Finding Great Fits

FINDING GREAT FITS A Handbook for the College Process Prepared by the Collegiate School College Counseling OfďŹ ce

103 North Mooreland Road Richmond, Virginia 23229 (804) 740-7077 www.collegiate-va.org

College Counseling Office Location: South Science Building, Upper School Campus Office Phone Number: (804) 741-9742

Office Fax Number: (804) 740-2130

Office Website: collegiate-va.org/College-Counseling School/CEEB Code: 471845

Staff Brian Leipheimer Director of College Counseling (804) 741-9741 bleipheimer@collegiate-va.org Kim Ball Senior Associate Director of College Counseling (804) 754-1561 kball@collegiate-va.org Erin Breese Associate Director of College Counseling (804) 740-2153 erin_breese@collegiate-va.org Elizabeth Jackson Associate Director of College Counseling (804) 726-3297 elizabeth_jackson@collegiate-va.org Andrew Reich Associate Director of College Counseling (804) 741-9739 andrew_reich@collegiate-va.org Jenn Earle Office Assistant (804) 741-9742 jenn_earle@collegiate-va.org

Finding Great Fits College Counseling Handbook Table of Contents Getting Ready • Your Role, Our Role, Meeting With Us

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Roadmaps 5 • Freshman, Sophomore, Junior, Senior Freshmen & Sophomores • Three Top Tips, Considerations for Your Parents

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Your Search • Asking the Right Questions, Narrowing Your Preferences, The Gap Year Option • Special Talents & Considerations: Arts, Athletics, Learning Differences • Research, Visits, Interviews

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How “They” Make Admission Decisions • Common Admission Criteria, Additional “Tip” Factors, Looking At the Numbers

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Standardized Testing • The ACT and SAT, Comparing the ACT and SAT, SAT Subject Tests, Test Prep

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Financial Aid & Scholarships • Demonstrated Need, The Financial Aid Package, Scholarships

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The Arts • Preparing Materials, General Degree Information, Resources

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College Athletics • Recruiting Game Plan, Admission Impact, Eligibility Center

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The Application Process • The First Weeks of Senior Year, The Essay, Letters of Recommendation • Application Types and Timeframes, Completing and Submitting Applications

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Resources 41 • College Counseling Webpage, Naviance Student Website • Most Frequently Asked-For Websites, Recommended Guidebooks

Getting Ready Welcome to your college search process! This is an exciting time in your life, and if you head into it with a sense of adventure and fun, you will find it to be a rewarding experience.

“But wait a minute,” you say, “I’m worried about getting into a ‘good’ college.” Most students naturally look forward to college with some degree of fear and doubt, focused on the end result of admission. No one can control that aspect of the process. What you can control, though, is the decision of where to apply and just as importantly, the definition of a “good” college.

There are more than 3,000 colleges and universities in this country alone, and every one of them has positives to offer; the only meaningful definition of “good” is the one you create. During the search process, you’ll find your initial fears shifting to questions of which institutions offer the best “fit” for you personally.

Here is your opportunity, and your responsibility, to take charge and investigate your options.

• Begin some serious self-assessment, and be positive about your future. What are your strengths and weaknesses? What pursuits do you hope to continue, or maybe take up for the first time?

What do you want your college to look and feel like? Where do you want it to be? And, what types of people do you want to surround you?

• Be adventurous in your thought. Consider schools with names and locations that are unfamiliar to you. You may discover exciting new options.

Rest assured that we are here to guide you along the way. Using this Handbook will be a valuable reference guide as well. Enjoy!

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Your Role You are in charge of owning the process, from actively consulting us and researching schools to completing applications and following deadlines. We are eager to help with each and every aspect, but you drive the train.

Maintaining your motivation, and communicating with us openly and consistently are keys to cultivating a well-planned set of applications. Students who put in good work early in the process are most often rewarded with excellent results. They seldom face great disappointment because they have worked out a list over time that is both realistic for them and filled with exciting choices.

Our Role We are committed to guiding you and your parents through a process of discovering a set of college options that best “fit” or match you as an individual.

• Guidance begins in 9th Grade as we partner with the advisory system to address topics like self-assessment, course planning, balancing extra-curricular life and standardized testing.

• Formal college counseling begins in the spring of the sophomore year and over the next two years, we work closely with you and your parents from initial meetings through your final college choice.

Finding the “fit” requires us to fulfill three roles simultaneously: 1) Head Cheerleader: enthusiastically supporting your endeavors.

2) Trail Guide: exploring your desires/goals/parameters and helping you navigate the twists and turns of the terrain.

3) Realistic Messenger: explaining how your academic and other qualifications will impact admissibility, and developing with you a balanced list of schools along three broad ranges of admission likelihood.

That third role is often the trickiest, and no personal judgments are attached to our assessment of admissibility. It is based simply on the concrete data of past decision patterns and on what we know about the current processes at the institutions. Given the bevy of great institutions across the country, there is no cause for worry over finding excitement within the balance.

One hat we do not wear is that of a “Placement Officer” who can make sure you “get in” to a certain college or university, nor are we the micro-managers of your process. Rather, we are your mentors, resources, advisors and advocates — we work to facilitate the process, and you conduct it.

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Meeting With Us There are six of us in the college counseling office to help you in your search: Mrs. Ball, Ms. Breese, Ms. Jackson, Mr. Reich and Mr. Leipheimer are the counselors, and our assistant, Mrs. Earle, manages the records and materials for the process.

During your freshman year, we will facilitate small-group initiatives and informational meetings through the advisory program, addressing stage-appropriate and forward-planning topics.

Each sophomore will be assigned to work with one of the five counselors individually; while you will work with your counselor most directly, the rest of us are always happy to answer questions as well. We welcome your interest and expect you to make use of all of our services, but we cannot guide you effectively without equal effort and interest on your part.

The Second Semester of Sophomore Year through Senior Year You will begin a series of meetings with your counselor to help you define your goals and interests, create a college list, develop a plan for standardized testing, discuss course selection and map out the process milestones. You’ll have individual meetings as a spring sophomore and a fall senior; you’ll have a full family meeting with your counselor in the fall/winter of the junior year.

By the end of the process, it is typical to have spent numerous hours meeting informally with us as well.

Some issues may require long discussions and others only a brief question—we hope you will meet with us often, beyond the formal sessions.

Parents We also enjoy working jointly with your parents. While we encourage them to call on us as needed, we do respectfully expect the following: • Meetings with your parents must also include you, unless a highly sensitive adult-to-adult matter needs to be addressed. Our formal individual meetings are reserved for student and counselor— with the obvious and important exception of the full-family meeting in the junior year.

• When questions arise on the home front, compile a list and come ask us yourselves; your folks can follow-up with any concerns. This empowers you to take ownership of your process. The more interactions we have with you, the better we get to know you.

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Roadmaps Freshman Year Roadmap Fall Semester • Parents are welcome to attend our Financial Aid/Scholarships program in November.

• If you are interested in competing in college athletics, you and your parents should attend our NCAA Recruiting program in November. Freshman year is an important time to begin discussing the recruiting process with your coach and contacting college coaches.

Spring Semester • You and your parents gain access to our Naviance website — explore and enjoy.

Eventually, you can use this exciting tool to greatly enhance your college search, allowing you to access customized comparison information based on your academic qualifications and the admission action taken on past Collegiate applicants.

For now, we begin wih the “Do What You Are” survey as an excellent place to start. It encourages self-exploration, giving your personality type, learning and communication styles/ strategies and suggestions for future areas of study and types of institutions/careers that you might want to pursue.

• Your parents should attend one of our small-group Q&A sessions.

• We add in other future-oriented initiatives and class meetings covering topics such as: course planning, academic goal setting and extra-curricular pursuits.

• You may want to consider taking a SAT Subject Test in May or June — we will provide you and your parents with detailed information.

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Sophomore Year Roadmap Fall Semester • Individual college counselors are assigned by the beginning of September.

• You are welcome to attend up to three college admission representative visits to Collegiate throughout the fall.

• You take the PSAT in October (we automatically register you) in order to gain exposure and practice for the standardized tests to come.

• We strongly encourage you to take the practice ACT offered in the fall.

• Parents should attend one of our small-group Q&A sessions and are welcome to attend our Financial Aid/Scholarships program in November.

• We also welcome you and your parents to attend our NCAA Recruiting program in November if you did not attend as a freshman. If you are interested in competing in college athletics and have not yet talked with your coach, now is the time to discuss the recruiting process and contact college coaches.

Spring Semester • Meet with your college counselor in March/April to discuss: course selection, standardized testing plans, future thoughts and summer pursuits.

• You may also attend the College Fair — aimed at juniors, but sophomores are welcome and may benefit from the advance exposure and exploration.

• You may want to consider taking a SAT Subject Test in May or June — we will provide you and your parents with detailed information.

• Consider a Test Prep course over the summer

Anticipating your first ACT or SAT in the fall of junior year, this summer is the ideal time to engage in test prep. To avoid paying for prep on both tests, compare your scores from the PSAT and the practice ACT. See our Test Prep section in this Handbook or our website for specific recommendations.

• Take some summer tours of colleges.

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Seeing a few campuses that vary in type and location/setting (our local area boasts many) will help set the stage for your junior year search. It is always best to see a campus when students are present, but scheduling constraints often make summer visits a good option.

Check each college’s website for information on the tours and information sessions.

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Junior Year Roadmap September–December • Register for your first ACT or SAT. We recommend the fall test dates between August and December.

• Attend the college admission representative visits to Collegiate throughout the fall. Some colleges pay close attention to your demonstrated interest in them and this can impact future admissions.

• Your parents should attend a Q&A session, and can also attend the Financial Aid & Scholarships program.

• Take the PSAT in October. We automatically register you. In addition to being good benchmark practice for the SAT, junior year PSAT scores are the first cut-off for the National Merit program.

• Complete the Junior Questionnaire in Naviance and meet with your college counselor and parents for our individual full-family college planning meeting between November and February. General topics covered: college list, paying for college and review of testing plan.

• If you are interested in competing in college athletics, attend our NCAA Recruiting program if you have not already done so.

January–March • Register for spring SAT or ACT tests, and likely some Subject Tests, according to the plan devised with your counselor; consider a Test Prep course/tutor in the spring, if desired.

• Begin researching your college list and contact prospective colleges for information.

Colleges’ websites will be your best avenue for initial research and contact/visit information.

Getting on their contact lists will allow you to receive more material and to be “tracked” by them as an interested student.

• Attend our Application Workshop.

In February, this day-long program with college admission representatives addresses targeted aspects of the application process. Junior parents have a Deans’ Panel that night.

• Meet again with your college counselor to discuss senior year courses and teacher recommendations.

• Attend our college counseling seminar series held throughout the spring during your free period to help you map out your process in a small group format.

• Plan ahead for college visits.

Schedule time in your family’s calendar to make these visits during the spring and summer.

Waiting until the fall of senior year, often the busiest in your high school career, is seldom a good idea. Spring Break is often a great time for a round of visits, as is the late spring for day-trips. Don’t find one college you like and quit there. The more colleges you see and seriously consider, the more educated your choices regarding applications will be in the fall.

Remember, you’ll need to have a balanced list.

• Register for our summer Application JumpStart (optional). collegiate-va.org/College-Counseling

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April–May • Attend the college fair held on our campus.

This fair brings over 200 college representatives from across the country (and globe) to Collegiate’s campus, and is an invaluable opportunity to gain exposure to and information on a wide variety of institutions. Some colleges will track demonstrated interest so filling out the prospect cards is important.

• Continue to meet with your counselor on an ongoing basis, schedule summer visits to colleges and consider a Test Prep course/tutor for the summer, if needed.

• Complete the Spring Update questionnaire in Naviance, and ask one or two teachers from your junior year to write letters of recommendation on your behalf.

• If you plan to compete in Division I or II athletics, register online with the NCAA Eligibility Center.

June–August: • Continue to research and visit colleges.

• Complete a full draft of the online Common Application (or other application of your choice, with essay).

The essay is a requirement. This draft will be due to us during the first week of school and we will provide feedback in our individual meetings in September.

• Collect any other application materials and start planning for the additional essays.

Applications typically become available online by Aug. 1. It is wise to begin drafting essays before the crunch of the fall of senior year hits.

• Utilize our online resources and keep your counselor informed.

If you need input, please email and leave enough time to accommodate vacations scheduled.

• Register online for the summer or early fall SAT or ACT, if needed.

• Attend our summer Application JumpStart (optional).

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Senior Year Roadmap September • Your parents should attend our parent meeting on The Nuts & Bolts of Applying.

• Meet with your college counselor in September.

We’ll review your progress over the summer and plan for the application season. By this point, you will need to have identified a solid set of colleges for your list. They should each be appealing to you, and hold some realistic chance for admission. You should also be open to rounding out your list with a few additions if necessary.

• Attend our college counseling seminar classes, held during school throughout the fall.

• Register for any desired/necessary fall dates for standardized testing.

Many seniors take the September ACT or the August or October SAT, and SAT Subject Tests in November.

• Send an official report of your ACT or SAT scores to each college from your list that requires testing.

Since most colleges require direct reports from the ACT College Board of all standardized testing, Collegiate does not include scores on the transcript. It is your responsibility to have these reports sent to each college to which you apply. Check college websites, as some are now accepting self-reported testing on applications — saving you time and money!

• Write thank you notes to the teachers who wrote your letters of recommendation.

• Organize and begin serious work on each application.

Read all of your applications’ instructions closely, and create a chart of deadlines and details to keep you on track. Well-planned and thoughtful essays are best done over time and with numerous revisions. We are happy to consult with you on your writing, as are your English teachers. Do not wait until the last minute.

• Attend visits from college admission representatives to our campus between September and November.

Pay attention to our calendar of visits — it is extremely important that you attend the sessions for the schools in which you have interest. Many colleges keep records on how students have made contact with them, and the visiting representatives are the ones most likely to first evaluate your application.

October–November • Continue serious work on your applications, and this is the time period when most early action and early decision applications are due.

• If applying for Financial Aid, submit the FAFSA (and any other forms required by your colleges).

This step is critical to be eligible to receive aid. collegiate-va.org/College-Counseling

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December–January • Finish and submit all applications.

Although most colleges have regular application deadlines later than Dec. 1, this remains the best target date for Collegiate students. Leaving applications until after this date leads to time conflicts with the end of the semester, exams, and the holiday vacation.

• Perform to the best of your ability on semester exams. Remember that senior year grades are usually critical to admission decisions.

• Notify us of each admission decision.

We depend on you to tell us, and it is rare for us to receive official notification from admission offices. Also, teachers who took the time to write your recommendations are interested in your outcomes. It is an important courtesy to inform them and to thank them.

• If accepted under a binding early decision plan, withdraw all other submitted applications.

This is an important step. Your binding agreement requires it, and the colleges can offer a spot to students interested in attending.

February–June • Finish strong, academically and in conduct, all the way through the end of the year.

“Senior Slump” is no laughing matter. Colleges frown seriously on students who let their grades drop in the spring of senior year, and reserve the right to rescind a student’s acceptance if the drop is severe enough and without legitimate extenuating circumstances.

Honor/discipline infractions can also place admission/acceptances in jeopardy.

• Consult with your counselor throughout the waiting and decision period.

Although the choice of where to attend is yours, we are happy to listen and offer our thoughts.

We can also offer proactive advice for students placed on a waitlist.

• Notify us of each admission decision. Again, we depend on you to tell us. Also, remember to inform and thank the teachers who wrote your recommendation letters.

• Submit your enrollment deposit to the one college you will attend by May 1 — the National Reply Date.

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Freshmen & Sophomores The college process should not take center stage for you in your first year and a half of high school. The single-best thing you can do to prepare now for the college process is to perform to the best of your ability in the classroom.

3 Top Tips 1) Work as hard as you can in your classes. Your academic rigor and performance will be the largest factor in any admission decision — your grades from every year in high school matter.

2) Find a few activities that you enjoy and pursue them fully. Boasting a lengthy resumé without depth is not helpful. Certain types of activities will not “look better” necessarily than ones that demonstrate your passion, commitment and eventually, leadership.

3) Standardized testing will be a reality, but don’t panic. We will help you navigate the various tests at the appropriate times, including selected SAT Subject Tests after 9th and 10th Grade; typically there is no need to take the SAT or ACT until fall of 11th Grade.

Considerations for Your Parents Register on and explore our Naviance website. And, now is a good time to think about how you can best approach the coming process with a healthy, thoughtful perspective.

Questions For Perspective • If you attended college, how much have the college process and specific institutions changed since you were applying?

• What are your goals for your child’s college process and how do they fit your child realistically?

• How much do you want to be involved in the process and how much do you trust your child to do this process well on his or her own?

“Survival” Tips to Keep in Mind • Have faith, it will all work out — this is a long journey, but we have never lost a patient!

• Don’t believe everything you hear/read, and accept that “doing” the process is the student’s job.

• Each student engages at a different pace, typically following established personality patterns.

• The admission process is not a report card on your child as a person, or on you as a parent.

• Selectivity does not necessarily equal value of the educational experience.

• Fixating on one college, or on one “key,” typically does not lead to a fruitful process.

• Choose battles wisely — but don’t avoid the necessary ones and hang in there through the bumps.

We communicate with you regularly during all four years of Upper School through our regular e-newsletter that addresses stage-specific topics. We do ask you to read the information carefully, but once digested, please don’t hesitate to call on us with further questions. collegiate-va.org/College-Counseling

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Your Search Where do I start? Take a careful look at yourself, and then match your strengths and desires to the characteristics of a college. We will help too. As you describe the institution you are seeking in general terms, we’ll suggest colleges that best fit that description.

Asking the Right Questions Why are you going to college?

• What do you want from your education?

• Are you ready to go to college, or does the prospect of a “gap year” seem appealing?

• Will one or two overriding considerations shape your choice of college?

How do you want to grow and change in the next few years?

• What kind of environment would spark your growth?

• What are you looking forward to and what worries you most?

• How much structure and direction do you want or need?

Narrowing Your Preferences Using your reflections from those questions to guide you, consider narrowing your preferences into five broad categories of the college search: • Location

(region, distance, time)

• Environment (city, suburbs, small town, rural) • Size

(small, medium, large)

• Academics balance)

(desired majors if any — most students are “undecided” — and challenge/

• Cost

(family limits, availability of scholarships)

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The Gap Year Option A gap year allows students to spend some time before college participating in experiential educational opportunities that might include work, travel, internships and community service, or even academic programs in new settings. A gap year offers students the opportunity to gain focus and discipline, and to get real-world experiences.

Growing in popularity in the United States, gap year participants often report that the experience has a direct impact on their success in college in that it offers a chance to think about what they want to get out of the next stage of their education, and provides experiences that often shape their course of study and future career plans.

If you are interested in exploring the idea of a gap year, we also recommend that you apply to colleges, and then ask for a deferment. See our website for a comprehensive listing of gap year options, but the links below offer good places to start.

Resources • americangap.org • transitionsabroad.com Programs • cityyear.org — City Year • interimprograms.com — The Center for Interim Programs • nols.edu — National Outdoor Leadership School • outwardbound.org — Outward Bound • thinkingbeyondborders.org — Thinking Beyond Borders • wheretherebedragons.com — Where There Be Dragons

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Special Talents & Considerations Arts (see the separate section on the Arts for elaboration) Depending on the level of your skill and achievement, your talent in the arts may well make a difference in your admission process at a school where you may otherwise be a borderline applicant.

• Some students have developed their artistic talents to such a high degree that they are able to prepare portfolios, CDs or DVDs of their work to include as a part of their application — typically uploaded electronically or housed in personal websites. Along with us, members of our Arts Department will happily consult with you as you prepare your work.

• Many selective music and drama programs and schools of the arts, require that applicants audition or present a portfolio for their limited spots. The audition/portfolio can often be the deciding factor in the admission process. Consult your music/drama/art teachers on topics like national “portfolio days” and preparing for auditions.

Your college counselor can be a good sounding board, and Mrs. Ball is the point-person in our office for pursuing the arts in college. But, in all cases you should plan on meeting with your arts teachers for primary guidance. Preparing for an audition or developing a portfolio can take several months, not just a few weeks, and it is important to honor your teachers’ time, effort and expertise. In addition, deadlines for arts supplements may be well before the application deadline, so it is important to check each college for its requirements.

In the Resources section at the end of this handbook are some suggestions of helpful guidebooks for students who want to pursue the arts in college — either at an arts school or in a strong program.

Athletics (see the separate section on Athletics for elaboration) If you want to compete in college athletics, engage in frank conversation now with your high school coaches to determine programs that might best fit your skills, and to begin mapping out your recruiting process during your freshman and sophomore years.

• Be proactive — do not assume that college coaches will contact you. The process can be lengthy and involved, and demands constant attention. It is your responsibility to make the initial and ongoing contact with the college coaches, and to honor your coaches’ time, effort and expertise by communicating with them early and often.

• After talking with your coaches, set a meeting with your college counselor. We will work together with you and your coaches to develop your prospective college list; Mr. Reich is the point-person in our office for athletic recruiting, but your coaches will be the best resource for guiding you through the recruiting process.

It is absolutely unnecessary to pay outside private consultants to help you prepare your athletic résumé and materials. Our coaches are well versed in these needs and college coaches do not look more favorably on “glossy” products.

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Learning Differences If you have a diagnosed learning difference or a related diagnosis that warrants accommodations, you need to research the process for securing extended-time accommodations for standardized testing.

Contact Dr. Todd Hanneman, our Chair of Academic Services, to learn what is involved in obtaining extended-time accommodations and which accommodations are appropriate for your individual situation.

The testing agency (the College Board or the ACT) decides whether or not to grant accommodations.

In general, the process includes: • A current diagnosis (within the past 3 years for the ACT, and within the past 5 years for the SAT) from a recognized psychologist or learning specialist that specifically recommends extended-time on standardized tests like the SAT/ACT, and the use of extended-time on timed assignments/ tests/exams in school. • The process of assembling, completing and submitting the accommodation request materials takes a minimum of eight weeks to coordinate, not including time needed to gain an updated evaluation. Planning ahead is essential.

Beyond standardized testing, you may want to include your disability as a factor in the college search. It is a good idea to research the services available at the colleges that interest you (academic service offices, levels/types of accommodations, etc.).

Also, you may want to consider attesting to your disability in your admission application materials if you feel the disability has had an impact on your high school academic career. This is a highly individualized decision, and your counselor can help you navigate this and other related issues.

The K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder is an excellent resource available in bookstores and in the college office.

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Research Take the time to examine your options fully. Whether your research changes your mind, allows you to discover new points of consideration or simply reinforces your original thoughts, it will be well worth your effort. It is your education, and your take on the school outweighs anyone else’s.

The best way to start your research is to explore the admission websites of the colleges on your list and take the virtual tours. But don’t stop there — check out the academic departments and course offerings that interest you, the activities that you want to pursue, and the information on student life.

• For schools that interest you, sign up online to receive further materials from them; most often this will be under links like, “Contact Us” or “Request Materials.” This not only places you on their contact list for more information, but also gets you into their system as a “prospective applicant.” Many colleges track interest, even by these simple requests, and use that interest as a measure in their admission deliberations.

Some families often enjoy guidebooks to supplement web research. We have recommendations for guides at the end of this handbook.

Visits The campus visit is one of the most important and influential steps in your college search. Make each visit as thorough and productive as possible, form your own impression and don’t forget to have fun — enjoy yourself!

Don’t plan a long-distance trip around just one school. Many students head out intent on one school only to return excited about a different college (often it is one visited almost as an afterthought).

Make your visit “official” by going to the admission office and taking the group tour and information session. If individual interviews are available, take advantage of that opportunity. Don’t be surprised, though, if interviews are not offered.

• The admission office’s website is the easiest source for information on tour/information session/ interview times and any pre-registration required.

Look to gain both information and the “feel” for the place — can you see yourself there, and do the students, professors and surroundings appeal to you? Observe carefully, but also listen thoughtfully to what is said and speak up with questions of your own. (See below for sample questions that you can ask your tour guide.)

• Ask for the business card of the admission officer that directs the information session and/or the card of our regional representative in the office. It is wise to follow your visit with a thank-you note and that person can remain a valuable contact at the college for future questions or advice.

• If possible, extend your visit beyond the dedicated tour and information session. Speak with other students or spend some time in the student union. Read bulletin boards and observe what takes place on campus. Drive around the town. Have a meal somewhere. Even in the summer, a great deal of insight can be made as to a college’s atmosphere.

• If you have special interest such as music or a sport, arrange a meeting with a person in that department. Faculty members, coaches and activity leaders are often available and happy to speak with students during a visit. However, these meetings almost always need to be scheduled ahead of time.

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Take good notes after each visit. Often things that seem so fresh in your mind about a school will become more distant over time.

Sample Questions to Ask Your Tour Guide • How large are your classes? Who teaches them? Who grades tests and exams?

• Do students work primarily for learning, or are they more interested in grades?

• What are the opportunities for undergraduate research? For internships?

• Can you describe the relationships you have with your professors?

• What are the study abroad programs like? Are they popular?

• What is the career services office like?

• Where do students hang out? I have a few hours — where would you suggest I go next?

• What are the hottest issues on campus?

• What is the social life like?

• Why did you choose this college? What would you change about it? What do you like best?

Interviews If you have the chance to interview, take it. A meeting with a member of the admission staff is always helpful. You can learn more about the institution and add to the information you gave (or will give) on your application. And doing the interview can reflect your demonstrated interest. While interviews will often “count” as part of the admission process, they are usually not the basis on which admission decisions are made.

Since many institutions no longer offer interviews, don’t be surprised if one is not available. But, some allow you to interview with alums in the local area. Ask the admission office if they schedule such interviews, especially if you have been unable to visit the campus. It shows that you are taking an active interest and gives you a chance to learn more about life on that campus, even if alum reps don’t always carry decisive weight in admission.

Preparing for an Interview Even though it is impossible to predict exactly what an interviewer may ask, certain types of approaches and questions are common. The typical college interview lasts about 30 minutes and usually opens with questions that you can answer easily and comfortably. Then, the interviewer may pose more difficult questions. Overall, the interview atmosphere will be conversational so do not feel as if you are about to face an interrogation. However, take great care to be diplomatic and respectful.

• Be prepared to answer questions about yourself, your school, your work and your interests.

Keep up with current events; the interviewer may be interested in your opinion, so be sure you know what you think! It is also a good idea to be prepared to discuss something that you have read recently for your own enjoyment.

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• In some instances, you may need to pause for a few moments before producing an answer. It is perfectly fine to say something like, “I need to think about that,” and then reflect for a short while before responding or ask to come back to it later.

Of equal importance are the questions you ask of the interviewer. Preparing beforehand is essential. You do not want to ask questions already answered in the information session or tour, or about programs that the school does not have. Try to make your questions open-ended, like “Can you tell me about students’ involvement in community service?” rather than “Do you offer service programs?”

After any interview, ask for the interviewer’s card. You can use this card to send him/her a thank-you note. This is an important step, and keep the card for future reference.

Sample Questions the Interviewer May Ask You • Tell me a little bit about yourself.

• Which subjects interest you the most? Which have been the most difficult for you?

• What are your favorite activities outside of the classroom?

• Have you read anything interesting lately?

• Are you thinking about a specific major or career path? If so, what is it?

• What specific things about this college interest you?

• If you had a million-dollar grant to give away, who would get it, and why?

• What are the “hot issues” at Collegiate right now?

• What do you like best about Collegiate? What would you change?

• Describe the qualities of the best teacher you ever had.

• What are your best qualities? What are your limitations or what would you change?

Sample Topics for Questions You Might Ask the Interviewer • Academics and faculty • The student body • Social life and campus activities • Campus facilities • Community outside the campus • Financial aid and merit aid

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How “They” Make Admission Decisions What are admission officers looking for in a candidate? The application review process varies from college to college.

• Some larger public universities make admission decisions using a computer formula that measures minimum grade, testing and course credit requirements.

• At the majority of private colleges and the more highly selective public institutions, admission officers base their decisions on careful and multiple readings of applications, considering numerous factors beyond the quantitative information provided.

The chart below offers a general sense of how many applications will be reviewed by selective admission offices:

Common Admission Criteria

* Note: At test optional schools, the other components of the chart play larger roles.

Courses and Grades Colleges look first and foremost at your strength of curriculum. When colleges evaluate your transcript, they focus on the rigor of your program of study and the level of your achievement. You should take the strongest program that your academic background suggests you can handle successfully.

• Taking the toughest courses and doing poorly will not serve your best interests. Neither will taking a relatively less demanding program and seeming to put forth little effort to achieve honors results. Colleges are looking for students who are willing and able to accept a challenge.

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Collegiate’s Reputation Admission offices recognize the rigor of Collegiate’s academic program.

Many admission officers have reviewed our students’ applications for years and are quite familiar with the difficulty of our courses and the caliber of our students.

In addition, the College Counseling Office creates a School Profile that we submit with each application.

A copy of our Profile is available on our website or at Mrs. Earle’s desk.

• This document provides admission offices with very specific information about Collegiate and about our academic requirements, course offerings, GPA and testing ranges, AP scores, school policies and colleges at which our alumni are currently enrolled.

• So, even admission offices that may not be as familiar with Collegiate can and do learn a great deal about our rigor from the school profile — and they read it closely.

An admission officer uses the school profile hand-in-hand with the student’s transcript. Thus, you will be evaluated within the context of your achievement in Collegiate’s curriculum, not against the curriculum/ GPA of students at different or less rigorous high schools.

When viewing your GPA, admission officers are more attentive to grade trends. While lower grades in the freshman and sophomore years might weaken an overall average, an upward trend in grades in the junior and senior years will make a strong and positive statement.

• Colleges review all of your work from freshman year on, although grades in the more advanced courses of junior and senior years will be the most important. Colleges do not overlook senior slumps, which can greatly and negatively affect an admission decision.

Testing Standardized tests carry more weight in the selection process at some colleges than at others, but colleges do not typically base an admission decision on scores alone and at no time do they outweigh the importance of courses and grades.

• In many admission situations, higher grades accompanied by lower scores is a more compelling combination than lower grades and higher scores because of what the academic record tells a college about academic accomplishment and motivation.

• In the most highly selective admission situations, the applicant pool is often so large and strong that the great majority of admitted students present strength across the board.

Most colleges will use the best sub-scores drawn from multiple SAT test sittings. They also use the best SAT Subject Test or ACT scores if a student repeats a test. It is important to verify the specific testing requirements of each school. A more in-depth discussion of testing options is included in a separate section of this handbook.

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Extracurricular Activities Colleges want strong students. They also want outstanding musicians, writers, actors, athletes, leaders, photographers, etc., who will contribute meaningfully to the college community. They seek a well-rounded class as much as well-rounded individuals. In fact, many colleges now seek more “angled” applicants to form that well-rounded class.

Talent and commitment in extra-curricular activities are significant factors in competitive admissions, as is demonstrated leadership within those areas — with or without titles of office.

Still, extracurricular involvement is seen as part of the whole when evaluating a student’s application and almost never outweighs the importance of courses, grades and testing. (Exceptions are in cases of “the special talent” — see the following section on Additional “Tip” Factors.)

• Thus, it is not necessary or desirable to boast a list of endless clubs and activities without depth in any particular ones. Choose a few pursuits, pursue them to their fullest extent, and enjoy them.

Recommendations Recommendations from the college counselor and teachers help define a student’s academic accomplishments and potential. The most important element of a recommendation is that the comments demonstrate that the writer truly knows the student and can reflect personal, specific knowledge of character and ability.

• An additional recommendation from sources like a coach, an art teacher or a music instructor can add positively to an application if it adds different insight and if the student has demonstrated both interest and talent in these areas.

• A more detailed treatment of the role of recommendations follows in a later section.

Essays Writing your application essay(s) is your opportunity to make the process more personal. It is really the one area of the application completely under your control and can be a difference-maker.

• We provide you with guidelines and recommendations for writing essays in a later section. We dedicate significant time to the topic in our junior workshop, in our individual meetings with you, and in offering feedback on your drafts. Our English department will work with you on the writing process as well.

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Additional “Tip” Factors • In-state/out-of-state admission status: If you apply to a public institution, state residency most often will give you an admission preference over out-of-state applicants. Out-of-state student enrollment quotas and admission standards vary greatly from institution to institution.

• Legacy & donor status: At many colleges, sons and daughters of alumni are given preferred status in the selection process, but an admission committee still typically must be able to predict a legacy’s success in its academic program in order to offer admission. Sometimes being related to or knowing a major donor or supporter of a college will give you an edge in the selection process — but not always.

• Under-represented students: Recognizing the advantages of multicultural and socio-economic diversity in the collegiate setting, colleges seek a diverse population and under-represented populations are actively recruited. While a college will be looking for evidence of achievement and a prediction of success, under-represented status may be an advantage in the admission process.

• The special talent: A student with exceptional ability in an area and who meets basic academic standards may receive special admission consideration. For example, the winner of an elite piano competition, an all-state running back, a published writer, a commercial-quality photographer or the nationally ranked squash player may all be desirable. If you have a special talent, write about it in your application.

• Demonstrated Interest in the College: An increasingly powerful part of the process, expressing interest plays a pivotal role in admission for many colleges. Student interest is assessed in a variety of ways: campus visits, email contacts, on campus or alumni interviews, attendance at high school visits. For all schools on your list, it is wise to inform the college that you are interested. If a visit to campus is impossible, be sure to get the name of an admission representative and email him or her expressing your interest. Continued contact with the college is important, but be sure not to overwhelm them with your communication.

Looking at the Numbers Selectivity patterns at individual colleges can vary somewhat from year to year with changes in the applicant pools or enrollment targets. Thus, predicting admission or denial of an application is not a precise science.

• Most colleges publish first-year class profiles that provide useful statistics about their applicant and admitted student pools. These profiles often make it possible to get a general sense of where your credentials might fall in a college’s applicant pool.

• Naviance offers more personalized comparison stats, and is a better gauge for GPA since it uses Collegiate data. While middle 50% ranges and other statistics are useful guides, remember that other more subjective factors may also be incorporated into the decision process.

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Standardized Testing You and your college counselor will begin mapping out an individualized testing plan for you in the spring of the sophomore year, and will revisit that plan in the junior and senior years.

The ACT and SAT Most colleges require you to submit either the ACT or the SAT for your application, and regard both tests equally.

• Since most students tend to perform better on one of these tests than the other, our recommendation is for juniors to take their first test based on which preliminary test they performed better (the PSAT or practice ACT) as sophomores. Considering a summer prep course between 10th and 11th Grades is wise.

• ACT Test Date months: September, October, December, February, April, June, July

SAT Test Date months: August, October, November, December, March, May, June

• For a variety of reasons, the fall of your junior year is typically the best time to take your first crack at these tests. We recommend taking the ACT in July, September, October, or December; or, the SAT in August, October, November, or December.

• “Blue-chip” athletes, those with the potential of being highly recruited at the Division I level, may find, in consultation with their coaches, that earlier test dates at the end of sophomore year will serve them better for their first testing sittings.

• There is no harm in juniors taking both the ACT and SAT in the fall, especially if they missed the preliminary tests. We simply want to be conscious of students’ time, energy and wallets.

• If you perform better on the ACT, we recommend that you repeat it in February or April. If you perform better on the SAT, we recommend that you repeat it in March or May. • That approach affords you the ability to save the June date in the spring of junior year for Subject Tests and/or additional ACT, and to preserve the fall dates during senior year for any further desired/needed testing.

Registration: You must register on your own, and online is the best option: www.actstudent.org for the ACT and www.collegeboard.org for the SAT. Our “School Code” or “CEEB Code” is 471845.

• Score Choice: When registering for the SAT, you have the option of selecting “Score Choice,” which allows you to withhold the scores (from an entire test sitting, not the individual subsections) from your official report. There is no harm in doing this, and it may soothe your nerves, but is largely unnecessary — colleges continue to select your top scores from your report, no matter the date taken.

• We recommend registering for the optional Writing section of the ACT, or the optional Essay section of the SAT. Some colleges require this section.

Note: More than 1,000 colleges use “Test Optional” policies for admission, meaning that you do not have to submit test scores with your application.

• Some hold this policy without restrictions, while others have certain GPA requirements or requests for additional written materials.

• For a full listing of these schools and any alternative requirements, see: www.fairtest.org.

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Comparing the ACT and SAT

Timing

SAT www.collegeboard.org

ACT www.actstudent.org

3 hours + 50 min. optional Essay section

2 hours, 55 minutes + 40 min. optional Writing section

No. of Questions 154

215

Sections 4 (5 with optional Essay) 4 (5 with optional Writing) reading, writing & language, Math English, Math, Reading, Science

Test Content Math:

Reading:

Alg. I, alg. II, trig., Math: data analysis

Alg. I & II, geom., trig. data analysis

5 passages: 2 each of Science: social science/history and

Reading: science

1 in U.S. and world literature

Charts and experiments 4 passages: 1 each of prose, social science, humanities, and natural science

Writ./Lang.: Punctuation, sentence English: Punctuation, sentence structure,

structure, words in context, grammar

expression of ideas Penalty

No penalty for incorrect answers

No penalty for incorrect answers

Math Section

Multiple choice and grid-in questions

All multiple choice

Optional Section Essay Writing

Prompt: short passage to analyze Prompt: contemporary issue with 3 different options

Tests: reading, analysis and writing Tests: ideas/analysis,

development/support, organization

and language use/convention Scoring

200-800 per section (reading/writing 1-36 per section, averaged for a composite math) added together for a combined score, highest composite score = 36 score, highest combined score = 1600

The Essay is a separate score, based on 2-8 on each aspect.

The Writing is a separate score, based on 2-12 on each aspect and a 1-36 scaled total.

Score Choice students choose the score from a specific testing date.

Score Choice students choose the score from a specific testing date.

Score Report

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SAT Subject Tests While these one-hour, multiple choice exams are not required by the vast majority of colleges, approximately 20 highly selective institutions require, or recommend them as an evaluative component of the admission process. These schools include MIT, Georgetown, and Duke to most of the Ivies. The number of tests required varies between 2-3.

• Subject Tests are offered in the following areas that best correspond to our curriculum:

Math:

Math II (Math I is an option but does not align as well in our curriculum)

Science:

Biology & Chemistry (& Physics with some additional outside review)

English: Literature History:

U.S. History

Language: French, Latin, & Spanish

• In June, some of our 9th and 10th Graders may want to take one or both of the tests in math and science — we send home specific recommendations each winter, and then ask you to clarify with your classroom teacher.

• When we create and revisit your individual testing plan starting in the sophomore spring, we’ll recommend any specific tests for you to take, and when to take them.

Registration: As with the SAT, you must register on your own for these tests, and online is the best option at www.collegeboard.com.

• Score Choice: We do recommend selecting the “Score Choice” option when registering for the SAT Subject Tests, given that they are used less widely in the admission process and that some students may want to try them early in high school without fear of lower scores.

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Test Prep Test prep courses/tutors can help, but “can” is a relative word.

When you invest the time and energy, and your parents invest the money, you invest in the potential for scores to rise. You may see gains, but sometimes they are more modest than anticipated or preferred.

The concrete benefits of test prep are practice, exposure and discipline.

You must balance those benefits and the potential for increased scores with the considerable expense and effort. If you are placed in test prep and do not “buy in” by doing the assigned work, the results will not be promising. You must be fully on board in order to reap any potential rewards.

Freshmen There is no need for test prep during your first year of high school.

Sophomores We recommend that sophomores consider a prep course over the summer prior to junior year, offering them practice and exposure prior to taking their first ACT or SAT in the fall of junior year. Many families are now finding the options for online courses and tutoring attractive in regards to scheduling, academics and affordability.

Prep Companies/Tutors There are many in the marketplace from which to choose. We encourage families to comparison-shop.

• Free of charge, Khan Academy offers online test prep for the SAT: Khanacademy.org/SAT • Free of charge, ACT Academy offers online test prep for the ACT: academy.act.org • Rev. Prep, national, online: revolutionprep.com • Compass Education Group, national, online: compassprep.com • For more local, in person options, consult with your college counselor

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Financial Aid & Scholarships Financial aid is one of the more unpredictable and complicated facets of college admissions, but it is well worth exploring for families with demonstrated need, as initial sticker prices can be misleading.

Most colleges award financial aid on the basis of demonstrated need (explained below). You can find a reliable financial aid calculator at www.finaid.org, which lets your parents input personal data and figure a rough estimate of the “EFC” (estimated family contribution). Note: Since the economic downturn in 2008, full-paying applicants have seen significant strategic admission advantage in a growing number of colleges, especially in wait-list situations. Families must determine how they will balance their estimated demonstrated need against the potential advantage of being full-pay, before a student indicates the intent to apply for aid on the admission application.

Given recent trends in admissions, the most effective tool in receiving significant financial aid is the development of your college list. The most selective colleges in the nation either award no merit money (e.g. The Ivy League) or minimal merit scholarships, in order to preserve funding for students with need.

If your family does have demonstrated need, but you are not qualified for the most selective schools, you could be “gapped” at a variety of institutions — awarded an aid package that does not meet your need.

To balance these potential pitfalls, you need to work with your college counselor to find appropriate colleges that have the potential to fund you. Many of these colleges may be out-of-state, small, liberal arts institutions. Having an open mind will be critical.

Demonstrated Need • All need-based aid is determined at first, and often completely, by the submission of the Free Application for Federal Student Aid (FAFSA). Some colleges also ask for a form called CSS Profile.

• Available online — www.fafsa.ed.gov and www.cssprofile.collegeboard.org, the two forms request slightly different information but each relies heavily on your “prior prior” year’s tax returns and is sent to a central clearinghouse. From there the results are processed and sent to the colleges you select.

• In addition to submitting those forms, it is best to contact the financial aid office at each college to which you apply, both as sources of specific information and because they may require their own forms in addition to the others. Individual admission office and financial aid office websites offer you an excellent avenue.

• The FAFSA cannot be filed until Oct. 1 of the student’s senior year. However, it should be sent in as soon as possible after that date. The CSS Profile should be registered for as early as October of the senior year. Institutional forms vary in due dates.

A family’s “financial contribution” is determined by formula and projects what a family can pay for higher education in the upcoming year. Need is then determined by subtracting that figure from the total cost of each institution. Consequently, need fluctuates at each institution.

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The Financial Aid Package This generally consists of three parts: 1) Grants 2) Loans 3) Work-Study (campus-based employment) Your aid package added to your family contribution should equal the total cost, which should include tuition, room, board, and special fees (such as books and travel costs).

TAG Grant The Virginia Tuition Assistance Grant (TAG) is awarded to all Virginia residents attending in-state eligible private colleges. Currently, the grant is approximately $3,300 and is available to anyone, regardless of income. This grant can be acquired after the admission process is complete, but it is useful to know about in planning.

Financial Aid Terms Need-blind:

Colleges that agree not to use financial need as a consideration in admission.

Need-aware:

Colleges that hold open the option of considering financial need in admission.

No Loan:

Colleges that meet ALL need with grants and no loans. These tend to be the wealthiest institutions in the nation.

Need Analysis:

The process used to evaluate an applicant’s financial situation and determine how much the family can pay. The most widely required form to determine need is the government’s Free Application for Federal Student Aid (FAFSA).

Expected Family Contribution (EFC):

The amount of family income and assets that are deemed available to help pay for school in a given year.

Demonstrated Need:

The cost of attending an institution, minus the EFC, equals demonstrated need.

Preferential Packaging:

When admitted students are awarded aid packages of differing attractiveness based on their assessed desirability.

Gapping:

A practice in which a school offers needy students some aid, but in an amount less than the difference between the cost of education and the EFC, resulting in unmet need.

Need-based Aid:

Financial aid awarded based upon demonstrated need.

Merit-based Aid:

Financial aid, including scholarships, awarded based on merit (i.e., academic, special talent, citizenship, competition), excluding athletic aid. This form of aid may or may not consider financial need.

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Scholarships Most merit scholarships are completely separate from the need-based financial aid. While “merit” most often signifies academic achievement, it can include music, art, community service, citizenship, leadership, etc.

• Institutional merit aid: awards provided by individual colleges and universities. The great majority of colleges offer merit scholarships in order to encourage interest from students who otherwise might not apply or attend — meaning, students who are “over-qualified” for those institutions.

• At the most selective colleges and universities, merit scholarships are often limited in number and fiercely competitive; some of these most selective institutions do not offer merit scholarships of any kind.

• Third party merit aid: awards provided by non-profits, corporations, and other organizations not associated with a college or university. The scholarship search and application process can require a great deal of legwork, but the potential benefits often outweigh the challenges.

We have some scholarship offerings on file — posted in Naviance — but the most comprehensive and effective scholarship sources are found on the web at free search sites. Generally, the most highly recommended site is www.fastweb.com.

Beware of scams that ask for fees. You should never have to pay for scholarship applications or information.

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The Arts Typically, students with genuine arts talents use one of two avenues (or both) in their college process: 1) Prepare and submit materials as a supplement to enhance their application 2) Prepare and submit materials to a specific degree program or arts school/conservatory Even if you are not intending an arts focus in college, providing supplementary materials (visual, musical or dramatic) in your application is an excellent way to showcase your talent.

• Ask your arts teachers/instructors to assess your talent, how impactful you might be to a particular department in college and if you should pursue contacting that department directly.

For instance, you might not be planning to major in music, but you may consider playing in the band. The band instructor may need your particular instrument/talent and thus may advocate for you in the admission process, depending on your skill and commitment.

• During the spring of your junior year, consult with the members of our Arts Department (and/or your private instructor) to begin the process of developing a portfolio/CD/DVD of your work.

• The process of electronically submitting these materials is a moving target, but in most cases you will upload your materials directly to an admission application website (often SlideRoom), or provide a link to a website that you have created.

• Be attentive to earlier deadlines and additional requirements, from recommendations to resumés.

Your college counselor can help with organization.

If the arts will be a primary focus for you in college, and your plans include applying to distinct degree programs or arts/conservatory schools, many of those selective programs/schools require that applicants audition or present a portfolio for their limited spots. In such cases, the audition/portfolio can often be the deciding factor in the admission process.

• Conduct an honest self-assessment, including: the evaluation of your personal and professional goals; degree of motivation to spend many hours in your chosen art field; ability to handle competition; willingness to adhere to the structure of a visual art or conservatory program; and your level of talent and skill.

• Consult with your arts teachers for information on: your talent level; how to prepare for portfolios and auditions; how to create an arts résumé; and how to take advantage of events like national “portfolio days.”

• In addition, there may be opportunities to seek the advice of college professionals, whether it is through a local portfolio review day or an informal connection at a local institution. Participating in a summer immersion program in your arts area can also be extremely helpful in determining which degree program may be the best for you and can often assist you in creating portfolio or audition pieces.

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General Information on Degree Programs in The Arts: A) Bachelor of Fine Arts (BFA)

The standard undergraduate degree for students seeking a professional education in the visual or performing arts differs from a Bachelor of Arts degree in that the majority of the program consists of a practical studio component, as contrasted with lecture and discussion classes. A typical BFA program consists of two-thirds study in the arts, with one-third in more general liberal arts studies. For a BA in Art, the ratio might be reversed. BFA degrees will often require an area of specialty such as: acting, musical theatre, ceramics, computer animation, creative writing, dance, dramatic writing, drawing, fiber, film production, visual effects, animation, graphic design, illustration, industrial design, visual arts, interior design, metalworking, music, new media, painting, photography, printmaking, sculpture or television production.

B) Bachelor of Music (B.M. or M.Mus.)

The undergraduate degree for study in music, the majority of work consists of prescribed music courses and study in applied music, usually requiring a proficiency performing an instrument. It may be awarded for music performance, music education, composition, music theory, musicology/music history, music technology, music therapy, music business, music entertainment, music production or jazz studies. Recently, some universities have begun offering degrees in Music Composition with Technology, which encompasses traditional theory and musicology coursework, but also adds engineering in a studio and becoming proficient at fullscale studio production.

C) Bachelor of Arts (BA)

An undergraduate degree in the liberal arts, sciences or both, it can focus on art, design, music, or theater in the context of a broad program of general studies.

Resources The Resources section at the end of this handbook contains some helpful guidebooks for students who want to pursue the arts.

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College Athletics The NCAA governs three divisions of college athletics — I, II, and III: • Division I programs often can offer the most scholarship money, but are also the most competitive. Some D1 schools, such as the Ivy League, offer no athletic scholarships. Of the small percentage of college athletes on scholarship, only a fraction receive full awards.

• Division II programs can offer scholarships, but there are fewer member schools.

• Division III programs offer no scholarships and often exist at smaller colleges where academic life is emphasized. While often a bit less competitive than the other two divisions, many D3 programs prove an excellent match for strong student athletes from independent schools like Collegiate.

The best source of information on NCAA Recruiting is the Eligibility Center’s website: www.eligibilitycenter.org.

Recruiting Game Plan If you are hoping to participate in college athletics, you need to sit down with your coach in the spring of your freshman year to discuss your options.

• If you want to play in college, there is a home for you. However, you will need to be open-minded and willing to cast a wide net of potential opportunities. Your coach is the best predictor of your chances and can guide you toward the division most appropriate to your skills. Stay in close contact with your coach during this process, as he or she can act as a guide for you and a liaison to the college coaches.

You and your coach can then consult one of the college counselors about which schools might be the best match for the mesh of your academic and athletic profiles.

Once you select a list of schools and programs that interest you, contact them via two methods: 1) complete the online recruiting questionnaire on the college’s athletic website, and 2) send an email to the college coach. See the “For Athletes” tab on our website for more information.

• In the email, write a simple note of interest. Tell the coach that you are following up on completing the recruiting questionnaire, and offer some information about your athletic and academic profile and accomplishments. Include: your name and contact information; the fact that you attend Collegiate; your GPA; any academic interests; your sport position and stats; and request to receive further information. Be sure to write in a formal, respectful manner. Each spring the athletic department and the college counseling office jointly offer a session on “Communicating with College Coaches.”

• These are crucial steps, and you should not expect your coach to make the initial contact; it is your responsibility! Also, do not assume that college coaches will contact you — even top D1 recruits often have to initiate the contact.

Staying on Top of the Process College coaches may reply to your initial contacts, but do not assume that a reply means that they are actively recruiting you. Most replies are form letters, and often signify little more than that you are in their databases.

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Continue to develop a relationship the college coaches. Over time, the measure of their interest will become more apparent.

• Request available film from your Collegiate coach so you can create a video of skill/play highlights to send (or post on YouTube or your own designed website). Additionally, write an athletic résumé and, if appropriate, ask your coach to consult with the college coaches who show interest in you.

• Your coach will likely recommend summer camps and showcases where college coaches can see you in action. Be thoughtful about which camps, tournaments and showcases to attend.

• Stay in regular contact with the college coaches (send update emails on a frequent basis).

Coaches are limited in how often they can contact you, but you may contact them as often as you like. Be careful not to go overboard, and be sure that it is you making the contacts, not your parents.

College coaches who show a high level of interest in you may invite you for “official” visits to the campus and you may ask for “unofficial” visits.

• Limitations on official visits vary between the three divisions (five for D1), so consult your high school coach or the “Guide for the College-Bound Student-Athlete” on www.ncaa.org for guidance. We strongly recommend that you read that document thoroughly.

• Fit is important, and each athlete needs to do thorough research on each college.

• What will your academic experience be like: level of priority and support, ability to pursue intended major (especially if in engineering or lab sciences/pre-med)?

• What are the college’s graduation rate, retention rate, academic success rates, etc.?

• What will your social/living experience be like—housing; ability to join other clubs/activities/ Greek life, etc.?

• What will your athletic experience be like: schedule in and out of season, facilities, relationship with the coach, the team, the coach’s philosophy/approach, playing time, etc.?

• How do you stack up as a team prospect and in admission: how many freshmen are recruited each year; how many get “slots” or support in admission and how many of those are accepted; where do you fit in the recruited mix?

• Take great care to conduct yourself with appropriate interest and respectful behavior when you are on these visits. Participate fully in any set schedule of events, and always follow up any visit, meeting or contact with a sincere note or email of thanks. Don’t feel the pressure to commit while on campus, but talk with your parents, high school coach and counselor about how to approach offers if and when they come. Bottom line is that college coaches want high character team members who will represent their programs in a positive manner.

Often, college coaches will request that you fax your transcript. Simply request an unofficial copy of your transcript from our office and you can fax it to the coach.

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Admission Impact College coaches often have “pull” with the admission committees, but it is important to understand exactly what this “pull” means. Generally, a coach is permitted to “support” a certain number of applications in order of preference, and the admission committee places that support under consideration.

Where you are on the coach’s list is significant, BUT academic merit is the final deciding factor.

College coaches do not sit on the admission committees. Therefore, no matter what they may tell you or what you may perceive from your conversations with them, there are no guarantees. Most are forthright and honest about how they will support your application, but even a coach with the best intentions does not get to make the final decision. Remember, you are not admitted until you receive a letter of admission or sign a National Letter of Intent.

Eligibility Center In order to be eligible academically to play Division I or II college athletics, you must be certified by the NCAA Eligibility Center. Division III athletes do not have to gain this certification.

• For Division I, “full qualifier” status requires: the successful completion of 16 core-academic courses (our graduation requirements exceed that number); 10 core courses must be completed prior to the 7th semester and 7 of the 10 must be a combination of English, math, and science.

And, according to a sliding scale, the minimum qualification requirements are a 2.3 G.P.A. with combined 900 SAT or ACT equivalent. Please refer to this link to see exact sliding scale numbers: http://fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf • For Division II, it requires: the successful completion of 16 core academic courses and, a minimum 2.2 G.P.A. and a minimum combined 820 SAT or ACT equivalent.

• For both Division I and II, the combined SAT or ACT equivalent does not include the writing section.

During the spring/summer before your senior year, it is essential for you to fill out and submit your Eligibility registration form.

• May is a good target as you will not be permitted to go on “official” NCAA sanctioned visits in the fall until you have registered with the Eligibility Center.

• Registration is available through www.eligibilitycenter.org. Be sure to inform Mrs. Earle and your counselors in the College Office as soon as you complete your registration — we must send your transcript.

• Instruct the College Board or ACT to send your standardized testing scores directly to the Eligibility Center. The necessary four-digit code is 9999.

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The Application Process The summer for rising seniors signifies the time for serious work on applications. By hosting college counseling classes in the spring of junior year, assigning you to complete a draft of the online Common Application (or other application with essay of your choosing) over the summer, and offering our Application JumpStart in August, we give you a leg up on that work.

The First Weeks of Senior Year Seniors will meet with their college counselor individually to review their draft application and get our feedback on it and their essays. And, we will map out the rest of their applications.

• We will hold a Nuts & Bolts of Applying morning program for parents, and college counseling classes for seniors throughout the fall.

• You should use a chart at home (we will give you one or you can make one of your own) to track all of the deadlines and requirements for the applications on your list.

It is not necessary for your list to be finalized by September, but a solid nucleus of schools should have emerged that is both exciting to you and reasonable for admission.

• Some “Early Action” deadlines fall as early as Oct. 15 while “Rolling Decision” schools often give you the chance to apply even earlier than that.

• Most seniors in the early fall will be completing and submitting applications to several schools; proactive planning is key.

The Essay As challenging as it might appear, the essay provides you the forum to shine personally and creatively in your application — an opportunity not found elsewhere in most applications. Although some questions steer you in a specific direction, most allow for tremendous variety in responses. Here is your chance to add personality to your application and it is best to make the most of it!

• We offer considerable guidance on writing these essays, from covering the topic extensively in the Junior Workshop to reviewing individual drafts. Our English Department is also proactive on this front.

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Essay Writing Tips • Be Yourself!

Don’t make the mistake of asking, “What does the admission office want to hear?” This leads to writing that sounds generic and lacks individual personality. Better questions to ask are, “What do I want them to know about me?” and “How can I convey that in a unique manner?”

• Pick a Topic of Genuine Interest.

Admission officers look for real passion from potential applicants, which can only come through in your writing if you choose a subject that elicits emotion on your part. But, the subject can be very simple — there is no need to choose a topic that “sounds” impressive — and it is FAR less significant than what an admission officer learns about you through it. The topic is a vehicle, a lens, and little more.

• Write With Conviction, Depth and Specificity.

Too often students only scratch the surface with their message. Strive to achieve real personal depth using anecdotes to illustrate your points. Choose the most narrow lens — a single moment in time — to allow you to shine through with specific and illustrative examples. English teachers typically advise their students to “show, not tell” in their writing, and the same lesson applies here.

• Avoid Listing Your Accomplishments, and Be Aware of Length Limits.

Remember that you already have given them a great deal of factual information in other portions of your application and thus there is no need to regurgitate your resume. Also, most applications will automatically cut the essay at a pre-determined length, so be sure to leave enough time for editing, if necessary.

• Proofread, Proofread and Proofread!

There is no good excuse for any type of error in an essay of this importance. Errors that could have been corrected with revision often distract completely from otherwise solid material. It is a good idea to let someone else read your essay, both to review for clarity and to catch any mistakes you might otherwise miss.

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Letters of Recommendation Most colleges require at least one recommendation from a school official. At Collegiate, your college counselor will write this recommendation. Most students will also include letters of support from faculty members. If you feel strongly, an additional letter may be sought from current or former employers, faith-based or other civic organization leaders, or even alumni of the particular college.

The two main criteria in a useful letter are that the writer knows you well and can add information otherwise not included to your file.

The Counselor Recommendation We are charged with describing you from a “whole-school” perspective by writing a one-to-two page narrative that highlights your character, passions, talents and accomplishments.

• Like mini research projects, we draw on multiple sources when composing these letters, chiefly: your written responses from questionnaires; our interactions with you; your transcript and your teachers’ comments; and your parents’ input (from the “Parent Questionnaire” and our discussions with them). We write as your advocates, from an honest but supportive perspective.

Teacher Recommendations Many colleges require additional letters from teachers. We will guide you through selecting which teachers to ask, when to ask and how. But, in general, you should plan on seeking one to two recommendations from core academic teachers from your junior year.

• In the late spring of junior year, you will ask one to two teachers from that year to write on your behalf.

• A good teacher recommendation doesn’t need to come from the course in which you received the best grades. Teachers who know you the best in the classroom context, who have seen your best effort and can vouch for your academic abilities and approach, are the ones on which to focus.

• If a certain teacher also knows you through other activities (coaching, student activities, etc.), this can be a bonus, but not necessary. They are responsible for attesting to what you are like in the trenches of their classrooms and we are responsible for addressing the larger picture.

Other Recommendations Adults who know you in a context other than academics (coaches, employers, mentors, etc.) may be able to add to the “picture” being created in your application. But, additional letters are not essential and quality is of far more importance than quantity. Choose (at most) one other person who knows you well and can add points that are not covered previously in your file.

If the recommender is outside of Collegiate, he/she should send the letter directly to the college’s admission office.

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Application Types and Timeframes Regular Decision: Apply by a set deadline, usually between December and February, and receive decisions typically between March and April. Admission comes with no obligation to attend.

Rolling Decision: Typically, applications may be submitted beginning in July and through February (it is better to apply earlier in the cycle rather than later). Decisions are made on a “rolling” basis and replies are sent out generally within four to six weeks of receipt of a completed application. Admission comes with no obligation to attend.

Early Decision: Apply by an earlier deadline, typically in November, and receive the decision in midDecember. Offers of admission are binding, meaning that accepted students are obligated to attend and further applications cannot be made. Consequently, “Early Decision” is designed for use only by students at their first-choice college. Some colleges offer “Early Decision II” with January deadlines.

Early Action: Similar to “Early Decision” except that the decision is not binding. Students may be accepted under “Early Action” and continue applying to other schools. However, there are a few schools that have adopted a “Restrictive Early Action” plan that does not permit early applications to other schools until after a decision has been rendered. Note: some “Early Action” deadlines are as early as Oct. 15.

There is a powerful statistical advantage to applying early at many institutions, even to the point of working to a student’s disadvantage to apply regular in a growing number of pools.

• It is imperative to weigh the options (advantage vs. student readiness—personal and/or academic, top choice, and affordability) with your counselor.

Completing and Submitting Applications Online: Virtually all applications are completed and submitted online via the college’s admission website or the Common Application website.

• Some admission offices target certain students to receive “fast,” “snap” or “priority” applications. In these cases, it is wise to complete and submit that version.

• In most cases, the application consists of four parts:

1) Sections for you to complete and submit

2) A recommendation section for your teachers to complete and submit

3) A section for your counselor to complete and submit, along with your transcript and other “secondary school materials”

4) Your test scores, which you must have sent from the testing agency to your colleges

Generally, all four parts will be submitted separately and electronically, and will be centralized in your application file at the admission office.

We will provide you with directions on how and by when to request recommendations and our materials, but in general you will need to give at least three weeks lead-time in advance of the application deadline. Your application does not need to be complete in order for you to make these requests.

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8 Steps 1) Read and Follow the Directions.

This may sound obvious, but it is remarkable how many people bypass this step. Most of your questions will be answered, and incomplete issues avoided, if you take the time to read the instructions carefully.

2) Send Official Reports of Your Standardized Testing.

Since most colleges require direct reports from the College Board or ACT, Collegiate does not include scores on the transcript. It is your responsibility to have these reports sent to each college to which you apply. Review the policies on reporting these scores on the SAT/ACT websites and pay strict attention to any colleges with “received by” deadlines for scores. Note: some colleges will accept self-reported test scores within the student’s application.

3) Follow the Deadlines — They are Inflexible and Absolute.

Colleges almost never grant exceptions to a student who misses the application deadline; you need to treat the deadlines with the utmost seriousness. Also, remember to click “submit” — don’t be the student who forgets this critical last step. Avoid submitting 24-48 hours prior to a deadline due to slow servers.

4) Give Yourself Plenty of Time.

Too often, students rush to fill out an application only a few days before the due date, and most find that it takes far longer than expected. Rushing at the last minute greatly increases chances for sloppy errors and poorly written essays — both damaging to your case for admission. Take the time to produce your best work.

5) Provide as Much Information as Possible.

This is not a time to be shy or overly modest. Open up and tell them all that you can about yourself.

Include everything that you would like them to know and let them decide how much they will use. Be concise, as you generally cannot (or do not want to) go beyond the space provided for answers, but put down anything that feels important to you.

• If you do not feel as if the application affords you enough space to serve you well, you may (in some instances) submit supplementary materials. Consult with your counselor on how to approach this, but if you do submit extra materials be sure to write your name and date of birth on each piece.

6) Do Not Worry If You Must Leave Some Spaces Blank.

Every year students panic when they reach a section for which they have no information. This is not necessarily a strike against you. Applications are designed to coax as much information from applicants as possible. If a college provides space for music and art accomplishments, for instance, that does not mean they expect all applicants to have skills in these areas.

7) If You are Applying in Hard Copy: Most deadlines are “postmarked by,” but read the application directions to make sure they are not “received by” deadlines. Be sure your name and date of birth are on the payment check, particularly if there is a different last name on the checks, and check with the post office for proper postage.

And, be sure to notify Mrs. Earle that you are applying by hard copy to ensure that we submit your secondary school materials.

8) Check to Confirm the Receipt of Your Application and Other Materials.

Although some schools will send confirmation of receipt to each applicant, it is a good idea to check on the status of an application a few weeks after sending it to the college. You should not expect instantaneous processing — often there is a lag of several weeks. collegiate-va.org/College-Counseling

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Materials from the College Office To each of the colleges to which you apply, we will send: • Your transcript • Our “School Letter of Recommendation” and the “Secondary School Report Form” • Your teacher letters of recommendation (in most cases, teachers submit these independently through Naviance) • Our “School Profile” Remember that sending standardized test scores is your responsibility.

Senior Year “Interim” Grades: You may want to send interim grades at the first and/or third quarter, and we will instruct you on how to do so.

Senior Year Semester Grades: We will automatically send an updated transcript to each college to which you have applied showing your first semester grades from senior year as soon as those grades become available. There is no need to worry about the “Mid-Year Report” forms provided in many applications — our transcript will suffice in almost all cases and we will handle the exceptions internally.

Final Transcript: We send this in June to the college you plan to attend (and, in the case of wait lists, to any institutions to which you decide to remain on the wait list). This means that you absolutely must finish the year on strong academic footing — comparable to your level of achievement when you submitted your application and when you were accepted.

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Resources College Counseling Webpage collegiate-va.org/Page/Programs/Upper-school/College-Counseling • This site, as well as our password-protected PawNet, is filled with information and links to aid in the college search process — from Collegiate-based material to specified search engines and financial aid and scholarship resources.

Naviance Website Link from the College Counseling Webpage • This exciting tool allows you and your parents to access a wealth of customized information, including the ability to compare your academic qualifications with the qualifications of accepted Collegiate students over the years at schools you select.

• It also includes tailor-made search and matching functions, quick biographical data on all colleges and universities with direct links to their individual websites, and the “Do What You Are” survey, which analyzes your personality type and suggests future areas of study and types of schools/careers to pursue.

• We give access to this site to all Upper School families in the spring of the freshman year, and you can find instructions on our college counseling webpage. During your junior and senior years, you’ll use Naviance extensively for our office’s questionnaires and application needs.

Most Frequently Requested Websites • Financial Aid: finaid.org fafsa.ed.gov cssprofile.collegeboard.org • Scholarships: fastweb.com • Testing:

collegeboard.org

act.org • Athletics:

ncaa.org

eligibilitycenter.org

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Recommended Resource Guides • General Guides College Board’s The College Handbook Fiske’s Fiske’s Guide to Colleges Pope’s Colleges That Change Lives Yale Daily News’ The Insider’s Guide to the Colleges Barron’s Profiles of American Colleges Orchard House’s Four-Year College Admissions Data Handbook • Degree Guides College Board’s Index of Majors and Graduate Degrees Orchard House’s College Index of Majors and Sports Handbook • Testing Guides College Board’s Official SAT Study Guide College Board’s Official Study Guide for All SAT Subject Tests • Financing Guides College Board’s The College Cost and Financial Aid Handbook College Board’s Scholarship Handbook • Arts Guides Peterson’s College Guide for Visual Arts Majors (Art, Design, & Media) Peterson’s College Guide for Performing Arts Majors (Dance, Music, and Theater) Tumielewicz’s Directory of Theatre Training Programs: Profiles of College and Conservatory Programs throughout the United States • Athletics Guides Lincoln’s Playing the Game: Inside Athletic Recruiting in the Ivy League Mazzoni’s The Athletic Recruiting and Scholarship Guide NCAA’s Guide for the College Board Student Athlete Peterson’s Sports Scholarships and College Athletic Programs • Learning Disability Guide Kravets’ The K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder • Good Reads Pope’s Looking Beyond The Ivy League Coburn’s Letting Go

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