NEW PALTZ HIGH SCHOOL

Transcription

College
Planning
Guide
part
2
2
w w w . n e w p a l t z . k 1 2 . n y . u s
Contents
...
INTRODUCTION
Calendar....................................................................5
STEP 3: APPLICATION PAPERWORK
Autobiography..........................................................7
Parent/Guardian Questionnaire..............................8
Résumé Worksheet...................................................9
Transcript Requests.................................................10
STEP 4: APPLYING TO COLLEGES
The Application.......................................................12
Writing Your College Essay....................................14
Teacher Recommendations..................................15
Early Decision & Early Action.................................16
The Admissions Interview.......................................17
ADDENDUM
Students’ Right & Responsibilities...........................19
The Student Athlete.................................................20
Special Talents in Art & Music................................21
Paying For College.................................................22
Glossary...................................................................24
MAILING ADDRESS: 196 Main St., New Paltz, NY 12561
CEEB CODE:
333355
GUIDANCE DEPARTMENT: (845) 256-4120
FAX: (845) 256-4129
Secretary: Rebecca Fiorese
Director of Guidance: Kathryn Flanagan.................... kflanagan@newpaltz.k12.ny.us
Counselors: Stacey Sands............................ ssands@newpaltz.k12.ny.us
Stephanie Shoemaker............. sshoemaker@newpaltz.k12.ny.us
COLLEGE BOARD:www.collegeboard.com
Automated Phone: (800) 728-7267
Customer Service: (609) 771-7600
3
Introduction
The college application process can seem overwhelming. However, if you follow the systematic
approach that is recommended in this guide and work closely with your school counselor, you will
easily navigate the entire process one step at a time.
The college application process is comprised of four major steps. The first two steps are geared
towards completion in your junior year and the second two steps deal with the application process
directly, which happens during your senior year. Please keep in mind that meeting all deadlines is
critical to your success throughout this book. We encourage you to read this packet in its entirety
prior to the beginning of the process. It will be helpful to refer to each section as you complete
each task. Of course, your school counselor is available to assist you at any time throughout the
process. We look forward to working with you as you begin this new and exciting adventure.
Picking a college is an important decision because the experience can
Before
You
Begin
...
greatly affect the quality of one’s future. It can be the most exciting four years of
your life. On the other hand you can plod through largely untouched and unaffected... many teenagers give more thought to learning to drive than to picking a
college. Confront yourself honestly. Why, really, are you going... for fun or for some
other reason? What are your abilities and strengths? What are your weaknesses?
What do you want out of life, or in life, something tangible or intangible? Are you
supremely confident or hesitantly unsure of yourself? Do you want to give or to get?
Are you a self-starter or in need of nurture and structure? Are you socially self-sufficient, marching to your own drummer, or do you need warm, familial support? Do
you live in the fast track? And so on. If the student doesn’t look to him/herself, s/he
is vulnerable to herd thinking–one of the principal causes of bad decisions. It takes
both clarity and courage to look at oneself probingly and then to make decisions
based on what one sees there and not be influenced by friends or classmates. After
you have questioned yourself you can effectively choose a college; but only after
you have examined it, too.
~ Loren Pope (author of Looking Beyond the Ivy League and Colleges That Change Lives)
Most people think of college as preparation–for a profession, a job, or graduate school. But it is also a chunk of life–six percent of our days and years. Here
we make lifelong friends. We discover intellectual strengths. We begin to forge a
philosophy. It can be a peak experience, exciting and enjoyable. Finding the right
college is a project in itself, and is not one to be taken lightly. Since it is you who will
attend, and not some statistical average, you must spend time determining your
needs. What, for example, do you want out of college? What kind of person are
you? What are your likes and dislikes, hopes and ambitions? Are you gregarious or
solitary? Have you decided on a career, or are you still searching?
Often students pick a college more or less at random, on the chance recommendation of a friend or because of a well-known name. They commit themselves to spending four crucial years in an environment chosen by accident. It’s four years of your life.
With planning and forethought, you can make them the best.
~ Dr. John Brooks Slaughter (President, Occidental College)
4
Planning Calendar for Seniors
Ongoing
December
Submit Transcript Request Forms, Secondary School Report Form to
Guidance
Make sure you have submitted all Transcript Request Forms to the
Guidance Office
Contact colleges for financial aid and scholarship information
Get Free Application For Student Aid (FAFSA) form online
Continue to check scholarship file, bulletin boards, and website
Notify counselor of any applications sent online
Submit all applications with January 1 deadlines before December break
September
Register for October SAT or ACT
Continue visiting colleges
Narrow list of potential colleges
Request or download college applications
Schedule college interviews (possible ED/EA colleges first)
Create Common Application account
January
Complete FAFSA
Continue to work on applications with a February 1 deadline or later
April 1-15
General Deadline for colleges to accept or reject applicants
October
Early Decision/Early Action (ED/EA) applicants:
Prepare teacher recommendation folders, submit to teachers
Submit all ED/EA application School Report Forms and Transcript
Request Forms to Counselor
Apply for Early Decision. Check application deadlines! Give the
Guidance Office at least a two-week lead on each application
Submit autobiography, parent/guardian questionnaire to Counselor
Review your transcript, including GPA and rank
Work on résumé
Continue college visits and interviews
Finalize college application list
Check college entrance requirements
Ask teacher(s) for letter(s) of recommendation
Register for December SAT/ACT
Schedule college interviews
Check Guidance bulletin boards for open house dates, college visits, etc.
Attend college open houses
Talk with visiting college reps: check the Guidance Office bulletin board
for dates and sign up with Guidance secretary
Research scholarships online: check scholarship file in Guidance
Write admissions essay: ask English teachers to review
For students with special talents, check each college for requirements
(auditions, portfolio, etc.)
Athletes:
Submit NCAA form (www.ncaa.org) if you haven’t already done so
Prepare videotapes
Contact coaches
May 1
Deadline to select a college and make a deposit
Call college financial aid office and check on aid status
Notify other schools of your decision
November
Complete CSS Profile Financial Aid form if a school requires it
(http://profileonline.collegeboard.com)
Check all application materials and dates
Register for December SAT/ACT
Although school counselors make every effort to assist in locating a suitable college, they cannot ethically recommend, evaluate, or choose the college the student should
attend. The responsibility for meeting entrance requirements and deadlines rests with the individual student and his or her parents/guardians.
5
step
3
Application
Paperwork
In order for your counselor to prepare the best possible letter of recommendation, you must
complete and submit the following forms to Guidance:
AUTOBIOGRAPHY
PARENT QUESTIONNAIRE
RÉSUMÉ
(COMPLETED BY YOU)
(COMPLETED BY A PARENT/GUARDIAN)
(COMPLETED BY YOU)
TRANSCRIPT REQUEST FORM(S)
(COMPLETED BY YOU)
Forms are also available in the Guidance Office.
Student Name____________________________________________ Date________________________________ E-mail Address________________________________
AUTOBIOGRAPHY
Please take the time to think about who you are and where you are headed. Don’t limit yourself to discussing only what has happened to you
at school; incorporate experiences and activities from any part of your life, and please be specific. Attach additional pages if necessary. We
recommend that you make a copy of this autobiography to assist you in completing your college applications. If you want to complete this form
electronically, it is available in PDF format within the Guidance section of the District website.
1. Which courses have interested you the most? Please explain.________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
2. Which courses have been the most difficult or challenging, and why?________________________________________________________________________
___________________________________________________________________________________________________________________________________________
3. What do you choose to learn when you can learn on your own? Consider interests pursued beyond class assignments: topics chosen for
research papers, lab reports, individual projects, independent reading, art, music, etc. What do your interests show about you?________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
4. Do you feel your high school grades reflect your ability? Yes/No _________ If no, are there any outside circumstances (in your recent experience
or background) that have interfered with your academic performance? Explain any physical or learning disabilities, or difficult circumstances
outside of school.__________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
5. If you have traveled or lived in different localities, comment on those significant experiences._________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
6. What two (2) or three (3) local or world issues are you most concerned about or interested in? If applicable, explain any involvement (volunteer
work or paid experiences)._________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
7. What out-of-school activities have helped your personal growth? Give examples.____________________________________________________________
___________________________________________________________________________________________________________________________________________
8. Please list three (3) words to describe yourself academically and three (3) words to describe yourself personally.
Academically
_____________________________________ _________________________________________ __________________________________________
Personally _____________________________________ _________________________________________ __________________________________________
9. What do you consider to be your greatest strengths? Please describe. _______________________________________________________________________
___________________________________________________________________________________________________________________________________________
What do you consider to be your greatest weaknesses? Please describe.____________________________________________________________________
___________________________________________________________________________________________________________________________________________
10. Who has had the greatest impact on your life and why?____________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
11. Describe a significant event that you recently experienced or a challenge you have met, and what you learned from it.
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
12. What is your possible college major?_______________________________________________________________________________________________________
13. What would you like prospective colleges to know about you?______________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
N E W
P A L T Z
H7 I G H
S C H O O L
Student Name__________________________________________________________________________________________Date_________________________________
PARENT/GUARDIAN QUESTIONNAIRE AND DESCRIPTIVE STATEMENT
You have spent more time with your child than anyone in his/her life. We ask that you share your insights on this form. If you want to complete this
form electronically, it is available in PDF format within the Guidance section of the District website.
1. Please describe your child as a person at home and outside of school. What qualities do you admire most? What anecdote can you share to
illustrate your child at his/her best?_________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
2. In what areas have you witnessed the most development and growth in your child? Give examples.__________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
3. Please choose five or six words or phrases to describe your child._____________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
4. Have any unusual personal circumstances affected your child’s educational experiences or personal development? Please explain.
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
5. Please describe your child in terms of achievement in school. How does your child learn best?________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
6. What would you most like a college admissions officer to know about your child?_____________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
Parent/Guardian Signature______________________________________________________________________________Date_________________________________
Parent/Guardian E-mail Address______________________________________________________________________________________________________________
N E W
P A L T Z
8 I G H
H
S C H O O L
RÉSUMÉ WORKSHEET
Name
Address
E-mail (optional)
Educational Goal
Graduate June __________
New York State Regents/Advanced Regents Diploma
Grade Point Average: __________ Rank: ___ / ___
School Clubs/Organizations:
Grades Participated
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Athletics:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________ Leadership:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Awards:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Community Service:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Work Experience:
Dates
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Non-School Clubs/Organizations:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Special Interest/Hobbies:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
N E W
P A L T Z
H9 I G H
S C H O O L
Student Name______________________________________________________________Signature________________________________________________________ TRANSCRIPT REQUEST
College Name_______________________________________________________________________
Application Type
(circle one)
Due Date
Month
Day
Early Decision
_______
_______
Early Action
_______
_______
City, State, Zip________________________________________________________________________
Regular Decision
_______
_______
College Phone #_______________________________ Fax #_________________________________
Rolling Admissions
N/A
N/A
Address Line 1________________________________________________________________________
Address Line 2________________________________________________________________________
Are you using _____ the Common Application or _____ the college’s application?
Guidance
Use
Only
Date received from student__________________
Form
Date Sent
Counselor Recommendation ______________
Please note: If you have applied online, you will need to download and supply us with the
Secondary School Report or other guidance forms.
Transcript & School Profile
______________
Include SAT scores? Yes _____ No_____
Secondary School Report
______________
Mid-Year Grade Report
______________
Final Transcript
______________
Include ACT scores? Yes _____ No_____
Do you need a letter of recommendation for this school? Yes _____ No_____
Are there any special instructions?_____________________________________________________
_____________________________________________________________________________________
Will Attend
Will Not Attend
____Accepted
_____Denied
_____ Waitlisted
_____ Deferred
_____________________________________________________________________________________
Student Name______________________________________________________________Signature________________________________________________________ TRANSCRIPT REQUEST
College Name_______________________________________________________________________
Application Type
(circle one)
Due Date
Month
Day
Address Line 1________________________________________________________________________
Early Decision
_______
_______
Address Line 2________________________________________________________________________
Early Action
_______
_______
City, State, Zip________________________________________________________________________
Regular Decision
_______
_______
Rolling Admissions
N/A
N/A
College Phone #_______________________________ Fax #_________________________________
Are you using _____ the Common Application or _____ the college’s application?
Guidance
Use
Only
Please note: If you have applied online, you will need to download and supply us with the
Secondary School Report or other guidance forms.
Include SAT scores? Yes _____ No_____
Include ACT scores? Yes _____ No_____
Do you need a letter of recommendation for this school? Yes _____ No_____
Are there any special instructions?_____________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
N E W
P A L T Z
10
H I G H
Date received from student__________________
Form
Date Sent
Counselor Recommendation ______________
Transcript & School Profile
______________
Secondary School Report
______________
Mid-Year Grade Report
______________
Final Transcript
______________
Will Attend
Will Not Attend
____Accepted
_____Denied
S C H O O L
_____ Waitlisted
_____ Deferred
step
4
Applying
to Colleges
THE APPLICATION
SUNY/COMMON APPLICATIONS
THE ESSAY OR PERSONAL STATEMENT
RECOMMENDATIONS
EARLY DECISION AND EARLY ACTION
THE ADMISSIONS INTERVIEW
The Application
Once you’ve narrowed your list to six or eight colleges, it’s time to apply. Most college
applications are similar in appearance and content; however, it is important to
thoroughly read each application, as there will undoubtedly be differences among
them. Ordinarily, an application consists of three sections:
1
2
3
The Student’s Part requests some basic biographical information, and usually includes one or more essay questions or a personal statement. (See Writing Your College Essay on page 14.) Be sure to be very thorough in following directions and answering all questions. We recommend that you make a photocopy of your application before completing it. This
way, you can correct any errors or have your school counselor review it before you fill in the actual application.
The Teacher’s Part is often called the Teacher Recommendation or Teacher Evaluation. Many colleges will
include two of these forms and require you to submit recommendations from two teachers. If no recommendation form
is included, be sure to read the directions closely. The fine print may require a recommendation anyway. (See Recommendations on page 15.)
Your School Counselor’s Part is usually called the School Report Form. This part requires your counselor to
provide basic information about you and write a recommendation letter. Your school counselor is also responsible for submitting your high school transcript to each school. Once you’ve gathered applications from the schools to which you will apply,
you should submit the following to your counselor for each college:
• School Report Form. Complete the top portion and sign (applicant information).
• Transcript Request Form (See page 11).
Each part of the application will be mailed separately: you’ll mail your part (we recommend a 9 x 12 manila envelope), your teachers will mail their parts, and your school counselor will mail her/his part.
When colleges begin receiving any of the parts, they simply create a file for you and add information as it arrives until your
file is complete. We strongly suggest that you check online or call the school a few days after you mail your application to
verify that they received it—just to be sure.
Please be aware of application deadlines. It is important that your counselor receives your forms one month prior to the
deadline. Also, include your name on all application materials (essay, activity résumé, teacher recommendation requests,
application fee check, etc). Remember to sign your application.
APPLICATION METHODS
The traditional application that is obtained directly from each college is no longer the most commonly used method. Other more expedient methods are becoming increasingly popular. Please remember that while there are many different options to choose from when applying to colleges,
the value of your application is not diminished by the format you use, provided that you prepare it neatly and carefully. What is important are all
of the things that will illustrate your strengths and uniqueness (i.e., your transcript, essays, recommendations, extracurriculars, special talents, etc.)
OBTAINING
APPLICATIONS ONLINE
There are many websites that provide direct
links to college home pages where you can
download applications and/or print them out. In
addition, you can download an application from
each college’s website.
APPLYING ELECTRONICALLY
This is different from obtaining an application online. There is no paper involved. You
enter the requested data and send your application directly from your computer.
In addition, many colleges and universities allow you to apply electronically directly
from their website. Remember, if you file electronically, you will still be responsible
for obtaining paper copies of both Teacher Recommendation Forms and the
Secondary School Reports to submit to your teacher(s) and counselor, respectively.
12
THE COMMON APPLICATION
Completing applications for several schools can be time consuming.
With the Common Application you can complete a single application once and duplicate it for each college. The Common Application is accepted at many – but not all – colleges and universities. The
Common Application is available directly from the Common App
website: www.commonapp.org. The website lists all colleges that
accept the Common Application.
only once, and will send a copy to each college. Similarly, your teachers will complete the Teacher Recommendation Form only once.
Please check with your teacher to finalize how the report is being submitted. When preparing your folders for Guidance and for your teachers, you will include only one original School Report Form for Guidance
(and one original teacher Recommendation Form for each Teacher).
Your Counselor will also complete the Secondary School Report Form
COMMON APPLICATION FAQS
What Is The Common Application?
The Common Application is a not-for-profit
organization that serves students and member institutions by providing an admission
application – online and in print – that students may submit to any member college
or university.
Why Use It?
Once completed online or in print, copies of the Application for Undergraduate
Admission can be sent to any number of
participating colleges. The same is true
of the Secondary School Report, Midyear
Report, and Teacher Evaluation forms. This
allows you to spend less time on the busywork of applying for admission, and more
time on what’s really important: college
research, visits, essay writing, and senior
year coursework.
Can All Colleges Participate?
Membership is limited to colleges and
universities that evaluate students using a
holistic selection process. A holistic process
includes subjective as well as objective criteria, including at least one recommendation form, at least one untimed essay, and
broader campus diversity considerations.
The vast majority of colleges and universities
in the US use only objective criteria – grades
and test scores – and therefore are not
eligible to join. If a college or university is not
listed on this website, they are not members
of the consortium. Sending the Common
Application to non-members is prohibited.
What Is The Common App Online School
Forms System?
As part of the application process, schools
require a variety of information to be provided by teachers and school counselors
who have interacted with you in the high
school environment. Each teacher and
counselor will have the option to complete
the forms online via the Common App Online School Forms system if they desire. There
is no cost to you or high schools, and using
the online system is completely optional for
your teachers and counselor.
When you create an account on the Common App Online, you must first indicate
what high school you attend. Once this information has been saved, you can access
a ‘School Forms’ section of the Common
App where teachers and counselors can
be identified. By adding a teacher or counselor to the list of school officials, an email is
triggered to the teacher or counselor with
information about how to log into the Online School Forms system or how to opt for
the “offline” or paper process. You are then
able to track the progress of your various
teachers and counselors via a screen within
the Common App Online.
Adapted from Common App Online
THE SUNY APPLICATION PROCESS
You complete just one application for all of the SUNY schools to which
you will apply (up to seven schools per application). For example, if
you are applying to Purchase, Albany and Stony Brook, you will use
one application and will indicate those three schools.
Your counselor will then complete his/her part, and will send it out.
Please be sure to give your counselor enough lead time (at least three
weeks–don’t wait until November 29 to submit your paperwork).
Approximately three weeks after your application is mailed, your SUNY
schools will notify you that they received it. Some schools will also have
a Part 2 that they will send you. Part 2 will usually request an essay and
one or two teacher recommendations. The SUNY Application booklet
is available in Guidance or directly from their website:
www.suny.edu
Once you complete your part, you send it in with one check ($50 for
each school). If you are applying to three SUNY schools, your check
will be for $150. SUNY’s preferred deadline is December 1. We highly
recommend that you meet the deadline or apply early. Please note:
some colleges have specific application deadline dates for certain
programs of study. In addition, some colleges offer Early Decision or
Early Action programs to Fall freshmen. Applicants to an Early Decision
program should apply by November 1st. Applicants to an Early Action
program should apply by November 15th.
Note: Many SUNY schools now also use the Common Application
system. Check the Common Application website to find out if the SUNY
schools you are interested in are members.
13
Writing Your College Essay
If you are like many students, you see the college essay as another hurdle that you must jump on the
way to being accepted at the college of your choice. In fact, the essay is a rare opportunity. It is a
chance for you to talk directly to the college’s admissions committee and to help them “see” you as
a thinking and feeling person, rather than simply a set of statistics. Besides the interview, it is your only
other chance to share your thoughts, insights, and opinions; to highlight your accomplishments; and
to convey your maturity and outlook on life. If you see the college essay in this way – as an opportunity
– then it is clearly worth the effort to put some extra time, thought, and energy into writing it.
A
B
C
D
PURPOSE OF THE ESSAY
The college essay is extremely important for two major reasons:
1. It enables the college admissions office to evaluate your communication skills. Through your essay
they can assess the clarity of your thinking and your ability to convey your thoughts in written form.
2. It enables the admissions office to learn more about you as a person, beyond what grades and SAT
scores can convey. A well-written essay can speak volumes about your attitudes, feelings, personal
qualities, imagination, and creativity. For the admissions staff, it adds another important piece to the
puzzle because it distinguishes you as an individual.
CHOOSING A TOPIC
Many colleges and universities will either give you a topic to write about or present several rather specific topics from which you must choose. Other colleges may simply “suggest” broad general topics or
give you total freedom to write about something that interests or concerns you. Regardless of whether
you must respond to a prescribed topic or come up with one of your own, here are a few general hints
about the most effective way to approach your topic.
• Narrow your topic and try to be as specific and illustrative as possible.
• The easiest topic to write about is yourself. No one knows you better than you. The important purpose
of the essay is self-revelation. It is no place to be shy or modest, although you should not exaggerate. If you choose to write about yourself, remember that little incidents and facts are often the most
revealing of character and outlook.
• Do not be afraid to write about something you think is a little different. A unique topic or approach is
often refreshing to a college admissions officer who has been reading applications all day. Use the
college essay to show your creativity.
PREPARING TO WRITE
Before actually sitting down to write a first draft of your essay, spend some time organizing your
thoughts. Develop a framework for your essay so it will have a smooth and logical progression from one
incident to the next. Consider your purpose in writing, what you want to convey, and the tone that you
think is most appropriate for the topic. Decide on a style that is comfortable for you, not one that you
think the college admissions committee prefers. Finally, remember that organizing your thoughts and
deciding on a framework does not mean you must be overly rigid at the start; leave room for flexibility
and creativity as you actually begin writing.
WRITING THE ESSAY
You do not have to get it right the first time! Instead, write the first draft of your essay with the main
focus on content – communicating your thoughts. Then set it aside for a day or two, reread it with a
fresh perspective, and make any necessary changes. This is also the point at which you should consider
matters of organization, style, grammar, spelling, and tone. Once you have rewritten your first draft, you
may wish to try it out on your family, friends, English teacher, or school counselor. While the final product
and final “voice” should be yours, they may be able to offer helpful suggestions for technical or other
improvements.
Your college essay, along with your high school record, standardized tests scores, and extracurricular
involvement, will provide the basis upon which the college makes its admissions decision. Keep this in
mind and take full advantage of the opportunity which the college essay affords you.
14
COLLEGE ESSAY DOs AND DON’Ts
DO start early. Leave plenty of time to revise, reword, and rewrite. You can always improve.
DO read the directions carefully. Answer the questions as directly as possible. Express yourself as clearly as you can.
DON’T repeat information given elsewhere on your application. The committee has already seen it, and it may
look as though you have nothing else to say.
DO keep your essay close to the suggested length and do not exceed it.
DON’T exaggerate or write to impress.
DO tell the truth about yourself.
DON’T use the personal statement to excuse your shortcomings. It will only draw attention to them.
DO show your best side. You might have overcome some adversity, worked through a difficult project, or profited from a specific incident. A specific focus is more interesting than
generalizations.
DON’T use clichés or a flowery, inflated, or pretentious
style.
DO feel comfortable in expressing anxieties. Everybody has them, and it’s good to know
that an applicant can see them and face them.
DON’T go to extremes—too witty, too opinionated, or
too “intellectual”.
DO tie yourself to the college. Be specific about what this particular school can do for you,
and what you will bring to its student body. Your essay can have different slants for different colleges.
Remember:
A “gimmick” essay rarely works. The committee may
be amused, but unimpressed.
DO speak positively. Negatives tend to turn people off.
Write a serious essay, from your heart, in the most
mature manner possible.
DO write in your own “voice” and style.
Teacher Recommendations
Your formal recommendations will become part of your actual application to each college. Colleges
and universities request recommendations from two sources: teachers and your school counselor.
Recommendations can be sent directly to each college by your teachers/counselor. Be sure to discuss with
your teachers whether they will be sending them out or giving them back to you.
CHOOSING TEACHERS TO WRITE
RECOMMENDATIONS FOR YOU
PROCEDURE FOR OBTAINING FORMAL
TEACHER RECOMMENDATIONS
Most colleges require at least one—if not two—formal recommendations from teachers. Since you’ll want to have the best possible recommendations sent to each college, we suggest that you consider the
following in choosing teachers who will write on your behalf.
• How well does the teacher know you? Will s/he write well on your
behalf?
• Has the teacher taught you more than once? A teacher who taught
you over a two or three year period has seen your talents and personality develop.
• Has the teacher sponsored an extracurricular activity in which you
made a contribution?
• Do you get along with the teacher?
• Does the college or university specify that a recommendation is
required or recommended from a particular subject instructor (e.g.,
a science teacher, an English teacher, etc.)?
Also…
• If you declare an intended major, try to choose a teacher in that
particular field.
• If possible, choose your junior and senior year teachers. They are best
able to address your ability to do college level work.
• Try to choose teachers from academic subject areas (e.g., Math,
English, Social Studies, etc).
• If you have a leadership role in—or a strong commitment to—an
activity, community service, a job, etc., you may want to add a
recommendation from the supervisor/moderator in charge.
1. Note your application deadlines. In your senior year, and at least
one month in advance, ask two teachers to write a recommendation
on your behalf. If you do not yet know where you will apply, but know
which teachers you will ask, let them know so they can begin writing.
2. Provide a pocket folder for each teacher. Write your name on the
front of each folder.
3. In each folder, include the following:
• A list of schools you will be applying to with the deadline for each
school.
• If your college application includes a teacher recommendation
(or evaluation) form, clip that form to the corresponding envelope.
Please do not fold the form.
• If the application does not include a form, but requests a teacher
recommendation, clip a note to the envelope saying, “There is no
teacher recommendation form for this school. Please send a recommendation letter.”
• In each teacher’s folder, include a brief thank you note expressing
your appreciation of his/her time spent in writing a recommendation
for you.
15
Early Decision and Early Action
One of the most talked-about topics in college admissions is the early application plan offered by many
colleges. In order to decide whether you should apply under one of the early plans, it is important to understand
them. The answers below to some of the frequently asked questions will help you decide if early decision/early
action is right for you.
WHAT IS EARLY DECISION?
ARE THERE ANY DISADVANTAGES?
An early decision (ED) plan allows you to apply early (usually in early
to mid-November) and get an admission decision from the college by
mid-December. However, early decision is binding, meaning if you are
accepted you must attend that school.
In the event that you are not accepted, it is important for you to have
already prepared “back-up” applications to meet colleges’ regular
decision deadlines.
Yes. Although you can apply to only one college under early decision,
you may apply to other colleges under their regular admission plans.
If you are accepted to your ED college, you must withdraw all other
applications.
Also, early acceptances can sometimes foster an early onset of “senioritis” in which seniors take on a more lackadaisical attitude toward
schoolwork. These poor study habits and weakening self-discipline can
carry over into a student’s freshman year in college. Recently, some
colleges have rescinded admission offers to students who did not
maintain their grades throughout senior year. NPHS is obligated to send
a final transcript to your college at the end of the year.
WHAT IS EARLY ACTION?
WHAT IS A DEFERRAL?
CAN I APPLY TO OTHER SCHOOLS IF I APPLY
EARLY DECISION?
Students whose applications are neither accepted nor rejected under
an early application plan are deferred for a second review in the
spring. That means your application will now be placed in the regular
decision pool with all of those applicants. Some students will be accepted from the deferred pool, but many will not.
Early Action (EA) is similar to early decision in terms of application and
decision time frames; however, it is not binding, meaning you do not
have to commit to attend if you are accepted. You may apply to
other schools and make a final decision in the spring. Be sure to carefully read each college’s guidelines before applying under an EA plan.
Some colleges may not allow you to apply to other schools using an
EA plan, and some may ask you to decide before the spring whether
you will attend.
HOW DOES ALL OF THIS AFFECT FINANCIAL
AID?
Since early action is not binding, students can compare the financial
packages of several schools before making a decision. In early decision, the student is obligated to attend the school upon acceptance,
leaving less incentive for the college to offer more money. However, if
the aid package offered by the college or university is insufficient for
the family to afford the school, the student is not obligated to attend
the school. Be aware that information about financial aid may come
after the application deadline dates for many of the other colleges.
HOW DO I KNOW IF I SHOULD APPLY EARLY?
A college will offer either an ED plan or an EA plan, but usually not
both. You should apply ED only if you are very, very sure of the college
you want to attend. Early decision makes a lot of sense if one college
is your clear preference and if your profile closely matches that of students at the college. Your counselor will help you decide if it’s a good
fit. Although EA is not binding, by applying early action to a college
you are telling them that you have a very strong interest in their school.
You should not apply ED if you plan to weigh offers of financial aid
packages from several colleges. Also, if you need to “boost” your application by demonstrating improved senior year grades, it may be to
your advantage to apply “regular” instead of early. This way, colleges
will look at first and second quarter grades of your senior year before
they make a decision.
WHAT ARE THE ADVANTAGES TO APPLYING
EARLY?
Students accepted in December are spared the anxiety of waiting
until spring to hear from the college. It remains unclear whether there is
an advantage to applying early in general, and it varies from college
to college. Your counselor will help you understand the potential advantage when you discuss specific colleges. In early action, students
appear to have the best of both worlds: they know early where they
stand with their preferred school, and still have the luxury of applying
to other schools and waiting until all acceptance letters are in before
making a decision.
16
The Admissions Interview
Each college has its own interview procedure. Some require an interview on campus, some require an interview
with a college representative and/or an alumnus, some grant group interviews, others do not require any interview.
It is wise, however, to have an interview whenever possible. While it is better to visit and have an interview at a
college when there are students on the campus, this is not always possible. Before doing so, be sure to call the
college for specific information regarding its policy on interviews and to schedule one in advance if appropriate.
WHY SCHEDULE AN INTERVIEW?
THINGS TO DO AT AN INTERVIEW
This is your opportunity to personalize the process. Interviews do not
usually make or break admissions decisions, but you should try to
interview at those schools that are of real interest to you and are
realistic choices. It gives you a chance to learn first-hand whether
a school is a good match and allows you to show that you are very
interested in a school.
• Establish eye contact
• Show enthusiasm
• Use your natural conversational style
• Show interest in the interviewer and listen attentively
• Exhibit a positive attitude
• Be open and honest
• Ask questions
• Be specific and give concise responses
• BE YOURSELF!
ARRANGING AN INTERVIEW
If you are prepared, plan your interviews as part of your campus visits.
Don’t schedule your first interview at your first-choice school; you’ll
do better after you’ve had some experience in an interview situation.
Also, try to avoid making your first-choice school your last interview,
as you want to remain fresh and spontaneous in your responses.
Practice interviews are helpful to some students. Ask your school
counselor to conduct a mock interview with you or have someone
role-play with you.
THINGS YOU SHOULD NOT DO AT AN INTERVIEW
• Chew gum
• Complain or make excuses
• Swear or use language that is too colloquial
• Exhibit a negative attitude (bored, arrogant, etc.)
• Answer in monosyllables or one-sentence answers
• Ask questions if you have no interest in the response
• Discuss other colleges or make comparisons
• Bring your scrapbook of programs, reviews, articles, or papers for the
interviewer to read
• Twitch, fidget, or slump in your seat
• Pretend to be someone you are not
Schedule all interviews well in advance by calling the admissions
office. And, if you cannot attend an interview appointment, be sure
to call and cancel. A cancellation will not be held against you, but a
missed appointment probably will be.
PREPARING FOR AN INTERVIEW
Be punctual. Know the time and location of the interview, and plan
to arrive early. Be sure to read the catalogue and write down a list of
questions that you want to ask. Take time to think about your strengths
and weaknesses, and be prepared to speak about them in a positive
way. College interviews are not the time for modesty and one-word
answers. At the same time, you do not want to appear boastful and
arrogant. You may want to bring a copy of your transcript and an
activities resume to your interview.
TYPICAL INTERVIEW QUESTIONS
• Your high school experience
• Your personal traits, relationships with others, and your family background
• Your interests outside the classroom - hobbies, extracurricular activities, summer vacations, movies you’ve seen, etc.
• Your values and goals, and how you view the world around you
• Your impressions of the college you are visiting
• Special circumstances that may have affected your grades
• Answering your questions.
Take stock of the extracurricular activities in which you have participated: your hobbies, volunteer work, and other ways that you spend
your time. If there are special circumstances that have affected your
academic record, you may want to bring them up at an interview.
For instance, if you missed a great deal of school because your family
went through a particularly grueling year, with divorce, unemployment, or sickness, you may want to talk about it with your interviewer.
Take care not to sound as though you are making excuses for yourself,
but rather adding to the college’s understanding of who you are.
You might anticipate questions like these:
• Tell me about your high school. How long have you attended?
What are the students like?
• Do you like your high school? What would you preserve or change
about it?
• Which courses have you liked most? Which have you liked the least?
Which have been the most challenging?
• How well do you think your school has prepared you for your future
study?
• How would you describe yourself as a student?
• Do you know what you want to major in?
• What has been your most stimulating intellectual experience?
• What extracurricular activity have you been involved in most?
How much time do you devote to it?
WHAT TO WEAR
We recommend that you dress neatly and comfortably, while being
yourself. A jacket and tie or skirt/dress are fine, as are a sweater and
pants if you prefer (no jeans, caps, sweats, sneakers, shorts, etc.)
17
step
+
Addendum
STUDENTS’ RIGHTS & RESPONSIBILITIES IN THE COLLEGE ADMISSIONS PROCESS
THE COLLEGE ATHLETE
SPECIAL TALENTS IN MUSIC AND ART
PAYING FOR COLLEGE
GLOSSARY
Students’ Rights and Responsibilities
in the College Admission Process
An outgrowth of the National Association for College Admission Counseling (NACAC) Statement of Principles
of Good Practice, the Students’ Rights Statement makes clear to entering college students those “rights” that
are only alluded to by the Principles of Good Practice. It also spells out the responsibilities students have in the
admission process.
YOUR RIGHTS
Before You Apply:
tunity to request (in writing) an extension until May 1. They must grant
you this extension and your request may not jeopardize your status
for admission and/or financial aid.
• Candidates admitted under early decision programs are a recognized exception to the May 1 deadline.
• You have the right to receive factual and comprehensive information from colleges and universities about their admission, financial
costs, aid opportunities, practices and packaging policies, and housing policies. If you consider applying under an early admission plan,
you have the right to complete information from the college about
its process and policies.
• You have the right to be free from high-pressure sales tactics.
If You Are Placed on a Wait/Alternate List:
• The letter that notifies you of that placement should provide a history
that describes the number of students on the wait list, the number
offered admission, and the availability of financial aid and housing.
• Colleges may require neither a deposit nor a written commitment as
a condition of remaining on a wait list.
• Colleges are expected to notify you of the resolution of your wait list
status by August 1 at the latest.
When You Are Offered Admission:
• You have the right to wait until May 1 to respond to an offer of admission and/or financial aid.
• Colleges that request commitments to offers of admission and/or
financial assistance prior to May 1 must clearly offer you the oppor-
YOUR RESPONSIBILITIES
Before You Apply:
After You Receive Your Admission Decisions:
• You have a responsibility to research, and to understand and comply with the policies and procedures of each college or university
regarding application fees, financial aid, scholarships, and housing.
You should also be sure you understand the policies of each college
or university regarding deposits you may be required to make before
you enroll.
• You must notify each college or university that accepts you whether
you are accepting or rejecting its offer. You should make these notifications as soon as you have made a final decision as to the college
you wish to attend, but no later than May 1. It is understood that May
1 will be the postmark date.
• You may confirm your intention to enroll and, if required, submit a deposit to only one college or university. The exception to this arises if you
are put on a wait list by a college or university and are later admitted
to that institution. You may accept the offer and send a deposit. However, you must immediately notify a college or university at which you
previously indicated your intention to enroll.
• If you are accepted under an early decision plan, you must promptly
withdraw the applications submitted to other colleges and universities and make no additional applications. If you are an early
decision candidate and are seeking financial aid, you need not
withdraw other applications until you have received notification
about financial aid.
As You Apply:
• You must complete all material required for application and submit
your application on or before the published deadlines. You should
be the sole author of your applications.
• You should seek the assistance of your high school counselor early
and throughout the application period. Follow the process recommended by your high school for filing college applications.
• It is your responsibility to arrange, if appropriate, for visits to and/or
interviews at colleges of your choice.
If you think your rights have been denied, you should contact the college or university immediately to request additional
information or the extension of a reply date. In addition, you should ask your counselor to notify the president of the state or
regional affiliate of the National Association for College Admission Counseling in your area. If you need further assistance,
send a copy of any correspondence you have had with the college or university and a copy of your letter of admission to:
National Association for College Admission Counseling
1050 N Highland Street Suite 400, Arlington, VA 22201
Phone: (703)836-2222 or (800)822-6285 Fax: (703)243-9375
General Email: info@nacacnet.org
Revised 2006
19
The Student Athlete
If you are a college-bound athlete who wants to play intercollegiate sports, it is important to learn all you can
about the rules governing academic eligibility. Depending on which level of competition you are considering,
your relationship with a college recruiter must abide by the rules established by the National Collegiate Athletic
Association (NCAA) or the National Association of Intercollegiate Athletics (NAIA) or the National Junior College
Athletic Association (NJCAA). Violating any of the rules might result in your loss of eligibility to compete.
KEY QUESTIONS TO ASK A COLLEGE COACH
• What division is the college/university in (I, II, IA, III, etc.)?
• Are there any division changes anticipated in the next four years?
• What conference is the college/university in and what were the final standings last
season?
• How many team members will return next year?
• What are the long-range goals of the athletic program?
• What is the graduation rate of players?
• How often are practices scheduled?
• What are the living accommodations?
• How many classes may be missed due to team travel? Can they be made up?
• Does the school provide study support for athletes?
• What financial aid is available and what are the rules for maintaining this aid?
• How many players are you recruiting for my position?
POINTS TO REMEMBER
1. The requirements for eligibility to participate at Division I differ from those required at
Division II.
2. Students normally should register after completion of their junior year in high school
and only after an informed judgment has been made as to the prospect’s potential
at the Division I or II level.
3. If you have been “home-schooled” during all of grades 9 through 12, you do not
have to register with the Clearinghouse. Your certification status will be determined
through an initial-eligibility waiver. Please contact the college or university you plan
to attend for more information about the waiver process.
4. NCAA academic committees are vested with the authority to grant waivers of the
initial-eligibility requirements based on objective evidence that demonstrates circumstances in which a student’s overall academic record warrants the waiver of the
normal application of the legislation.
5. Initial eligibility waivers must be filed by an NCAA institution on behalf of the student.
(Students with approved diagnosed disabilities may file a waiver on their own behalf.)
6. Correspondence or independent study classes may not be used to meet the
14 or 16 credit core-course requirements.
7. Courses taken in eighth grade may be used to satisfy the core curriculum requirements.
8. Students enrolling in a Division I institution may not use courses taken after high school
graduation to meet core-curriculum requirements. (Note: Students with approved
diagnosed disabilities may use courses taken after graduation but prior to full-time
college enrollment.)
9. Students with disabilities may receive additional information regarding accommodations by calling the NCAA: (1-877-262-1492).
CLEARINGHOUSE CERTIFICATION
All potential Division I or Division II athletes must be
certified by the NCAA Initial Eligibility Clearinghouse.
The Clearinghouse will determine your eligibility by
looking at the following factors:
• Will you graduate from high school?
• Your high school grade point average.
• The courses you took in high school.
• Your standardized test scores.
Plan to start the certification process in the spring of
your junior year in high school. Your school counselor can provide you with the necessary forms and
publications. When you take the SAT Reasoning Test,
be sure to enter 9999 in the score report box, so
that your scores will go to the NCAA Clearinghouse.
You can also obtain information from the following
places:
National Association for Intercollegiate Athletics
1200 Grand Blvd.
Kansas City, MO 64106-2304
National Collegiate Athletic Association
700 W. Washington Street P.O. Box 6222
Indianapolis, Indiana 46206-6222
NCAA Eligibility Center
P.O. Box 7136
Indianapolis, IN 46207
National Junior College Athletic Association
1755 Telstar Drive, Suite 103
Colorado Springs, CO 80920
For Clearinghouse Certification, you must:
Graduate from high school. You should apply for
certification after your junior year in high school
if you are sure you wish to participate in intercollegiate athletics as a freshman at a Division I or II
institution. The Clearinghouse will issue a preliminary
certification report after you have submitted all
your materials (official six-semester transcript, ACT
or SAT scores, student release form, and fee). After
you graduate, IF your eligibility status is requested
by a member institution, the Clearinghouse will
review your final transcript and proof of graduation
to make a final certification decision according to
NCAA schools.
Visit eligilitycenter.org for specific requirements.
20
Special Talents in Art and Music
ART
The following procedures and suggestions are intended as guidelines for any seniors who have done a
significant amount of visual work during their time at high school. You are strongly encouraged to create a
portfolio of your best work as part of your college application, regardless of whether you intend to pursue
your artwork in college. What you have done to date will set you apart from many other applicants who are
demonstrating an unusual talent and skill. What you show them, if chosen and presented carefully, can only
be to your advantage.
PORTFOLIO FORMAT
1. Some colleges may differ, but most will be looking from a selection of slides documenting your work, usually no more than twenty
submitted in a slide file page.
2. Each slide should be labeled with your name and a number which
corresponds to a typed list accompanying your slides. This list should
have a title for each slide, identification of the media, an indication
of size, and a brief description of the project or work.
3. You should also include a brief (half-page, typed) artist’s statement
that describes your interest and investment in the visual arts.
4. Other formats are possible and may in some cases be advisable,
depending on the scope and type of your work and the college
you are considering. Consult your art teacher, counselor, and the
admissions office of your target colleges.
MUSIC
The following information is intended as a guide for seniors who have focused on music during their time at
high school. Students are strongly encouraged to create a recorded tape and a short document outlining
their past musical achievements in high school and elsewhere. Creating this tape and résumé will showcase
your musical abilities and help to set you apart from many other applicants.
TAPE FORMAT
5. Send the tape to both the college admission office and also to
the most appropriate member of that school’s music department.
Enclose a letter and a résumé outlining your past musical achievements. Follow this up with a phone call sometime later to that same
faculty member.
1. All colleges differ in what they require for a musical tape. If one
intends to major in music, most colleges and universities will require
an audition at their respective school. Please check carefully about
each school’s audition procedure. In most cases, auditions will take
place in February or early March. The earlier you register, the better
– spaces will fill up quickly.
RÉSUMÉ FORMAT
2. The tape should be professionally recorded with high quality equipment. Make sure that the equipment you use (i.e. tape recorder,
microphone, cassettes) is the best quality available. Record the
performance in the best acoustic surroundings.
1. With your recorded tape, enclose a résumé outlining past musical
achievements. List the important things you have done musically,
especially in your high school years. This may be both at high school
and outside of school.
3. Choose your pieces wisely. Play pieces that will show your talent in
the best light. Highlight your strengths. Choose a variety of pieces
to demonstrate different abilities. Pieces from different historical
periods, pieces in different tempos, dynamics, articulations, etc. are
good choices.
2. List any awards, competitions, and/or titles that you may have. List
teachers with whom you have studied. List pieces that you have
played or sung.
3. Sometimes it may be a good idea to include programs or reviews of
your work.
4. Do not make the tape too long. Leave them wanting more. If a
piece has three movements, you may want to tape only one and
then add an additional piece contrasting in style.
4. Keep your information brief. Highlights of your accomplishments are
enough.
21
Paying for College
While it is often the last subject discussed, parents and students do need to talk about the expense of college
and what the family can afford to pay. Costs for tuition, room, and board can range from $15,950 a year at
a SUNY (State University of New York) college to almost $50,000 a year at some private colleges. Affordability
is something every family needs to consider.
COLLEGE COSTS
The following is a breakdown of costs at a selection of different types of colleges. Although these figures do not include the cost of books, transportation and personal expenses, colleges do consider these expenses when determining how much financial aid to give a student.
Tuition Only
Tuition, Room and Board
Ulster County Community College (residents)
$3990 (no boarding)
SUNY 2- and 4-year Colleges
$6733
$17,209
——————
$17,000-$30,000
$10,000-$45,000
$20,000-$58,000+
State Colleges outside NY
Private Colleges
HOW FINANCIAL AID WORKS
After you file the FAFSA, you will be given a Student Aid Report (SAR)
that states your Expected Family Contribution. This is then forwarded
to the colleges and represents the amount you are expected to pay
toward the cost of college. ALL NEED-BASED AID IS IN ADDITION TO THE
EXPECTED FAMILY CONTRIBUTION.
Help is available in the form of financial aid and scholarships. The total
cost of college to you and your family may not be as high as it seems
at first glance. You must be aggressive in researching aid packages.
While all colleges offer financial aid packages based on need, some
colleges and organizations offer money based on academic performance or merit. Your school counselor can help you research all
sources of aid.
It is important to file for financial aid prior to admission to a college. Check
your college catalog for deadlines. File in January of your senior year if
possible. Some colleges have their own financial aid forms, so check with
them early on in the process. The rule is “first come, first served.”
In early December, the Guidance Department hosts a financial aid
workshop for parents/guardians. This workshop will provide information
on completing the Free Application for Federal Student Aid (FAFSA).
The FAFSA is required by all college financial aid offices, and the College Scholarship Service (CSS) Profile (put out by the College Board)
is required by some colleges. Many colleges issue their own financial
aid forms, which are part of the application. Always check with the
financial aid office of each college to which you apply to learn what it
requires in this regard!
Once you have been admitted, a college will send you a financial aid
package, usually by April 15, indicating the amount of aid available
in the form of loans, grants/scholarships and work study. Often, the
college will want to know if you qualify for a federal grant (Federal
Pell Grant) or any grants from New York State (TAP, for example). Any
local scholarship money you receive may reduce the amount of your
financial aid package from the college. See the Glossary (page 24) for
more details on types of loans and grants.
NET PRICE CALCULATOR
All student aid packages are primarily Need Based—determined by
your ability to pay tuition and room and board expenses. Most colleges give out financial aid packages that are a combination of Grants or
Scholarships (money that does not need to be paid back), Loans (usually paid back after graduation) and Work-Study (arrangements which
require the student to earn money by working on campus).
In accordance with the Higher Education Opportunity Act of 2008
(HEOA), beginning on October 29, 2011, each postsecondary institution in the United States that participates in Title IV federal student aid
programs and enrolls full-time, first-time degree- or certificate-seeking
undergraduate students is required to post a net price calculator on
its website that uses institutional data to
provide estimated net price information to
current and prospective students and their
families based on a student’s individual
circumstances.
NEED-BASED AID
Prior to giving you a financial aid package, all colleges require that you and your
parents or legal guardian fill out the FAFSA
and, sometimes, the CSS Profile. The forms
ask for a complete financial statement
based on the previous tax year. Filing for
the FAFSA and indicating residence in
New York State will automatically register
you for a New York State Tuition Assistance
Program (TAP) which can be used at any
college or university in New York State.
In order to assist institutions in meeting this
obligation, the U.S. Department of Education, in cooperation with IT Innovative Solutions Corp., has designed and developed
a fully functional net price calculator available to all Title IV postsecondary institutions
for use on their institutional websites.
22
Using both institution-provided and student-entered data, this calculator will allow prospective students to calculate an estimated net price
at an institution, defined as cost (price) of attendance minus grant
and scholarship aid, based on what similar students paid in a previous year. The calculator was developed with input from the IPEDS
Technical Review Panel (TRP), which met on January 27-28, 2009, and
included 58 individuals representing the federal government, state
governments, student financial aid and institutional research offices at
postsecondary institutions from all sectors, association representatives,
and others. There was also a 30-day public comment period following
the meeting of the TRP from which additional feedback was received.
ent of a Jefferson Scholarship at the University of Virginia (one of the
most prestigious merit scholarships) is an extremely gifted student who
could have gone to virtually any school in the nation, but choose UVA
because it offered 100% free tuition, room and board for four years. No
Ivy League schools offer merit-based aid. Many state universities have
excellent merit programs for talented applicants. Also, many large
organizations and labor unions have their own merit scholarships.
HELPFUL HINTS
Don’t automatically eliminate a college because of high costs. See
what you can get from scholarships and financial aid before you
decide whether or not you can afford it.
Institutions may use either the Net Price Calculator developed by the
U.S. Department of Education, or develop their own, so long as the
calculator includes “at a minimum the same data elements” found in
the Department’s calculator. For more information about the minimum
elements required of institutionally developed calculators, visit http://
nces.ed.gov/ipeds/resource/net price calculator.asp
Be cautious about using an “outside” advisor for obtaining financial
aid for college. These people are often “fakes” who will charge
large sums to help you find something that any college financial aid
office or the guidance office could help you find for free. Always
use the college financial aid office first when researching financial
aid.
SAMPLE FINANCIAL AID PACKAGE
EOP
Cost of Attendance................................................................$21,500
Expected Family Contribution............................................... -11,000
The State University of New York’s Educational Opportunity Program
(EOP) provides access, academic support, and financial aid to
students who show promise for mastering college-level work, but who
may otherwise not be admitted. Offered primarily to full-time students
who are New York State residents, EOP accepts students who qualify,
academically and economically, for the program. Note: You cannot
apply for both EOP and Early Decision/Early Action programs.
Financial Need....................................................................... $10,500
Grant from college.................................................................. +1,500
Federal Pell Grant.................................................................... +1,000
TAP (NY only)............................................................................ +2,000
Supplemental Educational Opportunity Grant (Fed) ............ +800
Please visit the website to find information that will assist you in determining if you should apply to SUNY through the Educational Opportunity Program (EOP). You are also encouraged to discuss your college
choices with your school counselor. EOP is designed for students who
need special academic assistance as well as financial aid. You will be
asked to complete additional application materials and financial aid
forms by the colleges to which you are applying. Be sure to complete
any materials and return promptly as directed. For more information
please visit: http://www.suny.edu/student/academic_eop.cfm
Work-Study............................................................................... +1,500
Federal Stafford Student Loan
(from local bank, Fed. Regulated)........................................ +2,625
Federal Perkins Loan (Fed. Govt. subsidized loan)............... +1,075
Total Financial Aid Package................................................ $10,500
Compare all aid packages, and don’t be afraid to call colleges and
negotiate for a better package or ask them to match an offer from a
competing school.
Adapted from the SUNY EOP website
LOCAL SCHOLARSHIPS
HEOP
An additional source of aid can be found through local scholarships.
This is a valuable source of scholarship money which almost every student and family with financial need should consider. Applications for
these scholarships are available through the Guidance Office. Check
the Guidance website, scholarship bulletin and listen for announcements on NPZ-TV.
The Higher Education Opportunity Program is a partnership between
the State of New York and its independent colleges and universities
which provides economically and educationally disadvantaged residents the possibility of a college education. What makes HEOP unique
is that it serves students who would not normally be admissible to the
colleges they attend. The success these students have depends on the
academic and supportive services HEOP programs provide and the financial aid assistance that makes attending college a reality. 69 HEOP
Programs at Independent Colleges and Universities Making A Difference for New York State: The independent colleges and universities of
New York have created “opportunity programs” that succeed better
than any similar programs nationwide. For more information please visit
http://heop.org
MERIT-BASED AID
A number of schools offer merit scholarships that are based on academic ability and extra-curricular activities in high school as well as
academic performance once at college. These are usually listed in
the catalog and can be quite generous. No financial need is necessary for this type of award. The purpose of merit-based aid is to
attract a high caliber of student to college. For example, a recipi-
Adapted from the HEOP website
23
Glossary
ACADEMIC RECORD – Transcript of grades, courses, credits and related
academic information kept on file by the school. The transcript often includes grade point average (GPA) and/or rank in class. Standardized test
scores may or may not be recorded on the transcript.
BRANCH CAMPUS - A small campus connected to, or part of, a large
institution. Generally, students spend the first two (2) years at a branch campus and then transfer to the main campus to complete a baccalaureate
degree. A branch campus provides students with a smaller and more personal environment which can help the student mature personally and academically before moving to a larger atmosphere.
ACCELERATED STUDY - A college program of study completed in less
time than is usually required, most often by attending classes in the summer and/or by taking extra courses during the regular academic terms.
Completion of a bachelor’s degree program in three years is an example
of accelerated study.
CANDIDATES REPLY DATE AGREEMENT (CRDA) - A college subscribing to this agreement will not require any applicants offered admission as
freshmen to notify the college of their decision to attend (or to accept an
offer of financial aid) before May 1 of the year the applicant applies. The
purpose of the agreement is to give applicants time to hear from all of the
colleges to which they have applied before having to make a commitment
to any of them.
ACCREDITATION - Recognition by an organization or agency that a college meets certain acceptable standards in its educational programs, services, and facilities. Regional accreditation applies to a college as a whole
and not to any particular programs or courses of study at the college. Specialized accreditation of specific types of schools may also be determined
by a national organization. Information about the accreditation of specialized programs within a college by organizations such as American Chemical
Society, American Dietetic Association, etc., is given in Accredited Institutions
of Postsecondary Education published for the Council on Postsecondary Accreditation by the American Council on Education.
COLLEGE-LEVEL EXAMINATION PROGRAM (CLEP) - A program
of examinations in undergraduate college courses that allows students to
demonstrate college-level achievement. The examinations are used by
colleges to award credit to entering freshman and adults completing their
education. They are also used by business, industry, government, and professional groups to satisfy educational requirements for advancement, licensing, and admission to training programs.
ADMIT - A student is offered admission to a college or a university to which
the student has applied.
COLLEGE-PREPARATORY SUBJECTS - Subjects required for admission
to, or recommended as preparation for, college. It is usually understood to
mean subjects from the fields of English, history, and social studies, foreign
languages, mathematics, science, and the arts.
ADMIT/DENY - A student is offered admission to an institution, but denied
financial aid.
ADVANCED PLACEMENT (AP) PROGRAM - A service of the College
Board that provides high schools with course descriptions in college subjects
and Advanced Placement Examinations in these subjects. High schools implement the course and administer the examinations to interested students,
who are then eligible for advanced placement, college credit, or both, on
the basis of earning satisfactory scores.
COLLEGE SCHOLARSHIP SERVICE (CSS) - A service of the College
Board that assists postsecondary institutions, state scholarship programs,
and other organizations in the equitable distribution of student financial aid
funds by measuring a family’s financial strength and analyzing its ability to
contribute to college costs. CSS provides the Profile Form with which students may apply for nonfederal aid at some private colleges.
AMERICAN COLLEGE TESTING PROGRAM ASSESSMENT (ACT) –
The ACT includes tests in English, mathematics, reading, and science reasoning. There is also an optional writing section. The ACT composite score
referred to in some colleges’ descriptions is the average of the students’
scores on these four tests.
COMBINED BACHELOR’S/GRADUATE DEGREE - A program to which
students are accepted for study at both the undergraduate and graduate levels. The programs usually can be completed in less time than two
individual programs.
CONTROL - A college or a university can be under public or private control. Publicly controlled colleges are dependent on state legislative funding,
and their policies are frequently influenced by the federal, state or local
(community) rules and regulations. Privately controlled colleges are responsible to a board of directors or trustees. They usually have a higher tuition to
protect the institution’s endowment.
ASSOCIATE DEGREE - A degree granted by a college or university after
the satisfactory completion of a two-year full-time program of study or its
part-time equivalent. In general, the associate of arts (AA) or associate of
science (AS) degree is granted after students complete a program of study
similar to the first two years of a four-year college curriculum. The associate
in applied science (AAS) is awarded by many colleges upon completion of
technological or vocational programs of study.
COOPERATIVE EDUCATION - A college program in which a student alternates between periods of full-time study and full-time employment in a
related field. Students are paid for their work at the prevailing rate. Typically, five years are required to complete a bachelor’s degree under the
cooperative plan, but graduates have the advantage of about a year’s
practical work experience in addition to their studies. Some colleges refer
to this sort of program as work-study, but it should not be confused with the
federally sponsored Work-Study Program.
BACHELOR’S/BACCALAUREATE DEGREE - A degree received after
the satisfactory completion of a four- or five-year, full-time program of study
(or its part-time equivalent) at a college or university. The bachelor of arts (BA)
and bachelor of science (BS) are the most common baccalaureates.
24
COURSE LOAD - The number of course credit hours a student is enrolled
in each semester. Twelve credit hours is a minimum to be considered a fulltime student. The average course load per semester is fifteen credit hours.
FEDERAL PERKINS LOAN PROGRAM - (Formerly called the National
Direct Student Loan Program or NDSL) A federally funded program based
on need and administered by colleges that provides low-interest loans of up
to $3,000 per year during undergraduate study and up to $15,000 for the total undergraduate program. The combined cumulative total of loan funds
available to an individual for undergraduate and graduate education is
$30,000. Repayment need not begin until completion of the student’s education or after limited periods of service in the military, Peace Corps, or attendance at an approved comparable program.
CREDIT HOURS - The number of hours per week that courses meet are
counted as equivalent credits for financial aid and to determine a student’s
status as full-time or part-time. Upon successful completion of a course,
credit hours are applied to graduation requirements.
CROSS-REGISTRATION - The practice, through agreements between
colleges, of permitting students enrolled at one college or university to enroll in courses at another institution without formally applying for admission
to the second institution.
FEDERAL STAFFORD LOAN - A federal program based on need allows
students to borrow money for educational expenses directly from banks
and other lending institutions (sometimes from the colleges themselves). The
amounts that may be borrowed depend on the student’s year in school.
The undergraduate loan limits are as follows: first year, $3,500; second year,
$4,500; third and fourth years, $5,500.
CUMULATIVE GRADE POINT AVERAGE - A grade point average that is
based on all previously completed work (see Grade Point Average).
DEFERRED ADMISSION - The practice of postponing enrollment for one
year after acceptance to the college.
FEDERAL SUPPLEMENTAL EDUCATION OPPORTUNITY GRANT
PROGRAM (FSEOG) - A federal program administered by colleges that
provides grants of up to $4,000 a year for undergraduate students on the
basis of need.
DOUBLE MAJOR - Any program of study in which a student completes the
requirements of two majors concurrently.
FEDERAL WORK-STUDY PROGRAM - An arrangement by which a student combines employment and college study. The employment may be
an integral part of the academic program (as in cooperative education or
internships) or simply a means of paying for college.
EARLY ACTION - A student applies to an institution early in the senior year
of high school and requests an early notification of his/her acceptance. If the
student is accepted, he/she is not obligated to attend that institution.
EARLY ADMISSION - The practice of admitting certain students who
have not completed high school – usually students of exceptional ability
who have completed their junior year to attend college. These students are
then enrolled full-time at the college, and eliminate the senior year of high
school. Colleges usually award a high school diploma to the early admitted students after they have completed a certain number of college level
courses.
FREE APPLICATION FOR FEDERAL STUDENT AID (FAFSA) - All students must file the federally sponsored FAFSA to apply for federal financial
aid programs. For many colleges, this may be the only need analysis form
students will need to file. For other schools, particularly private colleges and
some state schools, the CSS Profile may also be required. To apply for state
financial aid programs, the FAFSA may be all that is needed, but students
should check with the state agency to learn if any other application forms
need to be submitted. The forms that are most commonly required are the
following:
EARLY DECISION PLAN - A student applies to an institution early in the
senior year of high school and requests an early notification of his/her acceptance. It is a contract between the student and the institution. If the
student is accepted, he/she is obligated to attend that institution.
• Free Application for Federal Student AID (FAFSA) of the U.S. Department
of Education
• Financial Aid Form (FAF) of the College Scholarship Service
• PHEAA Aid Information Request (PAIR) of the Pennsylvania Higher Education Assistance Agency (Pennsylvania applicants only)
ENGLISH LANGUAGE LEARNERS - Limited English proficient students
who speak English as a second language and who wish to take college-level courses need to demonstrate proficiency in English. TOEFL (Test of English
as a Foreign Language) exam is a commonly used test to determine the
level of English language proficiency.
GAPPING - The difference between what a student’s financial aid needs
are and the amount of the financial aid package offered by the institution.
EXTERNAL DEGREE PROGRAM - A system of study whereby a student
earns credit toward a degree through independent study, college courses,
proficiency examinations, and personal experience. External degree colleges generally have no campus or classroom facilities. Many are referred
to as a “college without walls.”
GRADE POINT AVERAGE (GPA) - A system used by many schools for
evaluating the overall scholastic performance of students. It is found by
first determining the number of grade points a student has earned in each
course completed and then dividing the sum of all grade points by the
number of hours of course work carried. New Paltz High School uses a scale
based on 100 points.
FEDERAL PELL GRANT PROGRAM - A federally sponsored and administered program that provides grants based on need to undergraduate students. Congress annually sets the dollar range. Currently a Pell Grant
cannot exceed $2,300 per year.
25
GRANTS/SCHOLARSHIPS - General terms that describe the outright
gift of a sum of money to a student. Most grants or scholarships are controlled by the financial aid office at the institution. While they are generally
based on need, many institutions reserve some funds to award to students
based on academic, leadership, or athletic excellence. The availability of
these funds vary from college to college.
NON-MATRICULATED - A student has either not been formally admitted
into a curriculum or has been academically dismissed. This classification excludes a student from financial aid and/or intercollegiate athleics.
OPEN ADMISSIONS - The college admissions policy of admitting high
school graduates and other adults generally without regard to conventional academic qualifications, such as high school subjects, high school
grades, and admission test scores. Virtually all applicants with high school
diplomas or their equivalents are accepted when an institution adheres to
the open admissions policy.
GREEK LIFE - The influence of sororities and fraternities on the campus life
of an institution.
HEOP/EOP - The Higher Educational Opportunity program is for students
who need academic and financial support in order to compete successfully in college. These programs provide counseling, remedial instruction,
tutorial services, and a financial aid stipend for educational expenses.
suny.edu/student/academic_eop.cfm
heop.org
QUARTER - An academic calendar period of about 11 weeks. Four quarters make up an academic year, but at colleges using the quarter system,
students make normal academic progress by attending three quarters
each year. In some colleges, students can accelerate their programs by
attending all four quarters in one or more years and completing a college
program early.
HONORS PROGRAM - Any special program for very able students that
offers the opportunity for educational enrichment, independent study, acceleration, or some combination of these characteristics.
RESERVE OFFICERS’ TRAINING CORPS (ROTC) - Programs conducted by certain colleges in cooperation with the United States Air Force, Army,
and Navy. Local recruiting offices of the services themselves can supply detailed information about these programs, as can participating colleges.
INDEPENDENT STUDY - An arrangement that allows students to complete some of their college program by studying independently and completing group assignments instead of attending scheduled classes. Typically, students plan programs of study in consultation with a faculty advisor or
committee to whom they may report periodically, and submit a final report
for evaluation and/or grading.
RESIDENCY REQUIREMENTS - Most colleges and universities require
that a student spend a minimum number of terms taking courses on campus (as opposed to independent study or transfer credits from other colleges ) to be eligible for graduation. Also, residency requirements can refer
to the minimum amount of time a student is required to have lived in a state
in order to be eligible for in-state tuition at a public (state-controlled) college or university.
INTERDISCIPLINARY - Programs or courses that use the knowledge from
a number of academic disciplines, such as a combination of biology and
physical science, or of engineering and business.
RETENTION RATE - The number and percentage of returning students at
a given college.
INTERNATIONAL BACCALAUREATE (IB) - A comprehensive and rigorous two-year curriculum (usually taken in the final two years of high school)
that is similar to the final year of secondary school in Europe. More than
100 high schools in the United States have an IB program. Some colleges
award credit or advanced placement to students who have completed
an IB program.
ROLLING ADMISSIONS - An admissions procedure by which the college
considers each student’s application as soon as all required credentials,
such as school records and test scores, have been received. The college
usually notifies applicants of its decision without delay.
INTERNSHIPS - Short-term, supervised work experiences, usually related
to a student’s major field, for which the student earns academic credit. The
work can be full or part time, on or off campus, paid or unpaid, Student
teaching and apprenticeships are examples of internships.
SAT REASONING TEST - The College Board’s test of developed critical
reading, mathematical reasoning, and writing abilities, given on designated dates throughout the year at test centers in the United States and other
countries.
MAJOR - is determined by the number, concentration, or credit hours in a
particular subject area.
SAT SUBJECT TESTS - Formerly called Achievement Tests; the College
Board’s tests of students’ knowledge in specific secondary school subjects,
given on designated dates throughout the year at test centers in the United
States and other countries. Used by colleges not only to help with admission
decisions but also in course placement, advanced placement, and possible course exemption.
MATRICULATION - A point in college admission when a student is formally
admitted into a curriculum, under standard college procedures. A student
must be matriculated in order to apply for financial aid and/or try out for
intercollegiate athletic programs.
SEMESTER - A period of about 17 or 18 weeks that makes up half of the
usual academic year in colleges using this type of calendar.
MERIT AWARD OF MERIT-BASED SCHOLARSHIPS - Money awarded to students based on academic performance, SAT tests and other designated criteria. These scholarships are not based on financial need, and do
not have to be repaid. The money must be used to cover college costs.
STAFFORD LOAN (UNSUBSIDIZED) - A low interest loan that is available to all students regardless of need. Interest on loan is payable while
the student is attending college. All other features are the same as for the
Stafford Loan-Subsidized.
NEED AWARD - Financial aid requested by a student is considered when
making an admission decision.
NEED BLIND - Admission decisions are made regardless of a student’s
financial aid request. Actually, financial need is not considered (or even
known) when making an admission decision.
26
STAFFORD LOAN (SUBSIDIZED) - A federally subsidized, low interest
loan made by a bank, credit union, or savings and loan institution with
a maximum amount of $5,500 the first year. Borrowers must show need
through the FAFSA and/or FAF. Repayment starts six (6) months after graduation or upon leaving college (dropping out).
TRIMESTER - An academic calendar period of about 15 weeks. Three
trimesters make up one year. Students normally progress by attending two
of the three trimesters each year, and in some colleges can accelerate their
programs by attending all three trimesters in one or more years and thus be
able to graduate early.
STUDENT DESCRIPTIVE QUESTIONNAIRE (SDQ) - A questionnaire
that can be completed by students when they register for the SAT Reasoning Test or SAT Subject Tests. It gives students an opportunity to provide information about academic experience in high school, educational objectives, extracurricular activities, and areas in which counseling or assistance
may be needed. Responses are sent, along with test scores, to the student’s
high school and designated colleges and scholarship sponsors. For students
who give their permission, selected information from the SDQ is also used by
the Student Search Service.
TWO-YEAR UPPER DIVISION COLLEGE - A college offering bachelor’s
degree program that begins with junior year. Entering students must have
completed the freshman and sophomore years at other colleges.
UPPER DIVISION - The junior and senior years of study. Some colleges offer only upper-division study. Students must have completed the freshman
and sophomore years (lower division) at other institutions before entering
the upper-division institution to earn their bachelor’s degree.
VISITING/EXCHANGE STUDENT PROGRAM - Any arrangement between a student and a college that permits study for a semester or more at
another college.
STUDENT-DESIGNED MAJOR - An academic program that allows a student to construct a major field of study not formally offered by the college.
Often non-traditional and interdisciplinary in nature, the major is developed
by the student with the approval of a designated college officer or committee.
WAIT LIST - A student is not offered admission, but is placed on a waiting
list should an opening occur. After a certain time, if an opening is not available, the student receives a rejection notice.
STUDENT SEARCH SERVICE - A College Board program designed to
help colleges identify potential applicants with the particular academic or
personal characteristics they are seeking. The service also provides students
with an opportunity to learn about colleges with programs and characteristics they want. Information is gathered about students who wish to participate through the Students Descriptive Questionnaire of the SAT program
and the biographical section of the PSAT/NMSQT answer sheet. The College Board then supplies each participating college with the names and
addresses of the students who have the particular characteristics they
specify. The service is free to students. Colleges can also identify students
who participated in the Advanced Placement (AP) Program through the
AP Program Search.
WORK STUDY - An arrangement by which a student combines employment and college study. The employment may be an integral part of the
academic program (as in cooperative education and internships) or simply
a means of paying for college (as in Federal Work-Study Program).
YIELD - The percentage of accepted students who will actually matriculate at an institution.
STUDY ABROAD - Any arrangement by which a student completes part
of the college program—typically the junior year but sometimes only a semester or a summer—studying in another country. A college may operate
a campus abroad, or it may have a cooperative agreement with some
other U.S. college, or an institution at the other country.
SUITCASE COLLEGE - A term used by students to describe a college
whose residents students frequently go home on weekends, thereby creating less active student life on campus during weekends.
TAP - Tuition Assistance Program of NY State. It is a financial aid program
based on an established formula.
TEACHER PREPARATION - A college program designed to prepare students to meet the requirements for certification as teachers in elementary
and secondary schools.
TERMINAL PROGRAM - An education program in a two-year college (or
a four-year college that offers associate degrees) primarily for students who
plan to continue their studies in a four-year college of university. Students
do not have to earn an associate degree to qualify for transfer.
TRANSFER STUDENT - A student who has attended another college for
any period, which may be defined by various colleges as any time from a
single term up to three years. A transfer student may receive credit for all or
some of the courses successfully completed before the transfer.
27
Date
Notes
28
Date
Notes
29
Date
Notes
30
MAILING ADDRESS: 196 Main St., New Paltz, NY 12561
CEEB CODE:
GUIDANCE DEPARTMENT:
Director of Guidance:
Counselors:
333355
(845) 256-4120
FAX: (845) 256-4129
Kathryn Flanagan.................... kflanagan@newpaltz.k12.ny.us
Stacey Sands............................ ssands@newpaltz.k12.ny.us
Stephanie Shoemaker............. sshoemaker@newpaltz.k12.ny.us

NEW PALTZ HIGH SCHOOL

Transcription

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