PORTLEDGE SCHOOL. COLLEGE PLANNING HANDBOOK School Code

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1 PORTLEDGE SCHOOL COLLEGE PLANNING HANDBOOK School Code Karen M. Crowley Jane Zisa Director of College Counseling Secretary (516) (Phone) (516) (516) (Fax) Eric Mathieu College Counselor (516)

2 TABLE OF CONTENTS CHAPTER 1: INTRODUCTION, OVERVIEW & TIMELINES p.3 Student, Parent and College Counselor Responsibilities p.4-5 College Planning Timeline and Calendar for 9 th grade p.5 College Planning Timeline and Calendar for 10 th grade College Planning Timeline and Calendar for 11 th grade p.6 p.7-9 College Planning Timeline and Calendar for 12 th grade p College Counselor Class Syllabus for 11 th grade p.13 Education Conservancy Guidelines p CHAPTER 2: SELF ASSESSMENT p. 17 CHAPTER 3: COLLEGE SELECTION p.18 Step 1: Research p.18 Step 2: Refine and Balance List p. 22 CHAPTER 4: COLLEGE VISITS p.23 Interviews p. 24 Questions for Tour Guide p.27 Demonstrated Interest p.28 College Visit Ideas by Geography p.29 College Visit Journal p.31 CHAPTER 5: THE COLLEGE APPLICATION: How Colleges Evaluate p.32 CHAPTER 6: STANDARDIZED TEST p.35 Test Descriptions p.35 Testing Registration p.36 Reporting Test Scores p.36 Preparation for Standardized Tests p.37 SAT ACT Concordance Table p.40 CHAPTER 7: CREATING YOUR COLLEGE APPLICATION p.41 Application Options and Deadlines p.41 The Common Application p.42 Getting Organized: The Paperwork p.44 Senior College Application Checklist p.46 Junior Year College Application Checklist p.47 CHAPTER 8: PAYING FOR COLLEGE p. 48 CHAPTER 9: STUDENT ATHLETES p.51 2

3 CHAPTER 1: INTRODUCTION, OVERVIEW & TIMELINES The purpose of this handbook is to provide you with an overview of the college admissions process. It is important that students and parents carefully read the handbook and refer to it frequently as a handy reference throughout the college search and application process. For most students, this will be the first truly important decision of your lives. Remember that YOU are the one going to college and you should be driving this process by being actively engaged in school selection, choosing your recommendation writers, deciding where to visit and most importantly crafting your own, original personal statements and completing your own applications. Ask for help as you need it that s what we are here for but also know that as a Portledge student you have all of the resources you need within you to successfully manage this process. Remember that the goal of this process is to find a good match between you and a college or university. It is tempting to compare yourself with classmates, but a place where one person will thrive might be unpleasant or otherwise inappropriate for another student, even one who is a close friend. Your job throughout this process is to complete a careful self-analysis, to recognize both your strengths and weaknesses, and to approach, thoughtfully and seriously, the task that lies ahead of you. It is important to keep in mind that the end goal of your high school experience is not just about getting in to a good college and that, while important, college is just one step in life s path. Remember that your whole future does not depend on a college s decision about whether to accept you! Starting in Junior Year you, your parents and your college counselor will begin the more intensive work of finding a group of colleges that will suit your interests, skills and goals. Although many people will help in this process, the final decision must be yours. Your willingness to accept this responsibility, to participate in this process by doing the hard work of applying to colleges on time and meeting all deadlines, will demonstrate your readiness for college and the independence that accompanies with that step. 3

4 During this process you will have a number of tasks which will fall into one of the five general categories below: 1. Think about and identify your strengths, weaknesses, interests, challenges, goals; in other words engage in introspective self-reflection 2. Commit to frequent and honest communication with your college counselor 3. Determine what you are looking for in a college 4. Objectively understand who you are as an applicant 5. Complete your applications on time 6. Choose the college you will attend. Once college is a common topic of conversation you will hear many, many opinions (often conflicting) about specific colleges from a variety of sources parents, counselors, teachers, coaches, relatives, well meaning friends, even the mail carrier! To resist stereotypes and rumors you must investigate for yourself. Start your research on the internet, with Naviance, or with a good college guidebook. As you begin to think about yourself as an applicant your college counselor will help you to sort through statistical information about former Portledge applicants, and the colleges recent admissions profiles and trends to assess your chances of being admitted. By working together we can provide you with the assistance you will need to successfully navigate the college process. To accomplish this task we have outlined each member of the partnership s responsibilities. Student Responsibilities: READ ALL COMMUNICATIONS FROM THE COLLEGE COUNSELING OFFICE! Check your school daily Complete Junior Questionnaire on Naviance Research basic admissions criteria for the colleges you are considering Plan to visit colleges during school breaks and summer vacation Request letters of recommendation from teachers during junior year Complete the Common Application and a Personal Statement over the summer Meet with college representatives visiting Portledge Complete applications honestly and accurately, paying careful attention to deadlines Keep your college counselor up to date on all of your plans, progress and results. Ask questions. Share your concerns. Communicate regularly with your counselor. Parent Responsibilities: Be open with your child. Discuss college plans, including any financial concerns and any restrictions openly and honestly early in the process. Share these thoughts with the college counselor by phone, in writing or in person. Support and communicate with your child and his or her counselor. Be open to new ideas and colleges you may not have heard of before. Please complete the Parent Input Form. This form adds greatly to our understanding of your child, which in turn helps us to write a better, more informed school statement. Be aware of deadlines and other requirements. Help your child send official test scores to the colleges. The college counseling office does not send standardized test scores to the colleges; an official score report sent directly from the testing agency is required and the student is responsible for this important requirement. Plan visits. Fill out and file financial aid forms on time if applying for financial aid. Keep talking with your child. But also understand that there may be times that he or she does not want to talk about college. Think about creating a weekly college check in to discuss all college related issues and ideas and calling a moratorium on daily college conversations. 4

5 College Counselor Responsibilities: Discuss college planning and application strategy with the student and the parents and help the student develop a schedule, testing plan and a balanced college list of good matches. Provide information about chances of admission to any particular college. Provide resources and opportunities for families to learn about various colleges. Help students access information about visitations, special events, open houses at colleges, deadlines, scholarships and testing. Prepare a well-written comprehensive schools statement that portrays the student honestly and positively with an emphasis on areas of strength and patterns of growth. Prepare and send transcripts to colleges. Serve as an advocate for Portledge students. Support and counsel students and parents throughout the college research, application and selection process. Send mid-trimester, trimester, mid-year and final grade reports to colleges. FRESHMAN YEAR 1 st Trimester College Planning Timeline and Calendar Enjoy high school as a place where you are growing as a student and as a person Set goals and create a plan for achieving them! Work on time management and study habits Try out a few clubs and activities and figure out what you like to do Read often to increase your vocabulary Try to read a few articles in the NY Times, Wall Street Journal, New Yorker or Economist per week Attend College Night for 9 th & 10 th graders in November 2 nd Trimester Decide if you are taking any SAT Subject tests; if so, register and prepare! Plan your sophomore schedule carefully Plan your summer activities 3 rd Trimester Assess your progress against your goals what adjustments do you need to make as a 10 th grader? Create a document in which you will record all activities, volunteer work, awards, summer activities, sports, etc. Add to this document over the next few years to make completing your applications easier in 12 th grade. 5

6 SOPHOMORE YEAR September Set goals and create a plan to achieve them Continue to make time management and study skills a priority Continue to read regularly Get or stay involved in clubs and activities October Take PSAT; results are mailed home in mid- December November Attend College Night for 9 th and 10 th grades; ask good questions! January March June: Think about your summer plans; many good or selective programs have early deadlines. Consider an interesting summer job or internship or another kind of learning experience. If you are ready and interested plan to visit a few colleges over spring break. Do not schedule interviews at this time. Decide if you are taking any SAT Subject Tests; if so, register and begin to prepare Plan your 11 th grade schedule carefully! Assess your progress against your goals what adjustments do you need to make as an 11 th grader? Create or add to a document where you will record all activities, volunteer work, awards, summer activities, sports, etc. to make application completion easier in 12 th grade. 6

7 JUNIOR YEAR September October Set goals and create a plan to achieve them. Get or stay involved in clubs and activities. Create a tentative standardized testing calendar & plan for the year. Take PSAT on October 14 th. Attend College Night on October 20 th at 7pm. November December January February March Maintain or improve grades. Assess 1 st trimester progress against goals; make adjustments as needed. Review PSAT results and confirm standardized testing and preparation plan for the year. Continue to focus on academic performance. Attend College Night for Juniors and Parents (Required) January 5 th. Students: log-in to Naviance: complete information and Junior Questionnaire. Parents: complete College Counseling Parent Input Form. Parents and Students: Read this College Counseling Handbook. Schedule individual student and then student/ parent meeting with Ms. Crowley & Mr. Mathieu. Begin to plan summer activities. Begin weekly college counseling classes. Register for March 5 th SAT Reasoning Test by February 5th (Subject Tests are not offered on this date). Presidents Weekend February 11-15th: Plan to visit colleges during this break (Make sure the admissions offices are open!) Schedule individual student and parent meetings with college counselors if you have not yet done so. Register for April 9 th ACT (with writing test) by March 4 th. Meet with college representatives who visit Portledge. SAT Reasoning Test administered on March 5 th. Spring Break March 21 st April 1 st : College visits are strongly recommended during this break. o These need not be distant visits unless you are vacationing nearby or are targeting a particular geography or college. o Try to see one large, one small, one urban and one rural variation. o Sign up for tours and information sessions by visiting individual college websites for specific information regarding times and procedures for visiting. Often, hotel and other travel information is available on the visit campus pages. 7

8 April o Unless you are traveling a significant distance or have fully prepared with a college counselor, hold off on interviews for now. Plan 12 th grade schedule carefully Register for May 7 th SAT Reasoning and Subject Tests by April 8 th Meet with college representatives who visit Portledge ACT (with writing) administered on April 9 th Finalize your summer activities and plans Research colleges by attending college fairs, using Naviance to view data on past applicants at schools in which you are interested and to read Fiske Guide reviews online for free. o NACAC College Fair - Jacob Javits Convention Center NYC on April 24 th o Nassau Counselors Assoc. College Hofstra University - mid April o Western Suffolk Counselors Assoc. College Fair, Huntington mid April o Continue to update your college list on Naviance as you add or delete schools from your list May Meet with college representatives who visit Portledge. Register for June 4 th SAT Reasoning and Subject Tests by May 5 th Register for June 11 th ACT (with writing) by May 6 th SAT Reasoning Test and SAT Subject Tests administered on May 7 th Take AP exams (May 2- May 12; exact exam dates listed on school calendar) Study for Final Exams Discuss and determine who you will ask to write your Teacher Recommendations with a college counselor o To allow teachers time over the summer to write for you, ask for recommendations before the end of the school year. June Final Exams begin J u ne 1 st SAT Reasoning Test and SAT Subject Tests administered June 4 th ACT (with writing) administered June 11 th If you plan on playing a NCAA Division 1 or 2 sport complete the NCAA Student Eligibility process on the NCAA website. Plan for final summer and fall college visits, now requesting interviews July Do something fun and relaxing that refreshes you! Continue collecting information on targeted colleges and discussing your college choices with your family. Meet with a college counselor as needed we are working over the summer! Narrow college list to eight to ten schools with two to three schools in each category of Reach, Target and Likely. Continue to update Naviance. Draft a word response to one of the Common Application Essay prompts; send to college counselor for feedback 8

9 Review need for additional standardized testing and register for all fall test dates which may include SAT Reasoning or SAT Subject Tests in October or November or ACT (with writing) in September or October; prepare as needed Work on portfolio, audition or sports highlight reel, if applicable Research all merit and need-based financial aid programs, scholarships, taking careful note of all deadlines August Complete the Common Application ( on or after August 1 st Create a timeline and organizational document that includes all application requirements and deadlines When available download and review supplements, drafting responses to Supplemental Essays Prepare draft essays which are due the first day of school 9

10 Senior Year September October Registration deadline for Oct 3 SAT Reasoning and Subject Tests is September 3rd Parents: Complete College Counseling Parent Input Form by Sept. 4 th Welcome back to School! September 8 th Essays and supplements are due the first day of school. Focus on academic performance: Senior Year grades can often be a critical part of a borderline case decision. Weekly College Counseling classes resume ACT (with writing) administered on September 12 th College Night for Seniors and Parents (Required) September 16 th Register for October 24 th ACT by September 18 th Work on college applications Meet with college representatives who visit Portledge (calendar published in Naviance) ED/EA candidates must meet individually with a college counselor in September Update college list in Naviance October 3 rd - SAT Reasoning Test and SAT Subject Tests Administered Submit official test scores to ED/EA and Rolling schools. o Applications are not complete without official scores sent directly from College Board or ACT. This is your responsibility! Submit early to ensure you meet all deadlines. Register for November 7 th SAT Reasoning Test and SAT Subject Tests by October 9 th Columbus Day is October 12 th and may be a good time for one last college visit trip. October 15 th Finalize and update your College List in Naviance o Make sure your application list in Naviance is accurate; all school forms are sent electronically and without a complete and accurate list, we will not be able to send materials. o If schools do not accept electronic submission, make sure to get the paper forms to Ms. Crowley or Mr. Mathieu ASAP! October 16, 2015: Last date for students to notify the college counselors of their intentions to apply under early deadlines and programs with November deadlines to guarantee that credentials are sent on time. CSS financial aid PROFILE form usually available in mid-october; become familiar with it and all financial aid deadlines Meet with college representatives who visit Portledge (calendar published in Naviance) Finalize common application, essays and supplements ACT (with writing) administered on October 24th ED/EA and Rolling applications should be submitted in advance of the November 1st deadline. Identify possible scholarship opportunities; let college counselors know if you are applying for any scholarships that require support from Portledge so that we can complete necessary school forms 10

11 November 1st Trimester grades are sent out o Continue to work hard in 2 nd Trimester. Mid-year grades are reported to the colleges and are looked at prior to final decisions in many cases. o 2 nd Trimester grades may be used to make decisions in the case of waitlist. Register for the December 5 th SAT Reasoning and Subject Tests (if needed) by November 5th Register for December 12th ACT (with writing) by November 6 th (if needed) SAT Reasoning and SAT Subject Tests administered on November 7 th ; no ACT in November November 13, 2015: Students must update Naviance and notify the college counselors of any applications with December deadlines to guarantee that credentials are sent on time. ED/EA and Rolling applications should be submitted in advance of the November 15 th deadline o Make sure official test reports are sent from ACT and/or SAT by the deadlines. Begin preparing FAFSA and CSS Profiles based on 2014 tax returns. The FAFSA should be ready to submit on January 1 st. The CSS Profile should be submitted by January 1 st at the latest. December Thanksgiving Break is an ideal time to get organized and complete any final application tasks. University of California applications due November 30 th. SUNY applications should be submitted by December 1 st. SAT Reasoning and SAT Subject Tests administered December 5th ACT (with writing) administered December 12 December 11, 2015: Every student must confirm their final college list with a Portledge college counselor (and then update it in both Naviance and the Common Application) no later than December 11 th to guarantee that all credentials are sent for January 1 st deadlines Submit official test scores to ALL colleges at this time. o Applications are not complete without official scores sent directly from College Board or ACT. This is your responsibility! Thank all teachers for writing letters of recommendation for you. ED I/EA notification period is typically between December 15-30; please let us know of all results! o If you are accepted ED: you must withdraw all applications filed at other institutions as per your ED agreement. Please cc: Ms. Crowley when you send withdrawal s to other colleges. o If you are NOT accepted ED you should already have a Plan B in place; if you do not, please see a college counselor immediately! o We are available to celebrate and commiserate with you no matter how busy it is! Portledge closes for Winter Break on December 18 th ; be certain to have everything completed and your Naviance list 100% finalized by this date. Rarely students will take a January SAT (exact date is January 23, 2016); if you are taking this test you must register by December 28 th. January Financial Aid Forms should be sent to their processing centers ASAP; most financial aid is first come, first served! SAT Reasoning and Subject Tests are administered on January 23 rd Mid-Year Reports sent out March 2nd Trimester grades sent out 11

12 Regular Decision notification period begins March 15 th. May June May 1 st National Decision/Deposit Day. You may send a deposit to only one college. Senior Project Presentations, Senior Dinner, Prom & Awards Ceremony June 10 th - Graduation Day! Final Transcripts will be submitted to only one college. (Make sure all accounts with Portledge are settled.) 12

13 Junior College Counseling Class Syllabus, SPRING 2016 October 20 th Junior College Night January 5 th Junior College Night College Counseling Classes Begin the Week of February 1 st Class 1 (week Feb 1): Introductions & Myths About College o College Match book will be distributed o Assignment: Read Chapter 1 in College Match and read pgs 3-5, 7-9, & 47 in this Handbook Class 2 (weeks Feb 8 & 15): Self Evaluation o Read Chapter 2, up to pg 29, completing Worksheets 1&2 and pg 17 in this Handbook Class 3 (week Feb 22): What criteria are you looking for in a college? o Assignment: Read Chapter 3, completing Worksheets 5 & 6 o Read Chapter 5 and pgs in the Handbook Class 4 (week Feb 29): Campus Visits o Read Chapter 6 and pgs in this Handbook Class 5 (week March 7): Resources and Research o Read Chapter 5 and research the college assigned to you, completing the College Fact Sheet (Worksheet 8) to hand in Class 6 (week March 14): What are colleges looking for in an applicant? o Read Chapter 8 and pgs in this Handbook SPRING BREAK MARCH 19- APRIL 3 IDEAL TIME FOR COLLEGE VISITS Class 7 (week April 11): Interviews o Re-read page 100 Class 8 (week April 18): Presenting your extracurricular activities and interests o Complete Worksheet 3 on pgs No Class weeks April 25, May 2, May 9 Class 10 (week May 16): Essays Part 1 o Read Chapter 7, completing Worksheet 13 and pgs in this Handbook Class 11: (week May 23): Essays Part 2 and Summer To Do Lists o Read pages 10-12,

14 Senior College Counseling Class Syllabus, FALL 2015 Senior College Night on September 16 Class 1 (week September 21): Introductions and 1 st Trimester To Dos No College Counseling Class during the week of September 28th Class 2 (week October 5): Common Application and Extracurricular Activities Review Class 3 (week October 12): Personal Statement Class 4 (week October 19): Supplemental Essays Class 5 (week October 26): College Application Completion Check List IF STUDENTS HAVE A FINAL COLLEGE LIST IN NAVIANCE; HAVE COMPLETED THE COMMON APPLICATION, INCLUDING THE PERSONAL STATEMENT; AND HAVE SUBMITTED STANDARDIZED TESTING TO ALL COLLEGES THEY NO LONGER NEED TO ATTEND COLLEGE COUNSELING CLASS AFTER OCTOBER 26 th. STUDENTS MUST BE EXCUSED BY A COLLEGE COUNSELOR INDIVIDUALLY. IF YOU HAVE NOT BEEN EXCUSED YOU WILL NEED TO ATTEND COLLEGE COUNSELING CLASS EVERY WEEK UNTIL WINTER BREAK. 14

15 WE ADMIT GUIDANCE FROM THOSE WHO DO Applying to college does not have to be overwhelming! The following principles and guidelines can help make the college admission process more manageable, more productive, and more educationally appropriate. This guidance is offered by the Education Conservancy, a group of admission professionals committed to calming the commercial frenzy by affirming educational values in college admission. Principles These guiding principles are relevant for parents, students, counselors and admission deans: Education is a process, not a product. Students are learners, not customers. The benefits and predictors of good education are knowable yet virtually impossible to measure. Rankings oversimplify and mislead. A student s intellectual skills and attitude about learning are more important than what college a student attends. Educational values are best served by admission practices that are consistent with these values. College admission should be part of an educational process directed toward student autonomy and intellectual maturity. Colleges can be assessed, but not ranked. Students can be evaluated, but not measured. Students thoughts, ideas and passions are worthy to be engaged and handled with utmost care. Student Guidelines An admission decision, test score, or GPA is not a measure of your self-worth. And, most students are admitted to colleges they want to attend. Knowing this, we encourage you to: Be confident! Take responsibility for your college admission process. The more you do for yourself, the better the results will be. Be deliberate! Applying to college involves thoughtful research to determine distinctions among colleges, as well as careful self-examination to identify your interests, learning style and other criteria. Plan to make well-considered applications to the most suitable colleges. This is often referred to as making good matches. Be realistic and trust your instincts! Choosing a college is an important process, but not a life or death decision. Since there are limits to what you can know about colleges and about yourself, you should allow yourself to do educated guesswork. Be open-minded! Resist the notion that there is one perfect college. Great education happens in many places. Use a variety of resources for gathering information. Seek advice from those people who know you, care about you, and are willing to help. Be honest; be yourself! Do not try to game the system. Resist taking any standardized test numerous times (twice is usually sufficient). Limit your applications to a well-researched and reasonable number. No more than six should be sufficient, except in special cases. Know that what you do in college is a better predictor of future success and happiness than where you go to college. 805 SW Broadway, Suite 1600 * Portland, OR * Ph * Fax * 15

16 Parent Guidelines An admission decision, test score, or GPA is not a measure of a student s worth. And, parents should always be mindful of the behavior they are modeling for their children. Knowing this, we encourage you to: Recognize that gaining admission to college is merely one step in a process of education that will include your child attending a college where she or he can maximize talents and growth. Emphasize the education. Resist doing for your children what they are capable of doing for themselves. Allow your child to take responsibility for his or her own part of the college application process. Be involved in the process, but do not try to control it. Resist relying on rankings and college selectivity to determine the most suitable colleges for your child. Realize that researching, selecting, and applying to colleges does not have to be an expensive process. Resist attempts to turn the process into a status competition. Develop a healthy, educationally based, and family-appropriate approach to college admissions. Consider that gaming the system may not only diminish your child s self-confidence, it may also jeopardize desired admission outcomes. Listen to, encourage and believe in your child. Do not use the term we as in we are applying to. Discuss the idea of education as an ongoing process, and how selecting a college might be different from buying a product. Love them enough to let them demonstrate the independence you have instilled in them. Keep this process in perspective. Remember that student skills, self-confidence, curiosity, and desire to learn are some of the most important ingredients in quality education and successful college admissions. Do not sacrifice these by overemphasizing getting into the best college. THIS GUIDANCE IS OFFERED BY THE FOLLOWING VETERAN ADMISSION PROFESSIONALS: Phillip Ballinger, University of Washington Stephanie Balmer, Dickinson College Michael Beseda, St. Mary s College of California Jeff Brenzel, Yale University Jennifer Delahunty, Kenyon College J. Antonio Cabasco, Whitman College Sean Callaway, Pace University Sidonia Dalby, Smith College Doris Davis, Cornell University Melissa Ewing, The Bush School Bill Fitzsimmons, Harvard University Erica L. Johnson, Lewis & Clark College Maria Laskaris, Dartmouth College Matthew Malatesta, Union College Brad MacGowan, Newton North High School Bonnie Marcus, Bard College David McDonald, Western Oregon University Mark C. Moody, Colorado Academy James Nondorf, University of Chicago Marty O Connell, Colleges That Change Lives Bruce Poch, Pomona College Jon Reider, San Francisco University High School Jeff Rickey, Earlham College Kristine Sawicki, Reed College Stuart Schmill, Massachusetts Institute of Technology Michael Sexton, Santa Clara University Jim Sumner, Lewis & Clark College Steven Syverson, Lawrence University 16

17 CHAPTER 2: SELF ASSESMENT There are over 3000 accredited colleges and universities in the United States. Developing a list of colleges that is right for you is an involved process. The first step is self-assessment, taking stock of your values, interests, and aspirations. It is hard to assess the fit of a college or university before you have a clear sense of who you are and what you are looking for or need in a college setting. Think about your strengths, weaknesses, interests, aspirations, challenges, and needed supports. It is likely you have never done this kind of soul searching before so take your time with it, but don t dismiss this important part of the process. Kenyon College wisely advises: Don t begin your college search with rankings and reputations. Start with yourself: your priorities, preferences and personal style. A. Goals and Values What adjectives would I use to describe myself? How would my parents, siblings, best friends, classmates and teammates describe me? What aspects of Portledge have I enjoyed most? What have I enjoyed least? Am I looking for a new and different experience or something familiar and comfortable? How do I define success? What is the desired outcome of my college education? Graduate school? Employment? Personal and/or intellectual growth? B. Academic What are my favorite and least favorite courses? What do I choose to learn when I am on my own? What am I curious about? What is my learning style? Active or passive? Hands on or abstract? Is learning a means to an end (a way to secure a career) or an enjoyable experience for its own sake? How hard do I like (or am I willing) to work in college? What is the average amount of time I study each night? Do I like to participate in class? Do I need access to teachers outside of class? Do I like a lecture-style class where I am less involved in the classroom conversation? Do I need support services such as a Writing Center or a Learning Resource Center? Do I have a certain career or major in mind? Do I like the idea of a core curriculum and would I benefit from defined course requirements or do I need the freedom to design my own major? C. Activities, Interests and Aspirations What activities do I enjoy most outside of the classroom? What activities do I plan to pursue in college? What do my parents expect of me? Who has influenced me the most? Do I want to study abroad? How important are things like diversity, tolerance, school spirit, religious practice, political activism, etc in my community or in my college community? What kinds of surroundings are essential to my well being? 17

18 CHAPTER 3: COLLEGE SELECTION One of the most important tasks in the college process is creating a college list. Your initial list may be colleges that reflect the characteristics you are looking for, such as size, location, major, lifestyle and so on. Your preliminary list will likely include colleges you have never heard of before. Research them anyway Never let yourself be guided by name recognition alone. Plan to explore the full range of possibilities available to you! STEP 1: RESEARCH Researching colleges is among the most important tasks you will perform. The goal of your research is to end up with a final list of colleges you know well and like. To do so you will need to use multiple sources to determine what makes each school interesting to you and why each is on the list. Make sure you investigate each college fully and not rely on hearsay alone. Too frequently stereotypes are misleading and prevent further exploration of an appropriate institution. ( Someone told me that Colby is too small; someone told me that Penn State is too big; someone told me that Miami is too far away, etc. ). There are many colleges where you will be happy (fit in with other students, find the level of education you need and want, be productive, feel good on campus). Researching colleges means learning about many schools in order to find several schools where you really want to go. WHERE DO I START? 1. College Guides: You might want to purchase your own copy of these books. Following is a list of recommended Guidebooks and then some thoughts on how to use them wisely: The Fiske Guide to Colleges, Edward Fiske Looking Beyond the Ivy League and Colleges that Change Lives, Lauren Pope The College Handbook. The College Board Barron s Best Buys. Barron s Education Series The College Board Guide to 150 Popular College Majors. The College Board Historically Black Colleges and Universities. Arco The Student-Athlete s Guide to Getting Recruited, Stuart Brown Guide to Performing Arts Programs, Carole Everett & Muriel Topaz The Winning Edge: The Student-Athlete s Guide to College Sports, Frances & James Kilpatrick The K&W Guide to Colleges with Learning Disabilities of ADHD, Marybeth Kravets & Imy Wax Creative College: A Guide for Student Actors, Artists, Dancers, Musicians and Writers, Elaina Loveland College Guide for Visual Arts Majors. Peterson s The Advocate: College Guide for LGBT Students, Shane Windmeyer Other books about college admission you might also find interesting: Where You Go is Not Who You Will Be, Frank Bruni The College Admission Mystique, Bill Mayher: Contains a great introduction to the process written by a veteran independent school college counselor. Letting Go, A Parent s Guide to Understanding the College Years, Karen Coburn and Madge Treeger : This book discusses the joys and challenges of parenting a college age child. The Gatekeepers: Inside the Admissions Office at a Premier College, Jacques Steinberg This book was written by a NY Times reporter who spend a year following an admission officer and several applicants through the admission process at Wesleyan University. 18

19 THE SMART WAY TO USE COLLEGE REFERENCE GUIDES Condensed from the admissions webpage of Willamette University Avoid the Easy Trap You face many questions as you decide which college to choose: Public or Private? Big or small? Down the street or halfway around the world? Which colleges offer the best programs in my area of interest? Determining which college is the overall best fit for you is complicated by the fact that your range of options may seem overwhelming. In the United States alone there are more than 4,000 colleges and universities competing for the best students. It s no wonder choosing a college can be a daunting task! And it s no wonder prospective students and their families crave tools that will make the process simpler. Enter the College Guides These magazines, books and websites fill the demand for synthesized information about colleges and universities by publishing a summary of each school s characteristics and, in some cases, by ranking and comparing them based on varying criteria. While many of these can be useful to you as you begin the college search process you do not want to fall into the easy trap of placing too much faith in the guides as arbiters of what your best college choices are. Selecting a college is an inherently individual process. Therefore the greatest strength of college guides is also their greatest weakness. They are, by their very nature, incapable of adequately addressing all of these questions and concerns you should be raising as you undertake the complex and personal process of selecting a school. That s why is it s good to know the smart way to use college reference guides: Step 1: Consult a Variety of Sources The college guides are based upon information gathered and presented in different ways. Some guides attempt to quantify and rate colleges; others simply present data. Some mix subjective and anecdotal data into their reviews; others do not. Rather than hoping for a one-stop source where you can find all you need, you ll develop a fuller picture if you explore several guides. Step 2: Consider the Reliability of the information presented Take a few minutes to understand the methodology used by a guide in evaluating colleges. An introductory section to the guide should explain this. Here are a few tips to keep in mind: Don t take numerical rankings too literally. Sources that try to place colleges in a precise rank order are trying to quantify the quantifiable. That s why you ll see, for example, Willamette University ranked 96 th by Washington Monthly but 63 rd in US News & World Report because these publications consider different factors in their ranking formulas. Only you should decide what weight to give what characteristics. Note when data is anecdotal. Sometimes guides rely upon subjective opinions that are not gathered in a scientific manner. Realize that even objective data can be distorted. Statistics like enrollments, freshman academic profiles, retention and graduation rates are often reported to the guide writers by the colleges themselves and colleges may define or calculate this data differently. Step 3: Pay attention to the overlap As you consult a number of college guides, look for the areas of convergence, where guide after guide suggests the same attributes of a particular college. Conversely, on points where guides seem contradictory, take it as a signal that you should probe more deeply into those areas on your own. College guides can be helpful in the matching process, but ultimately the only ranking that really matters is yours, so you should base it on a personally tailored and comprehensive search. 19

20 2. Online Sources The Internet has become an invaluable resource for doing college research. You can search college databases, including the one found on Naviance, by location, size, major, and cost to find matches for you. You can also request view books and course catalogues, take a virtual tour of campuses; learn of all admissions requirements and deadlines; find out about scholarships and financial aid; browse the curriculum, course descriptions and academic requirements; and learn more about campus life, activities and athletics by going directly to an individual college s home page. Visiting the website of colleges that interest you is highly recommended. Following is a short, but by no means comprehensive listing of useful websites: Naviance Peterson s Guide: The College Board ACT or My Road CollegeNet MyCollegeGuide Common Application Campus Tours links or NCAA SUNY schools Also very helpful is Web Resources for the College-Bound compiled by the National Association for College Admission Counseling. Have fun, but be wary of website like College Confidential that regularly post inaccurate information. Finally, we highly recommend this Malcolm Gladwell article on college rankings: 3. College Representative Meetings at Portledge Every year almost 50 college representatives visit Portledge to answer questions about their colleges and to meet you. COME TO THESE MEETINGS! Many of these people will be the first readers of your application: think of them as the Long Island advocates on the admissions committee at their colleges. Your attendance at these visits can be very productive encounters, and on occasion can be important components of students success in the admissions process. An ongoing dialogue between you and the admissions officer may happen organically as a result of your meeting in this setting. Should you be unable to attend because of a conflict in your schedule try to take a few minutes to introduce yourself to the visiting admissions officer. Ask for his or her business card, and fill out one of the cards that track your attendance and are used to track your demonstrated interest in a college. The schedule of college meetings will be posted on Naviance and reported in the daily announcements. A particular college might also contact you about a visit if you are already on its mailing list. Take a chance. Even if you have not heard of a specific college, or you do not know much about it, this is a great way to learn more. If you have a class at the time of the visit, and it is a school you are considering, ask your teacher if you may be excused in order to see the representative. You must have your teachers permission in advance to miss classes to attend meetings; it will be up to each teacher to decide how much advance notice he or she may require, but in no event should you make the request on the day of the meeting itself. Even if you have had an interview at the college, you can (and should) say hello to the representative and convey your enthusiasm. A good impression and a contact at the college may be very helpful in your admissions process. 20

21 RECORDING YOUR RESEARCH Use these pages as a note-taking device to help narrow your preferences as you complete your research. Cross out descriptors you don t want or need and highlight elements that are important to your selection of colleges. 1. STUDENT ENROLLMENT Small; medium; large; freshman class size; % Undergraduate students, % freshman who return for sophomore year; % freshmen who graduate; male/ female ratio; % commuter/ resident; geographic origin; % minority; % international students; % on financial aid 2. LOCATION AND SURROUNDINGS New England, Mid Atlantic, West Coast, Mid West, South, Southwest, a foreign country, Distance from home, travel costs and convenience, local options, urban/ suburban/rural; weather; nearest city; recreational opportunities; internship opportunities 3. COLLEGE TYPE AND PHILOSOPHY Religious/ public/ private/ historically black/ co-ed/ single sex/ college/ university liberal arts; technical/ vocational; conservatory; art/ design; pre-professional for business, engineering, fine arts. Other specific degree offering ; semester/ trimester/ quarter/ module or block curriculum traditional; progressive; deeply scholarly; career oriented; comprehensive group of majors 4. CURRICULUM Required freshman courses; core curriculum vs. self designed curriculum; majors/ minors in your areas of interest; number of courses offered in your areas of interest; depth of courses offered in your areas of interest; interdisciplinary courses; research opportunities; field work; internships; study abroad; joint degree programs; cooperative plans (co-op); pre-professional programs 5. ACADEMIC ENVIRONMENT Faculty with PhD; teaching course load; faculty scholarship; emphasis on undergraduate teaching and learning; faculty-student ratio; average class size; advising; office hour policy/ accessibility; % of classes over 50 or under 20 students; departmental clubs; nature of out of class interaction with faculty; workload; academic pressure/ competition; student attitude toward learning; forums for exchange of ideas; career advising; % who go on to graduate school; graduate school and job placement 6. CAMPUS and STUDENT LIFE Homogeneous or diverse; degree of tolerance for differences; mainstream or offbeat students; competitive or inclusive social scene; cohesive or fragmented community; school spirit; controversial campus issues or activism; interest in political, social or world issues; liberal/ directive or restrictive social regulations; large dorms/ small houses; availability of single rooms or other specific set up; system of housing allocation/ roommate selection; centralized on campus dining; student center; single sex/ co-ed dorms; housing guaranteed; substance free housing; activities related to your interests; Greek life; definition of fun on campus; presence of religious, ethnic or cultural groups 7. ADMISSIONS Deadlines; application type; early programs, rolling programs, regular decision; fees; specific high school course requirements; Common Application supplements; testing requirements; standardized testing optional; How many recommendations; Interview offered; % accepted; average ACT/SAT scores of admitted students; need blind or need considered 8. COSTS AND FINANCIAL AID Minimum/ maximum costs per year; student budget for housing, personal expenses, fees, books, travel costs; % of students receiving aid; range of awards; average award; need or merit funds available; loan and job expectations; payment plans 9. INTANGIBLES Does the atmosphere appeal to me? Can I see myself on this campus? 21

22 STEP 2: REFINE AND BALANCE YOUR LIST The final goal of the college selection process is to refine your initial list into a balanced final list of not more than 10, or at most, 12 schools (6-8 is the ideal number if you have really done your research thoroughly!) The schools on the final list should fall into three categories: Likely, Target, Unlikely with no more than 3 in the Unlikely category, at least two in the Likely Category and, ideally, the majority in the Target category. Likely Schools: Those where we believe your chances for admission are at least 75%. It is important to note that we cannot predict admission for the coming year; only assess based on what has happened in the previous years. Target Schools: Chance of admission is about 50%. Your profile looks to be in line with the average accepted student but there are no guarantees. Unlikely: Portledge students with similar grades and test scores are unlikely to be admitted without a major extenuating circumstance in play. Chance of admission is around 20-30%. In determining where a school falls on your list we use our best judgment based on experience, Portledge students application history, national trends and institutional changes. We offer candid and direct advice to help you evaluate your chance of admission to any given college this is not a judgment of you or your potential in college. Ideally your final college list will be constructed with optimism and pragmatism so that you are admitted to the majority of schools on your list. It is our experience that students have less trouble coming up with schools in the Unlikely category and more difficulty adding schools in the Target and Likely categories. Sometimes schools in these categories require more thorough investigation. Please note that the term Likely should not only refer to the student s chance of admission but the student s feelings about attending the school if admitted. One of the biggest mistakes a student can make in the college selection part of the process is focusing too narrowly on one school or on Unlikely schools. A commitment to developing a well-balanced list based on careful research is truly a key component of a successful college process with a satisfactory outcome. One of the most helpful tools for Portledge students is the data available in Naviance. In junior year we will provide you with registration codes to get started. Once you are logged on to Naviance you may explore the data available for each college in easy to read graphs and scattergrams. These graphs allow us to anonymously show you the application data and acceptance history for every college application from Portledge. The scattergrams are great tools when searching for colleges that are within the appropriate admissions range for a particular student. The Family Connection website can be found here: 22

23 CHAPTER 4: COLLEGE VISITS Campus visits can be the most helpful part of the college search process. When you visit you will see your potential home for the next four years. We often focus on how colleges select students, but equally important is how students select colleges. When visiting you should be focusing not on whether or not you can get in, but whether or not you want to get in and be part of this particular campus community. When planning to visit a college, first visit their web site. There you will find much helpful information including a description of the activities you may participate in while on campus. These typically include tours, information sessions, classroom observations and interviews. Serious athletes may also want to visit with a coach. Some students also meet with faculty members in their intended major. Many colleges post helpful travel information including hotels and directions. Visits do not typically require appointments but occasionally they do. Sometimes you can book appointments via the web site and other times you will need to call the admissions office to make a reservation. As a general rule do not schedule more than two colleges per day. Allow plenty of time to visit the campus, neighborhood and surrounding area. Students should complete the majority of their visits before returning to school in the fall. A great time to visit is over spring break as most colleges will be in session. If you conclude that you truly love the school, you should return in the summer or early fall for an interview ( if available). Summer is the most popular time to visit a college. Fall visits should be scheduled on days we are closed. If you must miss a day of school, make sure you fill out a College Trip Planning Form and have it signed by your teachers and the College Counselor. Remember that while it is possible to miss some school to look at colleges, it is crucial that you get good grades in the 1 st trimester, and your first priority must be your schoolwork. When on the campus tour, be sure to ask the student guide many questions. Students are the best sources of information about a college. If possible, attend a class and try to spend some time walking around the campus without a guide. Check out the student center, a dining hall, the athletic facilities, the library or other hubs of student activity. Be a keen observer to get the best sense you can of the college s campus culture and environment. Explore the areas of campus (and the surrounding area) where you think you will spend the most time. Walk around the academic departments that interest you. Be absolutely certain to sign in at the admissions office and fill out their registration information. Many colleges consider your visit to be the best way to demonstrate interest and may take your interest into consideration when making admissions decisions, especially at liberal arts colleges. Plan to visit overnight at the schools in which you are most interested. This is the best way to really get to know a college, especially if you plan to apply Early Decision. Be sure to plan these visits carefully: student hosts typically cannot receive visitors during exam periods or just prior to mid-term and final exams. Finally, take notes during your visit. Very quickly colleges can begin to look and sound alike. Take photos with your phone of particularly memorable spots on campus. Use the Visit Journals found at the end of this chapter or simply log notes in your phone. It is important to record first impressions, your thoughts about the visit and the names of people you met immediately. If you interviewed plan to send a thank you note to your interviewer as soon as you return home. At the end of your visit ask yourself two key questions: 1. Do I see myself fitting in here? 2. Am I comfortable and at ease here? PARENT TIP: After visiting a college wait to offer your opinion and thoughts until after your child has offered his or hers. This will allow you both to learn the student s most candid and genuine thoughts before any family influence has registered! 23