Lycée College Counseling Handbook for Families

College Counseling Office Handbook for Families

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Table of Contents ❖ An Introduction to College Counseling (p. 3)

Understanding the purpose of College Counseling and the support provided

❖ Overview (pp. 3-6)

General information about expectations and division of responsibilities

❖ University Admissions Glossary (pp. 6-10) Key terms and concepts you will encounter

❖ University Admissions Glossary: Lycée Only (pp. 10-11)

A summary of programming and events offered by College Counseling

❖ A Closer Look — by Country (pp. 11-18)

In-depth guidance and information on specific countries

❖ The US: University Search & Application Components (pp. 18-28) Important elements to consider and keep in mind

❖ The College Counseling Timeline (pp. 28-30) What happens when and how to stay on track

❖ Financing a University Education (pp. 30-35)

Resources and a big-picture look at paying for university

❖ Suggested Reading (pp. 35-36)

Where to find additional information and perspectives

❖ Online Resources (pp. 36-37)

Country-by-country list of additional tools

❖ Meet the Team (pp. 37-38)

Who we are, where we’re from, what we do

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An Introduction to College Counseling

What is college counseling? Why does it exist? What does a college counselor do? These are important questions to answer as you and your student begin the university search and application process. As a part of the wider support structure within the Lycée, the College Counseling Office works to advise and support students and families as they navigate the various university application processes around the world. Our goal, in collaboration with you and your child, is to ensure that every Lycée graduate finds a home at a university that meets their personal and academic needs and fits their individual profile.

Planning begins with our families in Year 9 (Troisième) as parents and their children begin to think about extracurricular activities and summer options. There are many routes to prepare a student for the college search journey, and this work continues in the years ahead. In Year 10 (Seconde), the conversation deepens, and the College Counseling Office introduces the university setting with College Launch, a series of on-campus visits to local universities. Later in Seconde/Y10, students and parents considering university in the United States have a chance to take part in a mock admissions exercise led by university representatives.

By Year 11 (Première), the work in earnest begins: family meetings, individual sessions with students, College Counseling Class (CCC), college fairs, and College Counseling Workshops are scheduled. By the time we meet again at the start of Year 12 (Terminale), university lists are finalized and the applications are submitted.

It’s a robust college planning program that extends over four years, keeping students and families engaged as developmental and academic milestones are achieved.

We have put together this comprehensive guide to serve as a reference for you and to address some of the questions you may have about the process. Every student and family is unique and, as we learn more, we will have a chance to discuss your expectations and aspirations. It’s an exciting time in the life of our students, and we are excited to lead the way as your child prepares for the Bac and life beyond the Lycée.

Overview

Where do we begin? It is important to understand that this is a collaborative process - no one goes to college alone! From the time we begin working together, it is vitally important to understand the various components of this process and who — student, parent/family, College Counseling — is responsible for what.

College Counseling Office ●

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Recommends university destinations that match well with a student’s interests and academic profile.

Sends required school documents to universities.

Works with a student on creating and curating a balanced college list.

Suggests modifications to a college list based on

Student ● ● ● ● ● ● ●

Attends all scheduled meetings with college counselor.

Attends visits by university representatives.

Registers and takes standardized tests.

Takes ownership of the college list, providing updates and changes in consultation with college counselor and parents/family.

Chooses teachers to write letters of recommendation and receives agreements to write letters by the beginning of Terminale/Y12.

Obtains teacher permission, two days in advance, to meet with visiting university representatives.

Writes university admission essays.

Parent/Family ●

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Maintains a healthy and supportive environment for the student throughout the university search and application process.

Encourages the student to be proactive in completing their

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student/family feedback and counselor insights.

Uses Student Questionnaires, other office resources, and information gathered during one-on-one meetings to prepare a recommendation that advocates for the student.

Arranges visits to the Lycée by university representatives.

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Adheres to all College Counseling Office and university deadlines.

Requests official copies of ACT and/or SAT scores from testing agencies and confirms that universities have received scores.

Notifies college counselor about upcoming interviews.

Keeps the College Counseling Office informed about any action taken on university applications (withdrawn, denied, accepted, waitlisted, etc.).

Informs US admissions offices of final decision by May 1.

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tasks and responsibilities related to this process.

Stays engaged with the student’s college counselor and raises appropriate questions.

At the Lycée, students should meet with their college counselor at least twice during Première/Première/Y11 and then as often as they deem necessary in the fall of Terminale/Terminale/Y12. Frequent interaction between the student and their counselor will allow the counselor to get to know the student better and, eventually, advocate on their behalf in an application. If a student has only interacted with their college counselor briefly, it will limit what the college counselor can write in a recommendation letter. It is also important to note that it is the responsibility of the student to proactively make appointments to meet with their college counselor.

The French Baccalauréat at the Lycée

Both diplomas offered at the Lycée — Standard and the Baccalauréat Français International (BFI) — are equally rigorous and allow access to universities in countries around the world.

Standard The Lycée Français de New York follows the academic curriculum established by the French Ministry of National Education, while incorporating aspects of the American educational system. In addition to specialized courses (which include Economics, Geopolitics, Physics, and Biology, among others), all students study English, French, Civic and Moral Education, a third language (German, Italian, Mandarin, Arabic, or Spanish), History and Geography, Physical Education, Sciences, and Philosophy. Students may also choose electives in Latin or Greek (in addition to the three languages studied as part of the regular curriculum) or from among Art, Music, Film, Computer Science, and Theatre. Students prepare for a series of French national qualifying examinations called the Baccalauréat (Bac); administered beginning in the second semester of Première/Y11 and continuing to the end of Terminale/Y12, the exams currently encompass 19 to 23 hours of testing in essay format and two to four oral examinations.

BFI

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The Class of 2024 will be the first to graduate with the BFI diploma. Adapted from the standard French Baccaulauréat, the BFI represents a new bilingual, bicultural version of the world-renowned course of study developed in bilateral partnerships with countries around the world. The BFI American Section followed by our students brings together the two distinct perspectives on education, combining the rigor and breadth of the French national curriculum — anchored in liberal arts, culture, and critical thinking — with the American tradition of inquiry-based experiential learning, initiative, and creativity. Over the two-year program, BFI students follow a core curriculum, including three concentrations (spécialités) and three BFI college-level courses. This academic schedule adds up to 36 to 41 periods of instruction per week, with up to 50% of them taught in English. The BFI requires written and oral communication skills in at least two languages, as well as a self-directed, original research project through the two-year Connaissance du monde (Global Studies Research Seminar). The Connaissance du monde curriculum probes the roots of our social communities, linking the history of ideas and political philosophy to contemporary global issues from cross-cultural American and French perspectives. In parallel, students develop an original research project through a student-initiated partnership with an international institution, scholar, or NGO mentor.

Common Myths, Misperceptions, and Clarifications

Knowledge, as they say, is power — but so is avoiding some common misunderstandings related to the university search and application process.

SAT vs. ACT: Any US university that still requires standardized testing will accept either the SAT or ACT and will not pay attention to which test a student uses to apply. The important thing is to assess which test is better for each student, and we advise that each student take a diagnostic with a test prep provider and make a decision based on their individual profile. Coaching works, and, if a student is disciplined, an improvement in scores is possible.

Summer Programs and Admissions: Choosing to invest in your child’s educational experience by enrolling them in a summer program on a university campus or a boarding school may well enhance their academic growth.

Attending a summer program as a strategy to improve one’s odds for admission to a selective institution, however, does not work. Pursue summer programs and opportunities for the right reasons; explore them because your child wants to get a glimpse of what “college life” is like and because they are truly interested in studying a particular field. Furthermore, having a chance to live in a dorm, eat in the dining hall, and make friends, allows one to experience college life ahead of time, making the eventual transition a little easier.

Math as a Spécialité (Major): The recent Bac reforms take a more liberal approach to the study of math and the Lycée has responded by giving students more choices. With students dropping one of their three Spécialités (majors) at the end of Première/Y11, the curriculum is now designed to provide flexibility for students to carry a fourth year of math regardless of whether it continues to be a spécialité for them. Maths complémentaires (available for students who have pursued Math as a major in Première/Y11) responds to this and will satisfy US universities that require four years of high school math. A student who continues math as a spécialité in Terminale/Y12, meanwhile, may alternatively add Maths Property of Lycée Français de New York College Counseling Office.

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expertes to underscore interest in math. Whatever the choice, we know our students will be well-prepared and qualified as candidates for admission; we do, however, advise students who anticipate studying engineering or business in the UK, Canada, France, or other European countries to continue math as a spécialité in Terminale/Y12.

More is better: Not true! For students, this applies broadly to outside activities as well as to building a college list. In terms of extracurricular activities, the depth and breadth of a student’s commitment matters — not the simple number of activities on a list. In terms of applying to universities, think about a curated list; there is no need to apply to 20 (or more!) universities. A student’s college counselor will help each student refine their list and end up with 8-12 US colleges and a handful of other global programs that represent a good balance of selectivity, location, and potential admissions outcome.

Bulletin(s) vs. Transcript vs. Livret Scolaire: A student’s bulletin is a record of their academic performance (including teacher comments) at the Lycée reflecting the Bac’s 20-point scale. The transcript is also a record of a student’s academic performance, but does not include teacher comments and is on the US A-F grading scale. It is this document, and not the bulletin(s), that is sent as a part of a student’s application to US universities. The Livret Scolaire contains all the grades and end-of-year teacher comments a student receives during Première/Y11 and Terminale/Y12. Its main role is to be a decision-making tool for the jury of the Bac, and this document is not communicated to universities.

University Admissions Glossary

Adapted from the College Board’s College Admission Glossary, NACAC’s Useful College Admission Terms and the Glossary of College Counseling Terms by Lisa Sohmer (former NACAC Board Member)

ACT

A standardized test for admission to universities (primarily, but not exclusively, in the US) with four required sections — English, Math, Reading, and Science — and an optional essay section. Each required section (except the optional essay) is scored 1-36 and students receive a single composite score of 1-36, representing the average of the four individual scores. Learn more about the ACT.

Advanced Placement (AP)

Advanced Placement courses are university-level classes taken in high school that culminate in standardized tests administered each spring. Based on their test scores (1-5 scale, with 5 being the highest), students may qualify for university credit or advanced standing. AP courses are indicated on the student’s transcript, and the BFI integrates the exam performance in calculating overall Bac results (when a student has chosen to incorporate AP courses). Universities that award

advanced standing usually do it on the basis of Bac performance, not AP result, and there is no “double dipping” wherein a student receives credit twice for the Bac and an AP score. Learn more about the AP program.

CEEB Code

A six-digit code assigned to every high school by the College Board that is included on applications and some standardized testing forms. The Lycée’s code is 333760.

Coalition Application

A standard application form accepted by all universities that are members of the Coalition for College. Students may use this application to apply to any of the universities that are members of the Coalition, and some large public universities in the US only accept the Coalition Application. Learn more about the Coalition Application.

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Common Application

A standard application form accepted by all universities that are members of the Common Application association, which currently numbers over 900. Students complete this application once and submit it to any one — or several — of the hundreds of universities (in the US, and increasingly around the world) that accept it.

Learn more about the Common Application.

Deferred Admission

Permission to postpone enrolling from a university that has accepted a student. The postponement is usually for up to one year, and is sometimes used by the student to take a gap year.

Demonstrated Interest

Various ways in which a student shows interest in attending a specific institution. Because universities are concerned about their yield, many pay close attention to an applicant’s level of

Early Action (EA)

An option to submit US applications before the regular deadlines. When a student applies Early Action, admissions decisions from universities are released earlier than usual. Early Action plans are not binding, which means that a student is not required to enroll in a university if accepted.

Some universities have an Early Action option called Early Action II (EAII), which has a later application deadline than their regular EA plan.

Early Decision (ED)

An option to submit an application to a first-choice US university before the regular deadline. When a student applies Early Decision, an admissions decision is released earlier than usual. Early Decision plans are binding, meaning the student agrees to enroll in the university if admitted and offered a financial aid package that meets the student’s needs. Some universities have an Early Decision option called Early Decision II (EDII), which has a later application deadline than their regular ED plan but is still binding. A student is only allowed to submit one Early Decision application. View the Lycée’s policy on Early Decision/Restrictive Early Action at highly selective universities.

Financial Aid

interest. Measures of demonstrated interest vary from institution to institution and include (but are not limited to): signing up for — and opening — university emails, taking a campus tour, contacting the admissions office, attending a university visit at the Lycée, and registering for a special program on campus.

Money awarded or loaned to a student/family to pay for university education. Financial aid can come from federal and state governments, universities, and/or private organizations. Every student who applies for US federal financial aid must complete the Free Application for Federal Student Aid (FAFSA). Private universities will also require submission of the College Board’s CSS PROFILE®.

Gap Year

The year, usually between the final year of high school and first year of university, when a student decides to postpone enrolling at a university.

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Grade Point Average (GPA)

Need-Blind Admission

Holistic Review

Parcoursup

A number reflecting overall academic performance that is computed by assigning a point value to each letter grade earned. Note: the Lycée neither computes nor publishes a GPA for students.

A term that refers to the practice of reviewing a student’s application comprehensively (rather than relying on a single factor like grades or standardized testing). Holistic review takes into account elements such as a student’s strength of high school coursework, academic and extracurricular interests, unique talents, recommendations, and personality. The specifics will vary from institution to institution, but a university may describe their process like this.

International English Language Testing System (IELTS)

The IELTS, sponsored by British Councils, measures the language proficiency of people who want to study or work where English is used as a language of communication. It uses a nine-band scale to clearly identify levels of proficiency, from non-user (band score 1) through to expert (band score 9). An IELTS certificate is recognised as evidence of proficiency in English by more than 10,000 partners (including universities) around the world. Some universities in non-English speaking countries, but where courses are taught in English, require an IELTS score.

Legacy Applicant

A university applicant with a relative (usually a parent, grandparent, or sibling) who graduated from that university. Some universities give preference to legacy applicants (also called “legacies”).

A university policy to extend admission offers regardless of a student/family’s financial status.

Universities that use this policy may or may not offer enough financial aid to meet a student’s full demonstrated need.

The digital platform a student uses to apply to most French public universities (with the exception of concours) and which replaced Admission Post-Bac (APB). The platform provides information on different types of studies, allows applicants to declare their choices, and delivers admissions decisions. Offers made through Parcoursup can be conditional based on French Bac scores. Learn more about Parcoursup.

Preliminary SAT (PSAT)

This standardized test is similar to the SAT (but with scores only used for preparation and guidance) and is offered to students in October of Seconde/Y10 and Première/Y11. One exception is the Première/Y11 PSAT, which is used as a qualifier by the National Merit Scholarship Program to offer scholarships to top performers.

Learn more about the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT).

The PSAT models the SAT, but does not include the student-written essay (a part of the test required by increasingly fewer US universities).

When students receive their scores, the original test booklet is returned along with a score report showing their answers and the correct answers.

The score report also suggests areas where the student needs to improve and offers study tips.

Restricted Early Action (REA)

This US application plan is a hybrid of Early Action and Early Decision. While the decision from the university is non-binding, students who Property of Lycée Français de New York College Counseling Office.

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apply to college under Restricted Early Action may not apply to any other private universities under an Early Action or Early Decision plan (and, more often than not, are prohibited from applying to any other university under a binding admission plan). REA policies vary, so it is important to read them carefully. Some universities will also refer to this plan and policy as Single Choice Early Action. The REA/SCEA plan is used by very few highly selective universities, including (but not limited to) Yale, Harvard, Princeton, and Stanford. View the Lycée’s policy on Early Decision/Restrictive Early Action at highly selective universities.

Rolling Admission

An admissions policy of considering each application as soon as all required information (such as high school transcripts and test scores) has been received, rather than setting an application deadline and reviewing applications in a batch. Universities that use a rolling admission policy usually notify applicants of admission decisions quickly, but this will vary from institution to institution.

SAT

Languages. Some universities use Subject Tests to make admissions decisions, to place students into the appropriate courses, or both. Based on performance on the test(s), a student may fulfill basic general requirements or receive advanced placement in a course. Subject tests have become less popular as an assessment tool in recent years, but several highly selective universities still require them. Many Lycée students take the French with Listening subject test, offered one time per year (in May, as of 2020). Learn more about the SAT Subject Tests.

School Profile

A publicly available document describing (among other items) historical and demographic information about a high school, an explanation of the grading system, standardized testing performance data, an explanation of the high school’s curriculum (including, for the Lycée, the two diploma options), course offerings, recent university matriculations, and other requirements. It is provided to universities, primarily but not exclusively in the US, to help them evaluate a student’s transcript within the proper context. You can see the Lycée’s School Profile here.

A standardized test for admission to universities (primarily, but not exclusively, in the US). It features three main sections — Reading, Writing and Language, and Math — and an optional written essay. The score is broken down into a Evidence-Based Reading and Writing score and a Math score, with score ranges on each section from 200-800 for a total maximum score of 1600.

The essay is scored separately and is only required for admission by a small number of universities.

Learn more about the SAT.

Test of English as a Foreign Language (TOEFL)

SAT Subject Tests

This term refers to a university that does not require standardized testing (such as SAT or ACT) to be submitted as part of a student’s application. A test-optional school is not, by definition, less selective or prestigious than a school that requires standardized testing. An increasing number of colleges and universities are

Hour-long, content-based standardized tests for admission to universities (primarily, but not exclusively, in the US) that allow a student to showcase achievement in specific subject areas: English, History, Math, Science, and/or

The TOEFL is administered by the Educational Testing Service (ETS) and is recommended for all students at the Lycée. An alternative is the International English Language Testing System (IELTS). Learn more about the TOEFL and the IELTS.

Test-Optional School

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embracing test-optional policies and students and families can stay up-to-date by referencing The National Center for Fair and Open Testing.

Transcript

The official record of a student’s coursework at a school or university. A high school transcript is almost always required for university admission

research course offerings, find more information about a particular university, and, eventually, apply to a maximum of five choices. Offers arrive

by March 31 (at the latest) and are conditional on achieving certain Bac scores. Learn more about UCAS.

Undergraduate

A university student who is working toward a bachelor's degree (or, in the case of the US, an associate’s degree).

Waitlist

(and for some financial aid packages), and is sent to universities by College Counseling.

The list of applicants who may be admitted to a university if space becomes available.

Universities wait to hear if all the students they accepted decide to attend. If students don’t enroll and there are empty spots, a university may fill them with students who are on the waitlist. Ability to pay may be a factor in receiving an offer to matriculate from a waitlist. Learn more about waitlists.

Transfer Student

Yield

A student who enrolls in a university after having attended another university (and normally after attaining a certain number of university credits).

The percentage of students offered admission that enroll in a given university. Universities will offer admission to students from the waitlist when their yield is lower than expected.

Universities and Colleges Admissions Service (UCAS)

UCAS is the single portal for all UK university applications. Within UCAS, students may

University Admissions Glossary: Lycée Only Case Studies Evening

Offered in the spring of Seconde/Y10, this program allows students and families to experience first-hand the application review and decision-making process for US universities. The evening will include small group sessions, each hosted by a university admissions representative, that will review several mock applications and ask each group to arrive at a set of admissions decisions. This program will allow all Lycée participants Property of Lycée Français de New York College Counseling Office.

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to develop a greater understanding of the various components and considerations that go into making application decisions — which is, truly, a combination of art and science!

College Launch

This event marks the official start of a student’s university search and application process with College Counseling and features visits to one or more university campuses. The visits take place in the spring of Seconde/Y10 and include a campus tour (and often an information session with admissions). Transportation to the universities and meals are provided by the Lycée.

College Counseling Workshops

This event, held at the Lycée at the end of Première/Y11, is the final piece of College Counseling programming before summer break and Terminale/Y12. It is strongly recommended for all Première/Y11 students, as they will get help with (among many other things) signing up for the Common Application and working on their primary application essay (particularly for US and UK universities).

Fête Française

Every spring, the Lycée invites university representatives from around the world to visit and meet with Première/Y11 students. The format will differ slightly from year to year, but students always have the opportunity to meet with individual representatives, ask questions about the university application process and individual schools, and share information about themselves. The Fête is separate from individual visits by university representatives, which occur during the spring of Première/Y11 and the fall of Terminale/Y12.

College Counseling Class (CCC)

These are a series of mandatory sessions, hosted by College Counseling, that cover important topics related to the university search and application process. CCC will begin in the second semester of Première/Y11 and will continue through the first semester of Terminale/Y12. Topics covered include (but are not limited to): university visits, registering with and using our application software, how to interact with university representatives who visit the Lycée, applying to Canada, and tips on admissions interviews.

A Closer Look — by Country United States

The variety and types of academic institutions and programs uniquely define US higher education. From large public research universities to small private liberal arts colleges, from two-year community colleges to specialized vocational programs, the options available to students are diverse and varied — and number in the thousands.

As a consequence, the US university admissions process is one of the most complex and subjective in the world. Because most US universities use a holistic process (taking into account the student’s grades and standardized test scores, but also community involvement, leadership potential, community service, special talents such as athletics or music, and any number of other qualities that distinguish the student), it is much harder to predict exactly where a student will be admitted. For this reason, most students apply to a number Property of Lycée Français de New York College Counseling Office.

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of universities with a range of selectivity to increase the chance of having several options to choose from when decisions are released.

To apply to a US university, students usually submit an application that includes, at the very least: personal information, a list of activities and interests, a personal essay, standardized test scores (ACT or SAT, unless the university is test-optional), and, occasionally, additional supplemental essays requested by individual universities. The student’s school will also submit, on the student’s behalf: a transcript, school profile, teacher recommendations, and a recommendation from a college counselor.

application system (such as the Coalition Application).

Most US universities accept the Common Application. Students can fill out this application once and submit it to any one — or several — of the hundreds of universities that accept it. Some universities (such as those in the University of California system, for example, or Georgetown) have their own application process or use a different

The deadline for Regular Decision admission is usually January 1 of Terminale/Y12. Students receive a decision by April 1 and must choose by May 1. Many students, however, choose to apply early to U.S. universities; early deadlines are usually around November 1, and students receive a response by around December 15. Most early application decisions (Early Decision) are binding and require students to commit to the university if accepted. Others (Early Action) allow the student to decide on the regular deadline of May 1.

In Focus: Holistic Application Review

In the US admissions process, the student story is told throughout the application and no one section or component is reviewed in a vacuum. The fact that so many factors are taken into consideration is what is broadly defined as a holistic review of the application.

Some universities will look only at numbers (grades via the transcript, standardized test scores) to make admissions decisions; activities and other elements are not a factor in admission. In a holistic review process, however, numbers are important — but so are the choices a student makes about how to spend their free time; their personal experiences and/or background; their personal characteristics; and, last but certainly not least, the case they make for their fit with the university. In a holistic process, Property of Lycée Français de New York College Counseling Office.

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universities review many factors to meet institutional priorities and create a campus filled with diverse young people who will contribute to campus life.

How a student chooses to spend time is a crucial, personal decision. Students at the Lycée are in class from 8 AM to 4 PM, Monday through Friday, leaving them with limited time (relative to their non-Lycée peers) for involvement in other activities they find interesting and engaging. Some schools require sports, other schools (like the Lycée) require community service, but most schools provide students with a myriad of choices to develop important skills, leadership, and critical thinking. In the university application process, students are asked to catalog or describe these activities in a meaningful way so that the university can better understand how they might contribute to their campus and community.

In Focus: The Role of Institutional Priorities and Selectivity

US universities assemble a first-year class based on a variety of factors. A student's academic performance is a key factor, but, as you will learn, so are other aspects. It is vital to remember that universities are expected to meet their own institutional goals in assembling a first-year class. Those goals may include (but are not limited to): recognizing the importance of admitting a certain number of legacy candidates (students whose mothers or fathers graduated from that university); finding exceptional students to meet particular needs in clubs (top debaters, for example); athletics commitments (a goalie for the hockey team, for example); and students with national or international recognition (think Greta Thunberg or Malala Yousafzai). Lastly, it is important to understand that, for most highly selective universities, the number of applications far exceeds the number of available spots in the class. While it may not seem fair or right, the reality of the situation is that a majority of applicants will not be offered admission to either their first or second-choice university.

Lycée Français de New York policy on Early Decision/Restrictive Early Action

Canada

The admissions process in Canada is, relative to the US, quite simple and straightforward and Canadian higher education is, as a general rule, much less expensive than higher education in the United States.

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Academic performance in high school — performance on the bulletins — is the most important factor in admissions decisions, and universities require high school transcripts (meaning bulletins — and most consider grades from Première/Y11 onward), Première/Y11 Bac results, and final Bac results. Canadian universities usually do not require teacher recommendations, standardized test scores, or essays as part of the application process, with a few exceptions (depending on the program and university of interest).

Deadlines vary by university, but the Lycée deadline falls during the first week of December. Decisions arrive from February to April, they are always conditional upon passing the Bac, and often with specific grade requirements.

France

Dans la logique d’harmonisation européenne, la France a décidé de structurer les diplômes de l’enseignement supérieur autour d’une architecture européenne commune qu'on appelle communément « LMD ». LMD est l’acronyme pour Licence-Master-Doctorat. Un système de crédits a ainsi été mis en place : ECTS (European Credit Transfer System). Ce système permet de cumuler des crédits capitalisables: c’est-à-dire qu’ils sont définitivement acquis et transférables en Europe ce qui facilite les passerelles entre filières. Ils favorisent ainsi la mobilité d’un établissement, d’une région, ou d’un pays à l’autre.

L'offre de formation abordable et très diversifiée en France présentant de nombreuses possibilités et choix aux futurs étudiants. Par exemple, les élèves peuvent choisir de commencer par des études courtes ou longues, des études spécialisées dès la première année d'étude post-bac, ou un cursus plutôt généraliste. Ainsi, les étudiants intégreront soit une École (par exemple d'architecture, de business, d'art, de sciences politiques, d'ingénieurs etc.) ou une licence Universitaire.

Ces dernières années, nous avons pu observer une grande volonté de s'internationaliser de la part des institutions post-bac en France par un accroissement assez important de l'offre de programmes dont l'instruction se fait tout ou majoritairement en anglais. Ces programmes ont, au départ, plus largement été développés par les écoles de commerce avec les Bachelors of Business, et Sciences Po Paris avec son Bachelor en sciences politiques et ses doubles diplômes internationaux; cependant, des Bachelors of Science anglophones et développés par des écoles d'ingénieurs ont aussi vu le jour.

La grande majorité des candidatures aux programmes et universités en France se font par le biais d'un système centralisé appelé Parcoursup, un système qui a été renouvelé récemment afin de simplifier le processus de candidatures et inscriptions dans l'enseignement supérieur en France. L'objectif a aussi été de rendre cette procédure plus transparente pour les candidats, en leur indiquant quels sont les pré-requis pour chaque formation et les éléments qui sont pris en compte par les admissions. Le processus de candidature sur Parcoursup ouvre fin janvier pour créer les dossiers et formuler ses vœux et court jusqu'en mai-juin pour la phase d'admission.

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Les résultats académiques sont l'aspect le plus important dans un dossier de candidature pour toute formation en France. Par ailleurs, les éléments principaux et généralement considérés par les admissions de tous les programmes post-bac devant constituer un dossier de candidature dans Parcoursup sont: les bulletins scolaires de Première (Première/Y11), le bulletin du premier semestre de Terminale (Terminale/Y12), les notes reçues aux épreuves anticipées du baccalauréat (en Première), et le projet de formation motivé de l'élève pour chaque formation demandée (équivalent d'une lettre de motivation). Il est parfois possible que l'évaluation du "dossier de candidature" soit complétée par un examen, un entretien de motivation et/ou de culture générale. Les offres sont conditionnelles à l'obtention du baccalauréat.

France: Parcoursup Overview Parcoursup is the French national online platform for higher education admissions. It was implemented in 2018 to simplify and centralize the university application process for students seeking to pursue undergraduate studies in France.

Through Parcoursup, students can apply to multiple undergraduate programs offered by universities, grandes écoles, CPGE (Classes Préparatoires aux Grandes Ecoles), and other higher education institutions in France using a single online application. The application process includes submitting personal information, academic transcripts (Bulletins Première + Terminale), a personal statement (Projet de Formation Motivé), and any additional required documents or information for each program students apply to. Universities and higher education institutions can then review and evaluate the applications they receive through Parcoursup, and make offers of admission to successful candidates.

Overall, Parcoursup streamlines the university application process for students, and provides universities with a standardized and efficient way to evaluate applications from a large pool of candidates.

Step-by-step guide to the Parcoursup application process: 1. Parents attend the Parcoursup Presentation delivered by the College Counseling Office in the fall of their student's Terminale year.

2. Students research programs on the Parcoursup website - Spring of Première year, and Fall/Winter of Terminale year.

3. Create an account (January of Terminale Year): Terminale students must create an account on the Parcoursup website (www.parcoursup.fr) to access the application system. This step is completed during a session organized by the College Counseling Office at the end of January.

4. Fill in personal information (January-February of Terminale Year): Once the account is created, students must fill in personal information such as their name, contact information, and educational background.

5. Select undergraduate programs (January through early March of Terminale Year): Students can search for and select the undergraduate programs they are interested in applying to. They can apply to up to 10 programs.

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6. Write a personal statement (until early April of Terminale Year): Students must write a personal statement (Projet de Formation Motivé) that explains why they want to apply to each program they have selected.

7. In March, the Fiche Avenir, an essential component of the Parcoursup application process, is completed by the Terminale teachers and advisors at the Lycée. Within the Fiche Avenir, each Terminale teacher and advisor provides insightful comments to support their students' applications on the platform. This part of the process is entirely handled by the College Counseling Office and the administration. Students and families are not involved in this part of the process.

8. Submit documents (Early April): Students must submit their academic transcripts (Bulletins of Première + Terminale) and any other required documents for each program they apply to.

9. Confirm application (Early April): After reviewing and submitting their application, students must confirm their application before the deadline.

10. Receive offers (early June): Universities will review the applications (April-May) they receive and make offers of admission to successful candidates. Students will receive offers through the Parcoursup website.

11. Accept or decline offers (June): Once students receive offers of admission, they can choose to accept or decline the offers. If they accept an offer, they must complete the enrollment process with the university and submit their Baccalauréat scores as soon as they are made available.

It's important to note that the Parcoursup application process operates on a specific timeline, and deadlines for each step of the process are strictly enforced. Therefore, it's crucial that students and parents stay informed about the process and adhere to the deadlines and instructions set by the College Counseling Office at the Lycée Français de New York.

United Kingdom

The application process for UK universities is relatively simple and is almost entirely dependent on a student’s academic performance and suitability for a particular course or subject. Unlike the US, where a student is generally applying to a university and not a specific major, the UK application requires a student to apply directly to a specific course or subject.

With few exceptions, applications are submitted through UCAS and a student can choose up to five universities to apply to. The application consists of: biodemographic information, predicted Bac results, an Academic Reference, and a Personal Statement. Both the Academic Reference (which consists of teacher recommendations and comments, and is submitted by the college counselor) and the Personal Statement (which is submitted by the student) make a case for why the student wants to pursue their particular subject, Property of Lycée Français de New York College Counseling Office.

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and the same documents go to all of the student’s university choices.

UK admissions are almost entirely based on a student’s academic qualifications. Some elements might appear similar to the US process — the personal statement or essay, for example — but are, in fact, entirely different and should be prepared separately from each other. The UK personal statement is, in essence, a student’s case for suitability for a particular course/subject — a presentation of the classes, reading(s), outside research, and other experiences that connect a student to their preferred subject. UK admissions representatives advise that 75-80% of the personal statement should address why the student is choosing to study in a particular field, with the remaining 20-25% addressing personal characteristics and other elements they wish to highlight.

Most UK university courses are three-year programs, with Scotland being the exception. For the University of St Andrews, the University of Edinburgh, and other Scottish universities, the undergraduate course lasts four years.

Most UK programs have a deadline of January 15th of Terminale/Terminale/Y12. There is an earlier deadline in mid-October (usually no later than the 15th), however, for Oxford & Cambridge and all medical, dental, and veterinary programs. * Note: each program/course will have specific entry requirements (Bac predictions to achieve, specific subjects, testing, etc.) and it is the student’s responsibility to familiarize themselves with and fully understand the entry requirements for each program/course they are applying to.

In Focus: Conditional and Unconditional Offers

In the UK, admissions offers are either conditional or unconditional. A Lycée student with a conditional offer is required to achieve a certain level of performance on their Bac; most offers will consist of an overall grade (15 out of 20, for example) and grades in specific subjects (14 out of 20 in Physics for an Engineering course, for example). In very rare cases, a Lycée student will be given an unconditional offer. This means the university is satisfied with the subjects and grades that the student has already completed and that their place at the university is guaranteed. Even unconditional offers, however, are contingent upon successful completion of the Bac.

Other Countries and Multinational Programs Les universités et programmes anglophones dans les autres pays que le Royaume-Uni, la France, le Canada, et les États-Unis ainsi que les programmes de double diplômes multinationaux ont reçu de plus en plus d'intérêt ces dernières années.

D'une part, de nombreuses universités européennes offrent des Bachelors anglophones d'excellente qualité, reconnus et dans des domaines populaires tels que le business, les relations internationales, et le droit. Les dossiers de candidature peuvent être déposés en ligne sur le site de l'université en question. D'autre part, les programmes de double diplômes multinationaux post-baccalauréat offrent la perspective d'obtenir les diplômes de deux ou trois pays différents en quatre années d'études. Les dossiers sont déposés en ligne soit sur un site hybride à cet effet ou sur celui d'une des universités partenaires.

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Dans un cas comme dans l'autre, les bulletins scolaires à partir de la Seconde (Y10) sont généralement requis pour le dossier de candidature, ainsi que les notes reçues aux épreuves anticipées du baccalauréat et le score d'un test d'anglais tels que le TOEFL ou l'IELTS. Il est souvent requis d'écrire une lettre de motivation ou un essai et de passer un entretien de motivation et/ou de culture générale. Il est parfois aussi requis de soumettre un score de tests standardisés. Les dates limites de dépôt de candidature varient d'un pays à l'autre et d'un programme à l'autre.

The US: University Search & Application Components * Note: the information contained in this section is most relevant for the United States. While, each year, a large majority of Lycée students choose to study in the United States, we strongly encourage all students/families to familiarize themselves with this section.

University Search

For a student, deciding what you want for the next four years is challenging and, at times, can feel overwhelming. With honest self-evaluation, support from parents/family and College Counseling, and thorough research, however, each student is likely to find a university destination that is right for them. No two students are alike, but there are helpful reminders that can be useful to each student and family.

Remind your student: this is their search. Others will be involved — parents/family, college counselor, friends — but family and friends will not be sitting in those classes once enrolled at university.

Encourage your student to speak at length with those close to them throughout the university search and application process so as not to feel overwhelmed and isolated.

Help your student break down the process into manageable steps. It’s useful to begin with some broad criteria such as:

Geographic location. Does the student want a school in the city, a suburb, a small town, or a rural setting? Is it important for them to go shopping every week and experience a city lifestyle that they may have become Property of Lycée Français de New York College Counseling Office.

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accustomed to? Is it more important that they have a university that is close to recreational areas so that they can mountain bike and hike? Students should think about the kind of place they feel safe, comfortable, and are able to thrive — in and out of the classroom.

Distance from home. How far does a student want to travel from home? An easy car ride? A day trip? A quick plane ride? Do they want the warmth of the South or California? Make sure they bring an open mind to the varied and exciting options here in the US and around the world.

University size. How large a school does the student want? There is a big difference between 1,500 students and 15,000 students. They may be used to a larger high school community and want a university size that is even larger than some towns in New York! They should try to find a range in which they feel comfortable. If they have no idea, begin with a visit to a few schools of various sizes.

Most schools fit in to categories of small (fewer than 2,000), medium (4,000 to 8,000), large (8,000 to 15,000) and extra large (15,000 and up).

Classroom size and learning environment. In some cases, university size may go hand in hand with class size. It’s important to consider how the student learns, and the environment that will make them feel most comfortable. Do they prefer a lecture hall format? Will they want to take small seminars? What chances will they have to work with faculty members or do independent research? How many courses are led by graduate students or teaching assistants?

Areas of study. Universities offer a huge range of programs and majors, and, even if a student is completely undecided about what they want to study, it’s worth thinking about the options that will be available at any particular school. Some schools have more structured curricula, with established majors and requirements, while others let students design their own course of study. While many US universities will offer a broad, liberal-arts foundation, some places will be highly specialized — like MIT or the California College of the Arts, for example. If pre-professional tracks like pre-med or pre-law or other things like study abroad or a co-op program are important to a student, it is important to confirm that a particular university offers these options. Keep in mind that many people in their current profession, especially in the US, didn’t necessarily major in that particular field. Students should find out what people studied in school and how it has related to their careers. You might be surprised with what you learn!

School type and selectivity. It is important for students to consider a range of schools. Start with variations in size and location, and consider the differences between public and private institutions. It’s also vitally important to consider selectivity when building a college list. A student Property of Lycée Français de New York College Counseling Office.

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should not limit themselves to aspirational schools — places where they might fit the profile, but face very low odds of actually being admitted. It is acceptable to focus on two or three of these schools, but the remainder of the search should be a balance between “target” schools (where there is a more-or-less good chance that the student will be admitted) and “likely” schools (where the student has a very strong chance of being admitted). Every student’s range will be different; one person’s “target” school may be another’s “reach” school, for example.

Activities and resources. What are students involved in outside of the classroom and what resources will the university provide? No two universities are alike and each university will be able to offer its own set of opportunities for students. Is it important to have certain clubs or organizations at the university? Are there honors programs students can apply to directly or join once on campus? What about intramural or club sports teams? What classes/subjects can students take, even if they won’t major in them? Remember: there is more to college than academics; the goal is to have a full experience that is memorable both in and out of the classroom.

Housing. Find out what housing options are available for students. Some schools only guarantee housing for the first year, and some will require that all first-year students live on campus. Students should learn about the housing process inside and out — how are roommates assigned? Are there housing options based on specific academic or personal interests (commonly known as “themed housing”)? Does the university assist students with finding off-campus housing?

Financial planning. This is a great time to discuss finances as a family. It is important for a student and family to know university education fees, how much they will be expected to pay, and what financial support is offered by a particular university. Financial aid programs vary widely from school to school, and financing your university costs can be a complicated process. See more resources and information in our section on financial aid.

Application Components

Once a student decides where they might like to apply, it is time to focus on the components of the application itself. Individual requirements will vary from country to country, and even from university to university, but it is helpful to have an understanding of some of the common elements a student will encounter in their application process (and those that will require the most preparation).

Letters of Recommendation

As part of the application, a school counselor is asked to write a recommendation on the student’s behalf. This recommendation (part of the Secondary School Report in the Common Application) is one of the key components of a student’s application and is prepared & submitted by a student’s college counselor. At the Lycée, we will collect important information about each student — favorite classes, outside activities, personal interests — in a wo Student Questionnaires in the second semester of Property of Lycée Français de New York College Counseling Office.

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Première/Première/Y11. We encourage each student to share a short personal summary and list of activities with teachers who will be writing recommendations. A good rule of thumb is for students to select teachers who know them well and teach a class in which they are doing well. In all cases, students should take the time to talk with their recommenders; they should share stories that animate their high school experiences, explain their interests, and highlight the particular reasons for applying to the universities they’ve chosen. The ultimate goal is to allow the teachers to describe a student in ways that will grab a reader’s attention, rather than simply providing a list of attributes and activities.

By May of Première/Première/Y11, students should ask two teachers (in person and privately, and, ideally, in core subjects from Première/Première/Y11) for letters of recommendation. All students, regardless of their countries of interest, will officially submit their two requests for letters of recommendation in Maia.

Application Essay

Most applications require one main essay. Some universities also require supplemental essays or short-answer essays. In a process where university admissions officers are often reading thousands of applications from applicants who have very strong academic performance (as determined by the transcript and standardized test scores), the essay is a place where students can showcase how they think, talk about topics of great interest or importance to them, and reveal more about their personality.

University admissions officers often refer to the essay as the place where a student has the most freedom and control. The open-ended questions provide students with an opportunity to choose what they will share and the way in which that information (normally in under 650 words or less) may become a crucial part of the evaluation for universities that use a holistic admissions process. Through an essay, a student’s ‘voice’ is heard, their writing is assessed, and they become more than just a number. This element is an essential component of a successful application, and it is important to develop systems to help students think about how to write their essays. Providing students with context and understanding the purpose of an essay is essential. Essays help to differentiate one applicant from another and spending time on drafting essays is crucial. At the Lycée, we offer essay writing workshops and our team of college counselors reviews and critiques (but does not rewrite!) essays in support of helping our students to present their best work.

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There are two types of essays: the main essay (or personal statement) and supplemental essays (or questions).

The main essay (usually used for multiple universities) and the questions are open-ended and designed to allow students the freedom to write about topics that are interesting or important to them. Supplemental questions take many forms; some are designed to help the admissions officer understand why a student is interested in a particular school, while other questions are designed to have a student write about something that is important to the ethos of the university (the mission of the school or the institutional priorities they have identified, for example). Still other supplemental questions may be very short and are designed to learn more about the student’s interests, habits, and/or hobbies. The length of essays will vary, but most main essays are 650 words or less and supplemental essays can be as short as 50 characters or as long as 1000 words. If a university has an essay or essays as a part of the application process, the essay(s) will be used in the review process. Some universities have optional essays, and college counselors encourage their students to complete them as a way to demonstrate interest and to provide additional information to the admissions office.

Standardized Testing

All universities measure intellect and ability, albeit in different ways. For decades, standardized tests have provided what was considered normative data when comparing student aptitude. Since the mid-1970s, country-specific tests and standardized tests alike have come under considerable scrutiny as research points to their flaws and biases. In some countries, testing is the sole way to gain admission to university. In the US, standardized tests constitute a part of the holistic review process. Students spend countless hours preparing for these tests, worrying about their performance, and expecting to take them at least twice.

Standardized tests can be an integral part of the admissions process. For some universities, both in the US and around the world, numbers are the sole factor in determining admission – GPA and standardized test scores combined or test scores alone. For a majority of US-based universities, testing is but one factor in the admissions process. Hundreds of universities, however, adopted test-optional or test-flexible policies prior to the Covid-19 pandemic — and the number has continued to increase exponentially since fall 2021. The National Center for Fair and Open Testing is the best resource for the most current list and College Counseling will be happy to review these options with students. Below is a summary of the two primary standardized tests, the SAT and ACT:

SAT

ACT

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Administered by

The College Board

American College Testing

Sections

Evidence-Based Reading and Writing Math Essay (optional)

English Math Reading Science Essay (optional)

Scoring

400-1600 scale 800 max per section, 1600 max overall

1-36 scale 36 max per section, 36 max overall

As of fall 2020, the ACT will allow Section Retesting, whereby students can retake one or more section tests once they have taken the full ACT test (rather than having to take the entire test again). This gives students the option to focus on areas that may need improvement and better master the content they need to succeed. It is likely that the College Board/SAT will follow suit.

There are other tests that help students to demonstrate their proficiency in different areas. SAT Subject Tests are often optional for highly selective universities (though some will still require Subject Tests), but they can help a student to demonstrate mastery of a particular subject (or several subjects). It is a good idea for students to take subject tests in areas where they have taken high-level courses. It is not uncommon, for example, for a Lycée student to take (and eventually submit scores for) French With Listening.

The Advanced Placement (AP) curriculum, developed by the College Board and an option within the BFI at the Lycée, substitutes AP classes for Bac courses in a specific set of subjects. Since high schools have different grading scales and expectations for earning grades, the AP program provides a measure by which to judge student performance based on a standard curriculum. AP courses within the BFI, like both Lycée diploma programs, demonstrate student knowledge in specific areas and a student’s capacity to engage in higher-order thinking to solve complex problems.

Furthermore, the Lycée curriculum, including both diploma programs, is universally reviewed as rigorous and challenging. Performance on AP examinations is included in the overall calculation of the final Bac score for BFI students who choose them as options. Even though they are a standard measure of evaluation for universities, it is important to note that AP classes/exams are not required for university admission and that a student will not be disadvantaged if they do not submit them as part of their application.

English language proficiency tests, most frequently in the form of TOEFL or IELTS, are an additional data point that universities use when evaluating applicants coming from non-English-language educational Property of Lycée Français de New York College Counseling Office.

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systems. Requirements and criteria will differ from university to university, but most will set a minimum score that must be achieved for a student to be eligible for admission. The College Counseling Office recommends that each student take either the TOEFL or IELTS as part of their application preparation, even if they don’t end up submitting a score.

University Admissions Interviews

At various points during this process, a student may have the opportunity to interview at a university. It is important to understand: The purpose of the interview Unless explicitly stated otherwise, an interview will not be a formal part of the application review process.

Many interviews are informational in nature, allowing a student to learn more about the university and vice versa. Even if an interview is informal, it is likely that a summary of the interview itself will be included in the student’s admissions file. In rare cases, the interview may be evaluative.

Who will be conducting the interview Most interviews are conducted either by an admissions representative or an alumna/alumnus of the university. When conducted on campus, a current student (who usually works in the Admissions Office as an intern) will often conduct the interview.

Where the interview will take place Many universities will interview students on campus, especially if the interview is being conducted by an admissions representative or current student. In cases where an alumna/alumnus is conducting the interview, it will usually be off-campus and at a public location — at a coffee shop or cafe, for example.

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What is expected in an interview Regardless of the purpose of the interview — and its bearing on an admissions decision — a student should prepare themselves and take the interview seriously. Whoever is conducting the interview is taking time out of their schedule to meet and get to know the student, and that, above all else, should be respected. The interview won’t be a quiz or test about the university itself, but the student should be prepared to speak about themselves and their general interest in the university.

Summer Programs

As students and parents think about plans for the summer, summer programs offered at universities often come up as one great option. Many students choose to take part in special summer learning programs to: ● explore their interests ● develop new skills ● get hands-on experience that a classroom doesn't offer ● meet other students with similar interests ● get a taste of college life ● try out university-level classes ● earn college credit, if available Taking part in a summer program shows universities that a student is committed to learning. Summer programs are available in just about every area of study, from the arts and sciences to languages and athletics. They may be offered at universities, museums, performing arts centers, and recreation centers. Offers include residential programs, where students live in housing with other students, as well as non-residential classes (strictly an academic experience, without the housing component). Examples of summer programs for high school students include*: Property of Lycée Français de New York College Counseling Office.

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A five-day creative-writing program on a university campus A weeklong program in 3-D game design at a computer camp A three-week language-immersion class at a school in another country A six-week program on a university campus with university-level courses in subjects such as engineering, psychology, and environmental studies * Programs are given as illustrative examples and do not constitute an official endorsement by the Lycée or College Counseling Office. ● ● ● ●

As a best practice, students should start looking into summer programs during the winter before they want to attend, as many programs have March deadlines and a limited number of available places. Furthermore, many programs ask for application materials that require advanced planning. To begin, students should: ● decide what the goal is — credit for college, developing new skills, meeting students who share similar interests, etc. ● ask a college counselor for suggestions. ● research summer programs online. ● look into summer programs at nearby universities or other universities of interest. ● find out the application requirements for the programs. Some programs require high school transcripts, standardized test scores, and/or samples of creative work. ● consider all options. If the goal is to gain experience and learn new skills, remember that interning or holding a summer job can be just as valuable as taking part in a summer program.

Click here for a list of summer programs.

Gap Year

What is a Gap Year?

A gap year is, broadly speaking, time off between life stages. An increasingly popular option, it provides time for traveling, volunteering, learning a new language, and/or experiencing any number of other activities for personal growth. Typically, students take a gap year after graduating from high school and before attending university.

Why Take a Gap Year?

While there are many compelling reasons to take a gap year, one of the most common is the opportunity for students to explore their interests and develop a purpose for their future.

Whether they spend the year traveling, volunteering, working (or a combination of the three), students who have completed a gap year are often revitalized for their return to the academic world the following year. According to David Hawkins, director of public policy and research at the National Association for College Admission Counseling (NACAC), taking a gap year could actually help students succeed in college, since participants may be more focused, mature, and motivated for their Property of Lycée Français de New York College Counseling Office.

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undergraduate experience. Many students also find that their gap year allows them to help others. For students choosing to spend the year volunteering abroad, some of the benefits include: ● developing cultural understanding between the student and inhabitants of the host country. ● making a real difference in the lives of people in a developing country. ● making a positive impact on the environment.

Gap Year Options There are relatively few rules when it comes to taking a gap year, so the possibilities are truly endless.

Luckily, there are organizations that specialize in helping students organize their adventures. Some companies/organizations assist with everything: finding a host family, setting up the volunteer project, taking care of meals, and travel insurance. During their gap year, students may choose to focus on: ● Animals ● Archaeology ● Business ● Conservation ● Education ● Healthcare ● Human Rights ● Journalism ● Sports Things to Consider As exciting as a year off before university may sound, there are several important issues to consider before embarking on a gap year. ● The freedom and independence of a self-designed program may appeal to some, but turning to one of the experienced providers can help alleviate logistical and safety concerns. ● Students who apply for university during their final year of high school can request to defer enrollment for a year, so they'll already have their place secured and can easily start classes upon completing the gap year. ● Students who weren't happy with the results of their university applications might choose to take a gap year to improve their test scores, develop a skill, or reassess their list of target schools. ● While the gap year concept has only recently gained momentum in the United States, some universities, including Princeton University and the University of North Carolina, Chapel Hill, offer fellowship programs for incoming students to defer their start date and experience new opportunities abroad. ● Taking this time for the student to learn more about themselves and the world can help them grow and prepare them to take on future challenges. Going into the year with personal goals can help a student stay focused and work toward success, both during the gap year and upon their return.

Click here to explore a variety of amazing Gap Year opportunities.

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The College Counseling Timeline Troisième/Y9 and Seconde/Y10 — Explore

★ All Year, 3ème/Y9 and 2de/Y10 ○ Students: concentrate on school work ○ Students: build extracurricular profile ○ Both: start to consider the university preferences (size, majors, campus, country, etc.) ○ Students: read! ★ November, 3ème/Y9-2de/Y10 ○ Parents/families: attend College Counseling’s Y9/Y10 Parent Breakfast ★ Throughout 2de/Y10 ○ Both: plan visits to one or two universities (including tours and information sessions) ★ October, 2de/Y10 ○ Students: take the 2de/Y10 PSAT at the Lycée ★ March, 2de/Y10 ○ Students: participate in College Counseling’s College Launch ★ May, 2de/Y10 ○ Both: attend College Counseling’s Case Studies Evening ★ Summer between 2de/Y10 and Première/Y11 ○ Students: explore/find a summer activity that relates to academic/personal interests ○ Students: consider summer programs ○ Students: continue reading

Première/Y11 — Engage

★ October ○ Parents/families: attend College Counseling’s Première/Y11 Parent Evening ○ Students: take the Première/Y11 PSAT at the Lycée ○ Students: registration opens for the spring SAT (March, April) or ACT (April, June); register early to assure assignment at a local school testing site. ○ Students: request information from universities online and/or sign up for mailing lists ○ Both: attend university receptions and information sessions in Manhattan ★ December ○ Students: attend College Counseling’s Lycée Alumni Panel ★ January/February/March ○ Parents/families: attend first family meeting with college counselor ○ Students: start building university list ○ Students: prepare for standardized testing (SAT/ACT) ○ Students: arrange to take English proficiency exams (TOEFL/IELTS) ○ Both: plan university visits (especially during February and April breaks) ○ Students: attend mandatory College Counseling Class (CCC) ★ March-June ○ Students: take the SAT for the first time ○ Students: schedule individual meetings with college counselor ★ April

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○ ○ ○ ○ ★ May ○ ○ ★ June ○

Students: attend the Fête Française Students: confirm job, internship, or meaningful summer activity Both: consider attending NACAC National Fair in NYC Students: request recommendation letters from two Première/Y11 teachers Students: take AP exam(s) Students: follow up with teachers regarding recommendation letters Students: attend College Counseling’s Workshops

★ July ○ Students: begin writing application essays ★ August ○ Students: start the Common Application

Terminale/Y12 — Decide

★ September ○ Students: return to school with preliminary university list, first draft of application essay, and Common Application started ○ Students: make appointments with college counselor ○ Parents/families: attend College Counseling’s Terminale/Y12 Parent Evening ○ Students: attend university visits at Lycée and conduct on-campus visits ○ Students: attend UK Personal Statement Workshop led by UK admissions representatives ○ Students: attend College Counseling’s Writing Workshop ○ Students: provide UK application materials to College Counseling Office for Oxford/Cambridge/Medical/Dental/Veterinary programs (approx. 2 weeks prior to UCAS deadline) ○ Both: attend university fairs ★ October ○ Students: begin applying to French programs (until April) ○ Students: practice interview skills ○ Students: continue to attend mandatory College Counseling Class (CCC) ○ Students: attend Common Application workshops ○ Students: finalize Early Decision school (for US) and any early UK schools/courses ○ Students: complete applications to Oxford/Cambridge/Medical/Dental/Veterinary programs (by UCAS deadline) ○ Both: complete the FAFSA (if applying for US financial aid) ★ November ○ Students: attend College Counseling Office walk-in days to finalize applications ○ Students: apply to US Early Action or Early Decision ○ Students: apply to University of California by November 30 ○ Students: provide remaining UK application materials to College Counseling Office by November 30 ★ December ○ Students: finalize university list ○ Students: provide all Canada application materials to College Counseling Office ○ Students: attend College Counseling’s Lycée Alumni Panel

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○ Students: complete all applications to US and UK schools before holiday break ★ January ○ Students: pay attention to US Regular Decision deadlines (often January 1st) ○ Students: begin to apply to French universities on Parcoursup (until April) ★ February ○ Students: review UK admissions offers (until March 31) ★ April ○ Students: review US acceptance letters and financial aid awards ★ May ○ Students: make US/UK university decision (by May 1) ○ Students: receive France university decisions on Parcoursup (until May 15)

Financing a University Education

*Note: much of this information will be most relevant to US citizens and permanent residents.

The cost of higher education, and a family’s ability to cover these costs, is a daunting concept for those both in the US and abroad. The average cost to attend a public university in the US exceeds $50,000 for four years’ tuition (excluding room and board). Attending a private university in the US can mean spending more than $300,000 by the end of four years. Many families struggle to understand why higher education — particularly in the US — is so expensive, especially as they realize that they simply cannot afford to make that option a reality for their children.

Financial aid exists to help families make higher education affordable in both the public and private sectors.

Scholarships for students/families who demonstrate need are more widely available at institutions with significant endowments; effectively, these funds enable an institution to offer grants without having to rely on their operating budgets (or tuition) to support financial aid. This incredibly select set of universities (fewer than 50 in total) are able to use grants to limit the need for students/families to take on debt in order to finance university studies. For universities without significant endowments, their financial aid packages include a combination of grants/scholarships, student loans, and jobs on campus or work-study.

Some US universities offer merit-based aid, meaning that a family’s financial situation (or Expected Family Contribution) has not been considered (or is not the primary consideration) when awarding funds. These scholarships make institutions more affordable for families and represent an important marketing strategy for many universities. This is in contrast to need-based aid, where a family’s financial situation is the primary driver of a financial aid package. International students/families should pay close attention to individual university financial aid policies, as not all universities distribute financial aid — need-based, merit-based, or otherwise — to non-domestic students/families.

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As our families know, some countries (France and most European countries) provide a university education for their citizens at little to no cost; others (such as Canada) subsidize educational costs to make them lower (relative to the US). By contrast, in certain cases the ability to pay can be considered in the US admissions process. Universities will be referred to as either need-aware — meaning that the ability to pay can be a factor in the admissions decision — or need-blind — meaning the admissions decision will not take into consideration a student/family’s ability to pay. In some cases, a university will be need-blind for domestic students and need-aware for international students. In all cases, students/families who receive a financial aid package should review the information carefully; each university will distribute aid differently, but it is the student/family’s responsibility to understand their aid package before making a final decision. In some cases, there may be a gap between what is offered and the true Cost of Attendance (COA), and so students/families should be fully aware of what costs they will be expected to cover.

In the United States, the evaluation process for financial aid eligibility is based upon the Free Application for Federal Student Aid (FAFSA) and the CSS PROFILE®. For international students, the process and documents required will vary from institution to institution. Students/families who seek financial assistance should consider a wide range of options, as they may end up receiving funding from institutions they knew little about when they first began their search. The links above and list of terms below will help familiarize you with concepts you may encounter during the financial aid portion of the university search and application process.

CSS PROFILE®

The College Scholarship Service (CSS) Financial Aid PROFILE® is the financial aid application service of the College Board. The service assists with the administration of student financial aid programs. Universities and scholarship programs use the information collected on the PROFILE® to determine eligibility for non-federal student aid funds. You can access the form here.

Cost of Attendance (COA)

The total amount of tuition, fees, living expenses, and other costs to attend a university. Universities in the US are required to publish both their tuition costs and their overall Cost of Attendance.

(Demonstrated) Financial Need

The difference between your Expected Family Contribution (EFC) and the total cost of attendance for a particular university.

Endowment

A term that refers to money (or other financial assets) that are donated to universities and are meant to be invested to grow the principal amount and provide additional income for future investing and expenditures (such as grants and scholarships).

Expected Family Contribution (EFC)

Based on the information provided on financial aid forms, this is the amount the student/family are expected to contribute toward the cost of attendance.

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Free Application for Federal Student Aid (FAFSA)

The form used to determine eligibility for federal and state aid programs, including grants, loans, and work-study. Students complete, submit, and track their application here (the easiest way to complete the form; student data is checked before it is transmitted to the processing center to reduce the chances of errors). Within a month after submitting the FAFSA, a student receives their Student Aid Report (SAR). On the SAR is the Expected Family Contribution (EFC) — a preliminary estimate of the amount the student/family can contribute to university costs.

Related Topics Fill out the FAFSA Basic FAFSA Info Dependency Status for FAFSA Purposes How Aid is Calculated @FAFSA Twitter feed

Federal Pell Grant Program

The Federal Pell Grant Program provides need-based grants to low-income undergraduate students to promote access to higher education. Students may use their grants at any one of approximately 5,400 participating institutions. Grant amounts are dependent on: the student’s Expected Family Contribution; the cost of attendance; the student’s enrollment status; and whether the student attends for a full academic year or less.

Federal Perkins Loan

A Federal Perkins Loan is a low-interest loan for students with financial need.

The university is the lender, the loan is made with government funds, and the university contributes a share. Students repay the university for the loan.

Federal Student Aid (FSA)

A blanket term for grants, scholarships, loans, work-study, and other forms of financial aid that are distributed by the US Department of Education.

Related Topics Types of Financial Aid Who Can Get Federal Student Aid Pell Lifetime Eligibility Used Finding and Applying for Scholarships Avoiding Financial Scams Federal Student Aid YouTube channel Federal Student Aid Facebook page

Federal Subsidized Stafford Loan Property of Lycée Français de New York College Counseling Office.

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A Federal Stafford Loan is a low-interest loan made to students by a lender. The loan is interest-free while the student attends university. The student does not have to repay the loan while in school and has ten years to repay it following graduation or withdrawal from university. A student must reapply for the Stafford Loan every year.

Grants

This is a blanket term for financial aid distributed where the student/family does not repay the money received from the grant. Both the federal government and individual universities offer grants, and the amount of a grant can vary from year to year depending on the amount of appropriated funds. Grants may be need-based, merit-based, or a combination of the two.

Loans

Federal and state loans enable students to borrow funds to meet educational costs. The loans are low-interest and repayment occurs after graduation. Some universities also offer loans with similar terms.

Related Topics Loan Interest Rates and Fees Loan Repayment Income-Based Repayment Pay As You Earn Loan Forgiveness in General Public Service Loan Forgiveness (PSLF) Program Loan Forgiveness for Teachers

Merit Aid

Many universities offer scholarships based on the talents of the student, primarily (but not exclusively ) academic ability and other special characteristics. Merit scholarships are limited to only those students who distinguish themselves from the majority of applicants and can occasionally be offered to non-US-citizens.

Need-based Aid

Need-based financial aid is money awarded to students who demonstrate financial need. For need-based aid, you must submit the FAFSA (and many schools also require the CSS PROFILE®). The financial aid package is usually a combination of grants, loans, and work-study.

PLUS Loan

The PLUS loan is for families that do not demonstrate financial need (based on FAFSA calculations). The Federal Parent PLUS Loan for Undergraduate Students enables parents and family members with good credit histories to borrow the education expenses of dependent undergraduate students enrolled at least half-time Property of Lycée Français de New York College Counseling Office.

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in university. Families can borrow up to the total cost of attendance. Families do not have to demonstrate need, only credit worthiness, and the interest rate is low and capped to never exceed 9%.

Scholarships

Scholarships represent money that does not have to be paid back and are usually offered to students who demonstrate high academic achievement or have a special talent.

Related Topics FastWEB Finaid New York University (NYU): Financial Aid Explained (video) Scholarships.com Raise.me

Student Aid Report (SAR)

A form that is part of the financial aid process, the SAR confirms figures listed on the FAFSA. It provides the Expected Family Contribution (EFC).

Unsubsidized Stafford Loans

These loans are for students who do not demonstrate financial need as calculated by the FAFSA. The terms are similar to the Federal Stafford Loan, but interest begins accumulating while the student attends university and repayment begins upon graduation or withdrawal from university.

Work-study

Work-study is a way to assist with university expenses. The university employs the student and provides an opportunity for the student to earn money to offset the costs of their university studies.

France Admissions

Suggested Reading

Collection Onisep, “Parcours” - a series of books that explores careers in over 30 professional sectors Après le Bac Les métiers de...

Collection Studyrama Le Guide des Métiers du Tourisme et de l’Hôtellerie-Restauration Collection L’Etudiant ● Pour Quel Métier Êtes-Vous Fait? ● Bien Choisir Son École d’Ingénieurs ● Bien Choisir Son BTS ou Son DUT

UK Admissions ●

The UCAS Guide to Getting Into University and College: Everything You Need to Know About the Entire Research and Application Process

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●

HEAP 2020 (50th Edition University Degree Course Offers): the essential guide to winning your place at university by Brian Heap

US: Admissions/Applications ●

Where You Go is Not Who You’ll Be: An Antidote to the College Admissions Mania by Frank Bruni

● New York Times, “After a College Applicant Hits Send,” October 22, 2019 ● ●

The Gatekeepers: Inside the Admissions Process of a Premier College by Jacques Steinberg College Admission: From Application to Acceptance, Step by Step by by Robin Mamlet and Christine VanDeVelde

US: Financial Aid/Scholarships

The Financial Aid Handbook, Revised Edition: Getting the Education You Want for the Price You Can Afford by Carol Stack and Ruth Vedvik

US: Other Topics ● ● ● ● ● ● ●

I’m Going to College – Not You! : Surviving the College Search with Your Child by Jennifer Delahunty The College Admissions Mystique by Bill Mayher You Can Do Anything: The Surprising Power of a “Useless” Liberal Arts Education by George Anders How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success by Julie Lythcott-Haims Raising Cain: Protecting the Emotional Life of Boys by Michael Thompson and Dan Kindlon Quiet: The Power of Introverts in a World That Can’t Stop Talking by Susan Cain The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed by Jessica Lahey

US: Search ● ● ● ● ● ●

● ● ●

Big Future (by College Board) Fiske Guide to Colleges 2020 Peterson’s Guide to Colleges The Princeton Review Colleges That Change Lives by Loren Pope The Hidden Ivies: 63 of America’s Top Liberal Arts Colleges and Universities by Howard and Matthew Greene College Match: A Blueprint to Choosing the Best School for You by Steven Antonoff The International Family Guide to U.S. University Admissions by Jennifer Ann Aquino College for Students with Disabilities: We Do Belong by Pavan John Antony and Stephen M. Shore

Canada ● ●

Online Resources

Ontario: One Portal Research Canadian universities

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France ● ● ●

UK

● ● ● ●

Parcoursup Studyrama L’Étudiant

UCAS Times Higher Education The Complete University Guide: Course Finder King’s College London international qualifications page

US: Applications ● ●

The Common Application The Coalition Application

US: Financial Aid ● ● ● ● ●

Expected Family Contribution (EFC) Calculator FAFSA Creating a FAFSA ID CSS Profile Calculators for college costs and payments

US: Scholarships ● ● ●

National Scholarship Search (via College Board) Scholarships.com FastWEB

US: Standardized Testing ● ● ● ● ●

ACT SAT Free online test prep (Khan Academy) TOEFL IELTS

US: University Search ● ● ● ● ● ● ● ●

College Board’s Big Future Niche CollegeXpress Colleges that Change Lives The State University of New York (SUNY) The City University of New York (CUNY) National Association for College Admissions Counseling (NACAC) National Collegiate Athletics Association (NCAA)

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Meet the Team Gail Berson, Director of College Counseling

Gail has more than 40 years of experience in university admissions, student financial services, and counseling. A magna cum laude graduate of Bowdoin College (ME), she earned her master’s degree at Emerson College (MA). She served as Vice President for Enrollment/Dean of Admission and Financial Aid at Mount Holyoke and Wheaton Colleges (MA), as Director of Admission at Mills College (CA), interim college counselor at Rocky Hill School (RI), and has consulted broadly at a variety of universities and independent schools. Ms. Berson, who has been a frequent speaker on university admissions at secondary schools across the US and abroad, is a former trustee of the College Board and currently volunteers for the World Leading Schools Association (WLSA) where she presented sessions at summer programs in Shanghai, on Jeju Island, and in Seoul and Prague.

She is a member of and presents annually on the Bac at international school meetings, including those hosted by the International Association for College Admission Counseling (IACAC) and at the Council on International Schools (CIS) Forum on International Admission and Guidance. She served as a past president of the Bowdoin College Alumni Council and continues in leadership roles for her class reunions.

Anne Chojnacki-Joseph, Associate Director of College Counseling

Anne comes from the Poitou-Charentes region in France and earned her master’s degree in Foreign Languages and International Business at the Université de Poitiers. She arrived in New York in 2004, joined the Lycée team in 2006, and transitioned into the College Counseling Office in 2007, where she currently works primarily with students applying to France and other countries in the EU, Canada, and dual-degree programs around the world.

Winston Miller, Associate Director of College Counseling

Winston joined the Lycée in August 2019 after working at the Brebeuf Jesuit Preparatory School in Indianapolis (IN). Born and raised in Manhattan, he attended St. Bernard’s School before attending boarding school at Pomfret (CT). Winston graduated from Connecticut College with a major in International Relations and holds an M.Ed. from Lesley University (MA). After four years as a 6th, 7th, and 8th grade English teacher, Winston worked for his alma mater, Connecticut College, as an Assistant Director of Admission, before continuing in admissions at The Williston Northampton School (MA). Winston transitioned to college counseling at Williston in 2011 and has loved it ever since.

Mikael Perreau, Associate Director of College Counseling

Born in France and raised in a Franco-American household, Mikael joined the Lycée in 2019. He previously served as Senior Assistant Director of Admissions at New York University, in both London and New York, and managed the admissions processes for NYU Abu Dhabi, the Meyers College of Nursing, and the Silver School of Social Work. Mikael has worked at the American University of Paris and Intrax Cultural Exchange in Paris, and began his career in international education with a non-profit high school student exchange organization in San Francisco, CA. He is a graduate of UCLA with a Bachelors in Political Science and, during his year abroad, earned a Diplôme du Programme International from Sciences Po Paris. He is a multi-time presenter at both the International Association for College Admission Counseling (IACAC) Summer Conference and the Council of International Schools (CIS) Forum on International Admission and Guidance and has served as a Faculty Member at the NYU Summer Institute for International Counselors in both New York and Abu Dhabi.

Will Simpson, Administrative Assistant for College Counseling

Raised the son of teachers on the campus of St. George’s School (Newport, RI), Will started at the Lycée in Fall 2022. After graduating with a B.A. in French from Middlebury College in 2019, Will conducted a grant-funded centennial research project on the Lafayette Escadrille, a famed WWI fighter squadron, before completing a post-graduate year in Chartres, France, with the TAPIF teaching program. He then moved to New York to continue exploring his interest in French history and culture at the NYU Institute of French Studies M.A. program. Will comes to the Lycée from the NYC-based French Institute Alliance Française (FIAF), where he maintained social media accounts for their Marketing & Communications department. As of fall 2023, Will has taken on a role as Early High School Counselor and will oversee a multi-year curriculum for 3ème/Y9 and 2de/Y10 students in preparation for their individual work with College Counseling.

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