Save money, and unless an official AP test report
is required by a college, just report AP scores directly on the application.
November
___ November 1: Check for Early Decision Applications Due dates, including ‘early’ financial aid
forms.
___ First Saturday in November: SAT and Subject tests offered.
___ November 15: More “early decision” applications due, including CSS Profile forms for financial aid.
___Immediately following Thanksgiving Break: Submit your preliminary final college list to your college
counselor and review those final essays with him or her.
December
___ December 1: Clemson and USC Columbia application deadline!!
___ CSS/Financial Aid PROFILE/FAFSA (Financial Aid) forms are available online (CSS PROFILE:
www.collegeboard.com; FAFSA: www.fafsa.ed.gov).
___ First Saturday in December: SAT and Subject tests offered.
___ December 15 or soon after: Did you apply early? You’ll soon receive your admission decision. Please
report decisions to your College Counselor.
___ Christmas holidays: Complete college applications and beat late December & January deadlines.
January
___ January 1: Be prepared for the common application deadline for many colleges and universities.
___Did you spend some time over Christmas break re‐thinking some of your college choices? Check‐in
with college counselor to discuss considerations and consult about any changes to your list.
___ File your online FAFSA forms as soon as possible ‐ designate six colleges to receive the report. You
may add other colleges once the form is processed. In this first set, include most expensive
colleges and if applying in‐state, include a South Carolina college.
___ Secondary School Reports that have February 1 or March 1 deadlines are due in the College Center
At least two weeks in advance.
February through March
___ February 1: More applications due to be postmarked on this date, this includes FAFSA and CSS
Profile forms for students considering financial aid in college.
___ Students who applied “early decision” and were deferred should consult with their college
Counselor about updating that application.
___ March 1: More applications due to be postmarked on this date.
Late March through Mid‐April: Admission Decisions Received
May 1: National Candidate Reply Date
___ Out of courtesy and as a matter of policy, notify the colleges that accepted you, but which you will
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not be attending, of your decision. Check to see whether your enrolling college has a specific
form that must accompany your final June transcript from Oakbrook that is required for you to
enroll.
___ Notify any colleges where you are on the waiting list (and in which you still have an interest) that
You would like them to continue their consideration of you. If you no longer have an interest, let
them know that you have decided to go elsewhere.
___ Thank your college counselor and teacher recommenders for their help, and let them know the
outcome of your applications. They are interested and want to celebrate with you!
___ First two full weeks in May: Advanced Placement (AP) Testing.
___ May 24: Baccalaureate and Commencement
June
___ Early June: Keep in mind that all service learning credit and tuition/fees owed to Oakbrook must be
paid before you graduate to ensure that a transcript will be sent to the college that you choose
to attend.
___Late June: Once you have graduated, and by the end of the month, know that Oakbrook will send
Your final transcript to the college that you have indicated you plan to attend.
CONGRATULATIONS!
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Appendix B: Sample Resume
Natalie Anne Smith
Oakbrook Preparatory School, Class of 2013
natalie.smith@gmail.com
1122 Antrim Ave
Spartanburg, SC 29301
Phone: 864‐329‐5974






Cross Country: JV & Varsity
• Most improved runner award‐9
• Most inspirational award ‐11
• Captain – 12
Student Government
• Served on committee for Homecoming – 9
• Representative and Project Week Committee member – 10
•
Schedule Service Project – 11
•
Treasurer – 12
Community Service
• Middle School Party Chair ‐9
• Soup Kitchen – 11
• Habitat for Humanity – 12
School Newspaper
• Staff Writer ‐ 9, 10
• Sports Editor – 11
• Managing Editor ‐12
Soccer: JV & Varsity
• Team Captain -11
• Team Captain - 12
Summer
• Babysitting‐9‐12
• Summer job At Brewster’s Ice Creamery 10
• Family travel to France ‐11
• Mission Service project in Morocco ‐12
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Appendix C:
The Arts Supplement
If your art has formed a significant role in your life and you wish your achievements to be considered by
colleges, you might want to consider doing an Arts Supplement, even if you are not planning to major in
the field. The Common Application has a form for this purpose, some colleges have their own
requirements and you should certainly check on the website of any college you are considering before
beginning this process. You should also consult with your Art Teacher here at Oakbrook or with any off‐
campus teacher as they probably have experience with past students and will also be providing a letter
of recommendation to accompany your application.
A typical Mailed Arts Supplement will consist of:








Common Application Arts form
Résumé (Repertoire, Honors/Awards, Years Studied, Instrument/Medium, Teacher/s)
Audio or Visual CD (a general guideline for most colleges is around 10 minutes, two pieces of
contrasting styles). Some colleges have stricter guidelines, and will request specific types of
pieces like one movement from a sonata, a Bach prelude and fugue; for Drama—two
monologues, one dramatic and one comedic; for Fine Arts—a portfolio with specific pieces. The
aim is to show your range.
Check college websites, but most want the CD labeled with name, (instrument), date of birth,
and school
Home recording is usually fine, as long as quality won’t interfere with listening of actual
performance. There is no need to go to a professional recording studio, ditto home shot
portfolio.
You can record with an external recording device and then transfer to computer to burn disk, or
you can plug mike directly into your computer to record
Sealed, signed letter of recommendation from teacher
Check for earlier deadlines. Some colleges require applicants to submit arts supplements
EARLY, which includes student application with essays; excludes academic teacher
Recommendations and transcript, but does require planning. Some colleges have online
requirements and many now want the supplement on a Website, linked to the emailed Arts
Supplement. The teacher recommendation is also then sent by email.
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Appendix D: Recommended References & Guidebooks
Comprehensive College Reference Books
The College Handbook, College Board
Peterson’s Guide to Four‐Year Colleges
Peterson’s Guide to Competitive Colleges
Barron’s Profiles of American Colleges
Narrative, Subjective College Guidebooks
The Fiske Guide to Colleges
The Best 345 Colleges, Princeton Review
The Insider’s Guide to the Colleges, Yale Daily News
Colleges that Change Lives, Loren Pope
Looking Beyond the Ivy League, Loren Pope
The Public Ivies, Richard Moll
Advice and Insider Information Books
The Fiske Guide to Getting Into the Right College, Fiske & Hammond
The Gatekeepers: Inside the Admissions Process of a Premier College, Jacques Steinberg
The College Admissions Mystique, Bill Mayher
The Insider’s Guide to College Admissions, Thomas C. Hayden
College Match: A Blueprint for Choosing the Best School for You, Antonoff & Friedemann
Campus Visits and College Interviews, CollegeBoard
Playing the Game, Chris Lincoln
List‐Building Reference Books
The College‐Finder, Steven Antonoff
The College Board Guide to 150 Popular College Majors
Rugg’s Recommendations on the Colleges, Frederick Rugg
For when Kids Leave Home
Letting Go, Karen Levin Coburn and Madge Lawrence Treeger
The Launching Years, Laura Kastner and Jennifer Wyatt
Empty Nest… Full Heart, Andrea Van Steenhouse
When Your Kid Goes to College, Carol Barkin
Eccentric or Special‐Interest Books
Colleges Unranked: Ending the College Admission Frenzy, Lloyd Thacker
Cool Colleges: for the Hyper‐Intelligent, Self‐Directed, Late‐Blooming, & Just Plain Different
Asher
Barron’s Best Buys in College Education, Lucia Solorzano
Guide to Performing Arts Programs, Everett & Topaz, Princeton Review
The K & W Guide to Colleges for the Learning Disabled, Kravets and Wax
The Multicultural Student’s Guide to Colleges, Robert Mitchell
Professional Degree Programs in the Visual and Performing Arts, Peterson’s Guides
Making a Difference: College and Graduate Guide, Miriam Weinstein
Top Colleges for Science, Peterson’s Guides
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The Rolling Stone Guide to Colleges that Rock
The College Sourcebook for Students with Learning Developmental Differences,
Wintergreen Orchard House
The College Finder, 3rd edition, Steve Antonoff, Wintergreen Orchard House
Specific Guides…
Less Stress, More Success: A New Approach to Guiding Your Teen through College
Admissions and Beyond (Jones, Marilee, and Kenneth R. Ginsburg)
Colleges With Programs For Students with Learning Disabilities or Attention Deficit
Disorders.(Peterson‟s)
College Unranked: Affirming Educational Values in College Admissions (Thacker, Lloyd)
Choosing the Right College (Intercollegiate Studies Institute)
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