FALL 2019 COLLEGE PLANNING ISSUE

COLLEGE PLANNING MAGAZINE

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COLLEGE PLANNING AND SUCCESS WITH LEARNING DIFFERENCES 22

Build & boost your career path – early and often 20

Watch for changes at application time

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THE 4 INGREDIENTS OF A GREAT COMMON APP ESSAY

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CHANGES TO AP, DUAL ENROLLMENT, AND COLLEGE CREDIT

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PREPARING FOR COLLEGE WHEN YOU HAVE A LEARNING DISABILITY

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CONTENTS / FALL 2019

Featured Articles >>> SUCCESS IN COLLEGE WITH LEARNING DIFFERENCES - By Kate Alexander

22

Three experts provide key tips to make the college-experience successful.

BUILD AND BOOST YOUR CAREER PATH - By Jim Paterson

20

IN

For many grads one lesson on what they could do differently in college is spending more time exploring careers and developing a clear pathway for a chosen vocation.

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28 College Calendar 31 Ad Index COVER STORY Gina Gerrato-Greenhaus, founded Greenhaus College Consulting Hayley Gripp, an author, actress, and disability rights activist Dr. Gail Gibson Sheffield, Vice President of Academic Affairs at Landmark College

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Magazine • Fall 2019 • www.nextstepu.com

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CONTENTS

Inside the Mag >>>

COLLEGE PLANNING

10 Changes at 10

application time: - By Jim Paterson

12 Four ingredients of

Applying to college can be ex tremely nerve wr acking for families of s tudents with learning disabilities.

There are a few s tr ategies that can help.

a great common app essay - By Ross Rosenfeld

14 Changes to AP, Dual

Enrollment, and college credit in high school - By Jim Paterson

16 16 Preparing for college when you have a learning disability

GINA-GERRATOGREENHAUS

- By Gina Gerrato-Greenhaus

CAREER 18 Job report update for

LIFE 22 Success in college with 22

- By Amelia Mezrahi

- By Kate Alexander

class of 2019

MONEY – PAY FOR COLLEGE 26 Financial tips 26

learning differences

for college

20 Build and boost your 20 career path – early

25 LIFE HACKS For School:

- By Jim Paterson

consider in college - By Amelia Mezrahi

and often

8 Extracurricular activities to

- By Amelia Mezrahi

27 Pay for college –

College Finance Terms

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Magazine • Fall 2019 • www.nextstepu.com

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PUBLISHER’S NOTE

W

elcome to the 2019-2020 school year and our latest issue of NextStepU magazine!

This past year, there was a lot of coverage around the college admissions scandals, involving several schools, testing professionals, athletic recruitment programs, and parents. This brought a greater focus to discussions on making the overall process fairer for every student who seeks to attend college and the value of an education. Scandal or not, the goods news and reality is that many participants in the industry have been actively debating and working on these issues. As a result, we have seen ongoing changes to the college admissions process from testing and applications, to the tools and technologies that are available to make it easier for students to apply, to helping counselors and admissions staff to prepare and process applications. The truth is that it is not easy or always clear how to improve the admissions process. But we should all be comforted to know that there is a healthy debate and progress that has been made in many aspects of improving student success in college.

For us at NextStepU, this means that we have to stay up to date on the latest changes, sometimes too frequently, such as the College Board’s decision to scrap the “SAT Adversity Score” in late August, having previously announced not long ago that it would be expanded to more colleges and becoming a standard for all colleges in 2020. We have therefore decided to cover these changes and more in our articles, “Watch for changes at application time” and “Changes to AP, dual enrollment, and college credit...”

We are also very excited to cover advice and perspectives from indus#23418f try experts on preparing and success in college with learning differences.

We are thankful to Dr. Gail Gibson Sheffield from Landmark College, Gina Gerrato-Greenhaus, a San Diego counselor, and Hayley Gripp, an author, actress and advocate who brings her real-world experience in learning to our readers. What we heard from them is that while we have come far to combat the stigma of dealing with learning disabilities, we still have to go further in understanding and addressing this in our education system at both K-12 schools and colleges. Rather than hiding one’s difference, the advice is to acknowledge what challenges you face and to find ways to advocate for yourself in school, outside of school, and in college search and admissions process. This does not mean to always focus on the negatives, but to see and value one’s strengths and beauty in uniqueness.

This cannot be more evident, when one hears inspiring stories of many successful people in all walks of life who had a learning disability (LD).

People like Michael Phelps, Richard Branson, Henry Winkler, Daniel Radcliffe, Simone Biles as well as many more who overcame challenges they had in learning only to then achieve a great success by leveraging those differences and the strength it gave them. This means that a learning difference or medical diagnosis does not have to be a reason for not be living a productive and full life in elementary, middle, high school, college and beyond. In fact, while living with LD can be challenging, it allows one to develop the motivation and strength needed to achieve a greater level of success.

In closing, I wanted to extend my sincerest thanks to all those who contributed to this magazine with their thoughtful advice and perspective and to you our readers. Without you, we would not be here. Also, I would like to thank our writers, editors, designers and production staff for working hard to create this publication. As always, please reach out to us for any ideas, comments, or inspirational thought! Best of luck this year!

With warmest regards, Amelia Mezrahi CEO/Publisher Next Step Universe

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Magazine • Fall 2019 • www.nextstepu.com

Publisher/CEO: Amelia Mezrahi | Amelia@NextStepU.com Chief Revenue Officer: Rob Aronson | rob.aronson08@gmail.com Founder/Adviser: David Mammano | David@NextStepU.com Editor: Kate Alexander l Editor@NextStepU.com Art Director: Silvio Del Monaco | Info@BrainBleachMedia.com Advertising Sales: Rob Aronson | sales@nextstepu.com Lisa Mietelski | Lisa@NextStepU.com Editorial and Contributions: Kate Alexander, Richard Feller, Dr. Donald Generals, Erik Gilbert, Gina Gerrato Greehhaus, Hayley Gripp, Dr. Wendy Kilgore, Alex Lichtenstein, Bob Massa, Shaun McAlmont, Adam Metcalf, Amelia Mezrahi, Daniel Obregon, Frank Palmisani, James Paterson, Jeremy Podany, Annie Reznik, Ross Rosenfeld, #168fce Dr. Gail Gibson Sheffield, Jerome White, Taylor White, Jennifer Zinth Cover photography: Photos provided by Dr. Gail Gibson Sheffield, Hayley Gripp, Gina Gerrato-Greenhaus For questions, comments or advertising information, Please contact us at Info@NextStepU.com or through NextStepU.com.

Next Step Universe is a proud member of the National Association for College Admission Counseling.

For advertising information email us at Sales@NextStepU. com. Some inside photos from iStock.com ©Copyright 2019 by Next Step Universe. All rights reserved. Material in this publication may not be reproduced in any form without permission. Copying, reproduction or transmittal of this publication by any means is strictly prohibited without the permission of the publisher. The publisher reserves the right to edit or omit all materials submitted for publication, including advertisements, article contributions and event listings. Although this publication is thoroughly edited, the publisher is not liable for any damages due to editing, changes, cancellations, errors, and omissions. All corrections should be directed to our editor. All work submitted for publication is assumed to be the provider’s original work, and the publisher accepts no liability as a result of publishing such works. NextStepU® is a nationally registered trademark. Unauthorized use of the Next Step names, logos, or indicia is prohibited. We strive to make sure the information and advice is accurate, but it is up to you to do your own research. Good luck!

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COLLEGE PLANNING

Watch for changes

AT APPLICATION TIME

By Jim Paterson

W

hile there has been significant controversy this year swirling around the college admissions process, there are also several changes in the works that officials say should make it easier to navigate and fairer for students.

They range from one of the most significant players changing some of its approaches to testing that is the cornerstone of the process, to others tweaking the format for platforms that deliver student information. Then there are broader shifts in some quarters about the general thinking behind how we connect students with colleges.

“There are significant changes in demographics in the country, including a large number of first generation students who want to attend,” says Annie Reznik, executive director of the Coalition for College (http://www. coalitionforcollegeaccess.org/), a platform welcomed by more than 150 colleges that has steadily grown its

efforts to make the process more fair and reflective of a student’s achievement and potential. “Then, on the micro level, we have students participating in high school in very different ways that makes it impossible for the traditional college application process to capture it all.”

The coalition application, which encourages high school students to build a portfolio of work throughout high school and learn in greater depth about college, will change its platform this year to make it easier to use, reworking the essay writing process and allowing SAT and SAT subject scores to go directly from the application platform through a new “Score Send” feature.

Reznik says for this application cycle 350,000 were filed through the Coalition’s platform, compared to 245,000 last year and 49,000 the prior year.

COMMON APPLICATION NEW LOOK

Meanwhile the still more prominent platform, The Common Application, has announced a variety of changes

(https://bit.ly/2ZWrB9h), too.

New branding will make the platform look a lot different, according to Daniel Obregon, senior director of marketing and communications at Common App, who said the changes are intended to “forge a direct, unambiguous path to a viable future for all students – regardless of age, race, gender, geography, nationality, financial means, or academic journey”.

The Web site will have a number of enhancements, including some that will make college exploration easier and improved tools for counselors.

Changes will allow users to provide more up-to-date information about their activities and other personal information – and encourage them to include efforts that they might not generally think of as being important to colleges, such as family responsibilities and community involvement. Data from other platforms will be easier to integrate, too.

It also announced last year that it has enhanced the application for transfer students in a number of ways.

SAT CHANGES TOO

The College Board is also changing some processes related to the SAT. It will this year expand use of its Environmental Context Dashboard, or “adversity index”, to include 150 colleges and make it standard for all colleges in 20201.

It is in part intended to tamp down criticism that the SAT favors wealthy

1 Update on the SAT Adversity Score: On August 27, 2019, the College Board (https://nyti.ms/2krTM0a) said it would abandon the SAT Adversity Score saying it had erred on distilling the challenges faced by prospecting college students into a single number. The College Board also changed the name of the dashboard tool to Landscape from the Environmental Context Dashboard. Additionally, students and families will begin receiving the school and neighborhood disadvantage scores whereas inn the past, this information was shown only to college admissions officers.

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Magazine • Fall 2019 • www.nextstepu.com

COLLEGE PLANNING

students or those with more resources, which in some cases have led colleges to drop the testing requirement entirely.

A college board spokesperson told Inside Higher Education it “puts a student’s SAT score and other academic accomplishments included in their college application in the context of where they live and learn”.

Data such as the number of students at a school who are eligible for free or reduced lunch or the amount of housing instability is considered in the 100-point index, along with college enrollment rates and the percentage of students who attend college. A score would be on a scale up to 100, and then colleges individually will decide how to use the information.

Jerome White, director of media relations at College Board, says it doesn’t take into account personal circumstances or compare SAT scores. “It does provide admissions officers with better context about an applicant’s neighborhood and high school,” he says. Some colleges involved in the roll out of the feature have reported (https://bit.ly/2QeHtQ7) that they have had favorable results.

Meanwhile the Institute for Character and Admission, an organization formed in 2016 that focuses on increasing character and non-academic qualities as part of the equation in admissions, has undergone some changes too.

It changed its name to the Character Collaborative (https://characteradmission.org/) and obtained 501c3 status, which allows it to apply for and raise funding for its two primary projects: a course for professionals hoping to increase the use of new characteristics in the admissions process and a handbook for them. Both would offer “research-based rubrics for developing a standard practice to incorporate character in admission decisions,” says Bob Massa, a veteran admissions official at several schools who helped found the group.

ANNIE REZNIK Executive Director of the Coalition for College, a platform welcomed by more than 150 colleges that has steadily grown its efforts to make the process more fair.

FOCUS ON QUALITY

“Very often in college admissions we look at success as generating applications, meeting enrollment goals and diversifying the student body, but really our success ought not to be measured just in numbers but in the quality of students we are bringing in and the people we are graduating,” Massa says.

The group’s growing membership includes researchers, representatives from leading universities and education organizations as well as members from ACT, The College Board and the Educational Testing Service.

He noted that the scandals in admissions have prompted calls for more transparency, which requires its members not only to promote more transparency, but also “maintain that consideration of character issues does not preclude such openness”.

Beyond that, technology is making the application easier and more accurate – from better search tools on programs such as Naviance and clearer, more detailed information on college web sites to platforms like ZeeMee, which lets students package a variety of information about themselves and present it to the about 200 colleges that participate in it.

“Every student around the world has value and to view their value through the lens of quantitative assessment is both biased and an inaccurate reflection of a student’s potential,” says ZeeMee founder Adam Metcalf. “It is imperative to celebrate and honor the qualitative aspects of every student and by giving them a free platform to share about what is important to them with a college is a critical step in helping to level the college admissions playing field.”

Magazine • Fall 2019 • www.nextstepu.com

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4Common Ingredients App

Th e

COLLEGE PLANNING

of a great

Essay

Make sure to take the time to “tell your story”

W

hat are colleges looking for? This is the question that torments every prospective college student who sits down to write a college admissions essay.

Put simply, colleges want to get to know you – not just your grades or where you come from or what your background is, but what makes you tick, what drives you, what your passions are. If your GPA and standardized test scores are what gets you in the door, your essay is your sales pitch – your two-minute elevator speech designed to convince colleges you have something unique to offer. It’s what distinguishes you from other prospective students with similar grades and extracurriculars.

You can’t afford to waste the opportunity: A well thought out essay can be the difference between acceptance and rejection and may even be a factor in scholarship decisions. Students who disregard the importance of a powerful essay do so at their own peril.

So what makes an essay great? I’ve worked with many college students over the past several years, advising them as to how to craft an ideal essay that tells their personal story. Below are the four essential ingredients of a successful essay.

Demonstrate a strong command of the English language, avoid grammatical errors, and use appropriate vocabulary.

This should really go without saying, of course, but it’s important that you know your “your”s from your “you’re”s, place

1

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commas in their correct positions, and maintain proper sentence structure. Even if you intend to be an engineering major, colleges are going to want to see that you understand basic grammar and can communicate well. Careless writing is indicative of a careless personality. That’s why it’s important to repeatedly proofread your essay to make certain that it’s completely error-free.

It also helps to demonstrate a healthy vocabulary. Adjectives like “big” and “bad” might work for describing Red Riding Hood’s lupine nemesis, but they should be avoided in your essay. Remember: you’re an adult now, and you have to start speaking and writing like one. Equally important, though, is to make sure not to overdo it: Antidisestablishmentarianism might be a fun word to try and say, but it too does not belong in your essay. Misusing a vocabulary word is one of the worst mistakes students make. You want to speak in clear, concise way that tells your story and gets your point across. You also don’t want to use cliché terms or exaggerate: not every experience you’ve had can accurately be described as “tremendous,” “incredible,” or “life-changing”.

Show your knowledge – without bragging.

Colleges are looking for wellrounded individuals who have exhibited a general curiosity about the world. In talking about what motivates you, also discuss your journey. Let them know, perhaps, what books you’ve read and how they’ve influenced you, or what cultural or life experiences you’ve had. That’s not to say that you should name-drop every

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Magazine • Fall 2019 • www.nextstepu.com

classic work of literature you’ve encountered or every scientist you’ve ever met. And you certainly shouldn’t simply restate what can already be found in your activities list. Keep in mind: you’re telling a story, a narrative essay that will illustrate your character and explain what motivates you.

Colleges want to see that you’re looking to attend a university for the right reasons – not just because mom and dad told you to or you don’t know what else to do with yourself – not even because you’re looking for the security of a steady job. What colleges want to see is genuine curiosity.

They want to hear about your intellectual journey so that they can decide whether you’re someone who will add to the community and look to expand your intellectual horizons – a proactive learner – or if you’re someone who takes a backseat and lets others do the driving.

EXAMPLES: “In school I read Lord of the Flies and found it very interesting. I’ve also read some books by Aldous Huxley and a book about Gandhi.” (No!) “My investigations into Surrealism led me to question my own perceptions and the world around me. I took up the writings of Aldous Huxley, Ken Kesey, Philip K. Dick, and others, and began asking existential questions and wondering about the nature of the human condition.” (Yes!) The first paragraph is directionless and comes off as pure boasting. The second paragraph, on the other hand, cites literature in order to advance a narrative about the student’s personal intellectual journey; that is the correct way to show off what

COLLEGE PLANNING you know. I tell my students to keep in mind the oxymoron, “Brag humbly”: show what you know, but without sounding like a show-off.

EXAMPLES: “I attended a summer course at Cornell on bioengineering. It was truly fascinating!”

(Ho-hum) “My interest in stem cell research and the CRISPR technique pioneered by UC-Berkeley’s Jennifer Doudna and her team led me to apply to Cornell’s summer course on bioengineering.” (Yes!) The point is to demonstrate your knowledge rather than simply list out your credentials. Any books, courses, experiences, et cetera, that you mention, should all serve to advance your overall narrative.

Show some introspection.

In addition to knowledge about the world, colleges want to see that you have the ability to self-reflect. Let them know that you understand your place in the universe – that you’ve come a long way, but that you still have a great deal to learn and experience. A truly wise person knows that they don’t know everything, and that real learning requires a sense of humility. Try to demonstrate a sincere appreciation for the world around you.

3

4

Have direction.

What do you want to get out of college? Why are you going? Talk a bit about your own expectations. What can college do for you? If you already know what you want to do in life, great!

By Ross Rosenfeld. Ross is the owner of Ross Tutoring and has written for numerous publications including The Hill, the Daily News, Newsday, the Long Island Pulse, Newsweek, and Charles Scribner’s.

– talk about it. If not (and that’s perfectly fine), talk about being confronted and challenged, about learning to question your preconceived notions and expand your horizons. Your intellectual journey shouldn’t have an end, but it should have a goal. How will college help you reach that goal? This is a question you should be able to answer if you’re going to spend tens of thousands of dollars and the next four years of your life pursuing a degree.

You can be humble, recognize your place in the universe, and yet also believe in the power of one to bring about change.

In the end, what’s most important is that you have a good story to tell. The Common App is the colleges’ way of asking, “What’s your story?” And so make it a story. You may not have escaped war-torn Sudan or journeyed on foot across the Rockies, but, somewhere inside of you, you have a story to tell. Find that story and share it. You’ve got a captive audience and just a few minutes of their time to make them like and understand you. Now is the time to dig deep and expose your thoughts and dreams.

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utica.edu Magazine • Fall 2019 • www.nextstepu.com

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COLLEGE PLANNING

CHANGES TO AP, DUAL ENROLLMENT, AND COLLEGE CREDIT IN HIGH SCHOOL

T

he once simple and popular idea of providing high school students with opportunities to get college credit isn’t that simple anymore. And it’s not popular with everyone.

While Advanced Placement (AP) courses, dual enrollment, stackable credentials – even the call for free college – increasingly blur the once firm, traditional lines between K-12 and higher education, other forces are at work to keep those boundaries intact.

Or at least try to make sure the changes are made with care.

In the 1950s, high schools began bumping kids up to get college credit with (AP) courses and tests. Since then concurrent enrollment of various types has seen steady growth (https://bit. ly/2KCQlhr) and remains popular because it saves students time and money and introduces them to the rigors of college while bolstering their transcripts and resumes. It also improves the prestige of a segment of participating high schools that offer courses for college credit and sets high standards with a well-structured curriculum.

In addition, says Dr. Wendy Kilgore, director of research and managing consultant for the American Association

[ 14 ]

of Collegiate Registrars and Admissions Officers, who has studied (https://bit. ly/2KzNV2W) the topic, colleges can make a connection to these successful students through AP courses or dual enrollment, knowing better who might succeed. For incoming students, they can perhaps devote fewer resources to large, introductory core courses. Dual enrollment in particular gives students a feel for the campus experience in many cases, she says.

“They also get exposure to both academic norms such as the pace and rigor of college-level courses and nonacademic norms such as application and admissions procedures, while navigating the campus and possibly using campus resources and services,” says Jennifer Zinth, a consultant who also has studied (https://bit.ly/1nKGSok) the issue. She says some research has suggested such initiatives encourage students to enroll in college who might not otherwise.

DUAL ENROLLMENT WORRIES

Zinth agrees with some concerns about dual enrollment tracking students into a major very early in their college career because they already have many of the general education courses completed. “However, we heard from some

Magazine • Fall 2019 • www.nextstepu.com

By Jim Paterson

in our study who saw dual enrollment as an advantage in that the students were enabled to take exploratory and self-interest classes because the general education courses had been met,” she notes.

Some critics (https://bit. ly/2HaCxIP) also are concerned, however, that standards aren’t being maintained or that they inequitably reward those students with advantages already. Two college professors at Indiana University (https://bit. ly/2Mkw6qX) and Arkansas State University (https://bit.ly/2KD13EO) have written about their concerns. In states like Florida (https://bit.ly/2H7Bmdl), dual enrollment opportunities were denied, then later put back in place in some areas.

“I don’t think reality bears these concerns out,” says Zinth. “A college partnering with a high school to offer dual enrollment opportunities still ‘owns’ the course and is subject not only to the laws of their state, but the rules and guidelines of their regional accrediting body. States are getting into the game of ensuring course and instructor quality.”

Kilgore believes dual enrollment can be beneficial for students and colleges – and will continue to grow. In addi-

COLLEGE PLANNING tion to college credit accumulation, dual enrollment opportunities expose high school students to the rigor of college level courses or career specific workforce/technical courses, help them gain a familiarity with higher education specific terminology, and often save the student/family money because the courses are free.

ADVANCED PLACEMENT SCRUTINY

AP courses also have been the focus of some criticism, most notably as several colleges announced they were no longer giving credit (https://bit.ly/2z0ZWbh) for AP courses or being more strict about accepting them. In addition, concerns about the use of AP courses gained attention when eight independent schools in the Washington, D.C., region announced they were dropping them.

“Collectively, we believe a curriculum oriented toward collaborative, expe-

riential, and interdisciplinary learning will not only better prepare our students for college and their professional futures, but also result in more engaging programs for both students and faculty,” the joint statement from the schools said. “We expect this approach will appeal to students’ innate curiosity, increase their motivation, and fuel their love of learning.”

Inside Higher Education reported (https://bit.ly/2KMkgm5) last fall that its research showed only 9 percent of college admissions staffers believe they favor applicants with AP courses on their transcript. In fact, about 62 percent say many students are taking too many, and more than half said the process for getting access to them isn’t always fair.

But advocates say AP courses offer a string of benefits – including more success in college by participating students – and more high schools are offering more AP courses each year.

James Paterson is a writer for many education publications and websites and lives in Lewes, DE. He has written broadly on career exploration and education related topics for several national and trade publications.

Jerome White, director of media relations for The College Board, notes that the organization is continually trying to find ways to help more students earn college credit through AP courses and tests, including an effort to expand the number of students who register for the exam in the fall registration period. He goes on to explain, “Currently, half of all AP schools offer some sort of fall registration. In these schools, a student is more likely to score a 3 or higher on their AP Exams as compared to students in schools that have spring registration. And even beyond score gains, educators from these schools told us that when students register in the fall instead of the spring, they’re more engaged and less likely to give up when faced with difficult coursework.”

That prompted The College Board to promote fall exam registration and this fall to begin offering a variety of supports throughout the year, including unit guides, personal progress checks and dashboards, a question bank with real AP questions, a streamlined registration process and better exam tools.

HEY GIRL!

HAPPIEST BIRTHDAY, ANGELINE PATRICIA!

idtech.com Magazine • Fall 2019 • www.nextstepu.com

[ 15 ]

COLLEGE PLANNING Preparing for College

WHEN YOU HAVE A LEARNING DISABILITY

By Gina Gerrato-Greenhaus

A

pplying to college can be extremely nerve wracking for families of students with learning disabilities. How will they approach the SAT or ACT? Will they receive the same accommodations as they have received in high school? For students who have struggled with B’s and Cs throughout high school, their transcripts might not reflect their true abilities. How can they communicate this to colleges? Will their teachers write them a good letter of recommendation? How do we get the process started? Many parents are overwhelmed with how to start the process and students are often depressed and anxious, as well as feeling less confident than their friends.

There are a few strategies that can help:

1

SEEK ADVICE AND SUPPORT FROM COUNSELORS

2

DEVISE A TIMELINE AND PLAN FOR THE ACADEMIC AND COLLEGE APPLICATION PATH

An educational consultant (independent or through your high school) who is knowledgeable about ADHD and other learning disabilities can certainly help ease the tension for families and help them carve out a path towards success. Their experience and knowledge of available college programs along with the type of support that is needed can put students and parents on the right plan and path.

Putting together a timeline starting as early as sophomore year can go a long way in managing the college planning and admissions process. There are several resources that are available to students online or in high school that can be helpful in this regard.

3

ACADEMIC PATH AND REMEDIATION

The first and most important piece of the puzzle to put together your academic path is choosing the classes for the coming year. If the student has a weak transcript, they may need to remediate their core courses so that their grades will improve. If they have D’s and

[ 16 ]

Magazine • Fall 2019 • www.nextstepu.com

failing grades in a core course, they will need to repeat the course. They will want to check with their high school to see if there is an approved school in their area that will offer the courses or perhaps use an online course provider.

4

TESTING TIMELINE AND PREP

5

RESEARCHING COLLEGES THAT ARE A GOOD FIT

Once the student has remediated the grades, they should think about a testing timeline. Many accelerated students will take the SAT in the summer of the sophomore year, however struggling learners are not on the same timeline as their friends. These kids can be playing catch up and should not compare themselves to other students. The family needs to support them in every way and realize that their path may be a bit delayed, but they will get there and ultimately find success. A struggling learner will often take the SAT in the late spring or summer of junior year and retake the exam in the fall of their senior year. If the student is able to apply for extended time on the test, this will serve them well. They will need to speak with the testing coordinator at their high school and submit the necessary documentation. This has made a huge difference in the lives of many students. Their scores really improve with extended time. Once they have achieved a good score they can move onto other areas such as researching colleges.

When searching for college, they must keep in mind that not all colleges will be equally supportive to a student with ADHD or learning differences. Many large public universities will offer basic accommodations that only address American with Disabilities Act (ADA) compliance. Students who have graduated from smaller private high schools may not realize that what they have experienced in high school may not be available in college. Smaller high schools will allow a student to retake an exam, and have extended time with assignments. This may not be available in college.

Also an important aspect of a college fit to students with learning disabilities is to determine the degree of “learning support” that is needed. There are several different types of issues and the support in a school might range from a moder-

COLLEGE PLANNING

ate to a high level. Reviewing the college support programs and the level of support are important in determining the colleges that can be considered.

Students should create a list of things they are seeking in a college including a few possible majors, location, size and budget as well as “learning support”.

When they start to think about these needs, they realize how important it is to attend a supportive school. For some students, they may forget how much support they have received or needed in high school and often want to choose a less supportive college due to other factors. This may be ok for some students, but for others who have been through several high schools because of the lack of support, they understand the importance of planning for and selecting the right college with resources and staff that are trained to work with LD students.

6

fice that can give a more realistic view of the school’s support for LD students.

In summary, students with LD have many resources available to them to prepare for and attend college. Students and their families should begin by understanding the course requirements and path to strengthen their academic standing. They should plan for researching colleges that offer the “learning support” needed to succeed in college starting with the types of support that they have been or are receiving in high school.

VISITING COLLEGES

The way to find out if the college faculty is trained in providing learning support would be to visit the college and interview someone in the disabilities office. Each college will have an office of disabilities, but the size of the office will vary as well as the support services they will offer. Some colleges will offer a class in study skills and others may offer academic coaching. It helps to be prepared when visiting colleges. Families should visit the office of disabilities to discuss the needs of the student and what they are currently receiving in their high school. The college can advise a family on how to proceed and what kind of documentation they will need in the coming year.

Another suggestion is to seek out a student that they can speak to regarding their experience in this school, preferably one that has a learning issue and has used the disabilities of-

Gina Gerrato Greenhaus founded Greenhaus College Consulting to assist students and their families through the maze of college admissions and create a winning strategy to successfully transition from high school to college. Her success comes from developing trust with students, partnering with their families, as well as mentoring and coaching. For San Diego families looking for more information on how to best approach the college search process, contact www.greenhauscollegeconsulting.com

Magazine • Fall 2019 • www.nextstepu.com

[ 17 ]

CAREER

THE CLASS OF 2019

Job Market UPDATE MAJORITY OF COLLEGE GRADS AGES 21-24 ARE WORKING By gender and race/ethnicity - Source: EPI 2019 https://bit.ly/2lGyax9

EMPLOYMENT, WAGE AND TUITION NUMBERS IN THE LAST DECADE 2019 VS. 2009

FOR COLLEGE GRADS UNEMPLOYMENT RATE IS PERSISTENTLY LOWER AND EARNINGS ARE PERSISTENTLY HIGHER – Source BLS.gov https://bit.ly/2mIrbBf

2000

2019

Unemployment rate overall; Source: NCSL https://bit.ly/1p8bMEj

8.7% (March

3.8% (March)

Unemployment rate for college grads 21-24 not enrolled in further schooling; Source: EPI https://bit.ly/2lGyax9

6.4% (March

5.1% (March)

Underemployment for college grads age 21-24 not enrolled in further schooling; Source: EPI https://bit.ly/2lGyax9

11.7% (March)

9.9% (March)

Real hourly wage college grads age 21-24 not enrolled in further schooling; dollar amounts are adjusted for inflation

$19.34 (March)

$20.74 (March)

$6,591 (public in-state)

$10,230 (public in-state)

$25,177 (private)

$35,830 (private)

Average tuition and fees per year for 4-year college 2018-2019 Not adjusted for inflation, Source: College Board, https://bit.ly/2F3MsR7 https://bit.ly/2lyFtaq

FASTEST PROJECTED GROWTH BY OCCUPATION GROUPS 2018-2028 – Source: https://bit.ly/2lGEF31

Healthcare support occupations Personal care and service occupations

11.9%

Community and social service occupations

11.9%

Food Preperation and serving related occupations

10.9%

Construction and extraction occupations

SALARY EXPECTATIONS VARY GREATLY BASED ON COLLEGE MAJOR College seniors’ salary expectations are wide-ranging baed on their majors and preceived job demand. STEM industry ($55,935) and business/finance ($52,483) majors are anticipating the highest salaries; arts/ communoications/media ($40,739) and education ($39,789) majors are anticipating the lowest.

Magazine • Fall 2019 • www.nextstepu.com

12.7%

Healthcare practitioners and technical occupations

Total, all occupations

WHAT DO EMPLOYERS/RECRUITERS SAY – Source: 2019 iCIMS Inc. https://bit.ly/2x8JjJP

[ 18 ]

17.4%

Computer and mathematical occupations

* Unemployment is lower among young college grads even when it is higher at national level * Average tuition and fees have increased at a faster rate while the real hourly wage has

remained stagnant as a whole

WHAT IS MORE IMPORTANT IN ENTRY-LEVEL JOB APPLICANTS THAN THEIR MAJOR

18.2%

STEM - $55,983 Business / Finance - $52,483 Law / Policy - $49,909 Healthcare / Environment - $43,384 Arts / Communication / Media - $40,789 Education - $39,789

19.8% 5.2%

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CAREER

Build boost YOUR CAREER PATH – EARLY AND OFTEN and

I

By Jim Paterson

f you ask recent college graduates about what they wish they could do over, some will talk about studying more, and some will talk about socializing less.

For many grads, one lesson on what they could do differently is spending more time exploring careers, choosing one earlier in college and developing a clear pathway of coursework to properly train them for their chosen vocation.

Too often, experts say, students don’t take enough time to understand their options and consider what they enjoy doing and what they have an aptitude for. And high school students should see that effort as a priority while in college.

According to Jeremy Podany, a former college career services professional who now works as a consultant (https://bit.ly/2KxgC0K) to colleges on improving their support for student career pathways, he finds more than half of college students continuously worry about their career choice. A report from his firm says it’s on their mind on a daily basis.

Beyond that, he notes that research shows college grads say they didn’t

[ 20 ]

use available resources enough in the search. Those who did use them say information and career path guidance was critical (https://bit.ly/2IHoRor) to their decisions. Unsurprisingly, research also shows that students who have a clear path and get support, both do better academically and in landing a job.

START EXPLORATION EARLIER

Richard Feller, a professor of counseling and career development at Colorado State University and former president of the National Career Development Association, writes and speaks about the topic widely. He says the data shows that college students recognize the importance of their career choice and the value of career training. But he and other experts say that when they do, it may be too late in their schooling.

“Students should have the freedom to explore careers in college, but also be encouraged to gather accurate information about them and gain the appropriate skills very efficiently – and with some direction,” he says. “But it really needs to start much earlier.”

He and other experts say that in elementary and middle school, students should begin exploring careers and be

Magazine • Fall 2019 • www.nextstepu.com

encouraged to keep an open mind. This will allow them to avoid deciding before they have had an opportunity to consider various options and discover and explore their own skills and aptitudes.

Then when in high school, students should narrow the focus of their career choices with more sophisticated interest inventories. They should try to get real life experience in more than one field through internships or other activities and get an understanding of what real work in a field would be like.

HAVING A PLAN

“College now is a means to an end,” says Shaun McAlmont, president of Career Readiness for the company K12 who helped author a recent report (https://bit.ly/2Z48Fb6) on the issue. “When a student goes to college – especially if they’re taking on debt to pay for it – they should have a solid understanding of what they are trying to achieve over the course of two to four years before making the commitment.

This is where career readiness work in high school pays off.”

He says a “staggering number of job openings are going unfilled right now” in critical fields. “But yet we still have a

CAREER

K-12 education system that pushes kids into debt-filled futures without nearly enough guidance and exposure to those opportunities.”

They should explore colleges strong in those fields and campuses with strong career service programs, according to Taylor White, a researcher with the think tank New America.

She says that New America’s research has shown that high school students today are much more serious about a career choice and more interested in how their college will prepare them for it. “In focus groups we have done and in other surveys I have seen, kids and parents report seeing greater value in learning and experiences related directly with future employability,” she says.

“And I think every high school student should be thinking that way.”

She says it means students may look in their college choice for what has become known as a “guided pathway” that provides them with an efficient route through college with practical courses that will serve them well in the career they have chosen.

She also says research shows that nearly 80% prospective students now rank finding the desired program of study and a college’s job placement record as those top reasons for choosing an institution.

“High schools should give students exposure to a field they think they’re interested in -- like nursing, advanced manufacturing or a skilled trade – so they can see if it’s really something they want to pursue, before they’re spending their own money to do it,” McAlmont says. However, if students can’t find these opportunities in their existing school, they should look for other options that can offer them career education, perhaps online.

PARENTS EXPECT MORE

“Schools need to do a better job giving kids these types of opportunities. We know from our recent survey (https:// bit.ly/2Z48Fb6) that 9 out of 10 parents think high schools should provide more exposure to future career experiences and give students more opportunities to

“Schools need to do a better job giving kids these types of opportunities. We know from our recent survey that 9 out of 10 parents think high schools should provide more exposure to future career experiences and give students more opportunities to earn college credits before graduating” ------ Shaun McAlmont, President of Career Readiness for company K12 ------

earn college credits before graduating,” says McAlmont.

Donald Generals, president and CEO of the Community College of Philadelphia, has gained national attention for his work on career readiness in his program and the region. He argues students should look for colleges with results – programs that show their connection to real world of work. They should stay up-to-date with their training by seeking those working in these fields to have an input in their curriculum, offer internships, and provide

expert involvement in courses and potentially jobs.

Students may want to consider colleges that offer accelerated educational programs for occupations and industries where workforce demand is rapidly increasing due to national shortages, he says, pointing to the healthcare or hospitality industries.

“As students look at colleges, it’s important that they pay attention to all the real-world opportunities each institution offers students in addition to the classroom education,” says Dr. General.

Magazine • Fall 2019 • www.nextstepu.com

[ 21 ]

LIFE

Success in College with

LEARNING

Differences

T

he first day of college. New buildings, new courses, new teachers, new routines. The learning curve can be steep, despite your best efforts to make the transition easy. You went to orientation, organized your binders, read through the syllabus. For any student, the move to undergraduate studies is exciting, yet somewhat uneasy.

For students diagnosed with a learning disability or learning difference, however, a new educational environment poses both possibilities and potential pitfalls.

NextStepU (www.nextstepu.com) interviewed three experts to provide students and parents with key tips to make the college experience not only productive, but successful.

HIGH SCHOOL TO COLLEGE

The main strategy for success in college is to choose the right school from the get-go.

Gina Gerrato Greenhaus, M.A., founder of Greenhaus College Consulting (https:// www.greenhauscollegeconsulting.com/), points out that the size of the school makes a difference. It may mirror the environment that a student thrived in during high school.

The college search should include campus visits, visiting facilities such as the disabilities office, and asking good questions. Some important questions include: “1. How many students use the services?

How many students are registered with

[ 22 ]

their disabilities office?

2. Do they have staff members who can help students to choose classes, and is the faculty trained to understand the learning styles of different learners?”

Greenhaus shares more tips about this in her article, “Preparing for College When You Have a Learning Disability” in this issue (page 16-17).

Dr. Gail Gibson Sheffield, Vice President of Academic Affairs at Landmark College, agrees that doing your homework before enrollment is crucial. Landmark is one of a few accredited U.S. colleges designed to teach students who “learn differently, including students with learning disabilities (such as dyslexia), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder” (https:// www.landmark.edu/about). Sheffield encourages students and parents to visit the campus and disabilities office, but also to notice where on campus that office is, how accessible it is, and consider how much of a priority it is given. She also suggests finding out “to what extent those services are really respected and really listened to” by the faculty.

Nuances exist between services offered at colleges, too; some colleges “might have excellent services for students who have a language-based disability, but may not be as strong for students who are on the autistic spectrum ... find out where their comfort level is and what kinds of support they have to offer you.” Research a school’s particular strengths.

It is key to recognize that college

Magazine • Fall 2019 • www.nextstepu.com

support will differ from high school accommodations, where its support system, IEPs, counselors, special education teachers, and note-takers take care of students. Dr. Sheffield shares that a student should “be a little flexible; listen and work with the [disabilities] office to see what is it you really need, as opposed to what have you always had”.

Hayley Gripp (https:// www.instagram.com/ itshayleygripp), an author, actress, and disability right’s activist with a background in the entertainment industry, encountered discrimination and difficulties when she enrolled in a four-year university on a full scholarship. Gripp has been featured on “Fox And Friends” via Fox News, “MSN”, “Yahoo News” and “Buzzfeed” for her disability right’s work in helping to lobby and pass the IDEA Act and CARE Bill.

Gripp’s advice aims to help students understand their role in creating a healthy, productive college experience. Unlike high school, where parents and counselors typically take on the primary responsibility of accommodations, students have to learn how to self-advocate. Gripp states that the keys to “teach a student with disabilities are: 1. How to self-advocate for what and why certain accommodations are needed, 2. Learn the difference between an IEP and 504 plan and 3. Make sure the student knows where the disability resource center or health center is, tutoring center/services the college offers and making sure they know they are not alone.”

LIFE

Landmark College is one of a few accredited U.S. colleges designed to teach students who “learn differently”

THE PRECAUTIONS

Without setting oneself up for success and following through with these tips, students may find college overwhelming and perhaps encounter greater challenges.

Gripp, for instance, knows these tips from experience. During high school, she spent years working with the difficulties in getting accommodations, and even helped update the IDEA Act (Individuals Disability Education Act https://sites.ed.gov/idea/) to include more disabilities, after being discriminated against by a school teacher for her disabilities.

Gripp describes how, many times, learning differences and physical challenges are not visible. “I had confidence, was able to fit in socially and I was cute and bubbly,” she states.

“From the outside, I looked like the typical incoming college freshman. But despite a high IQ, I still struggled to focus in a classroom with my ADD and Tourette [syndrome].”

But, she did not know how much she needed to practice self-advocacy, was denied accommodations, and left after a year. “I was tired of fighting. I wish I knew how to self-advocate better. To stand firm, and state the facts. That I was a student

who wanted to be there and wanted to learn. That I may look normal on the outside, but my brain functions differently.

Then stated exactly what I needed and why, verbally and in print.” Although she does not regret that decision, and has created success in multiple arenas, Gripp hopes her speaking out will help others.

Dr. Sheffield notes that some students consider not identifying their disabilities when entering college. Gripp’s experience, though, serves as a warning to them.

Students “miss many opportunities to actually get the services and the resources that they may need to be successful. Not to give them an advantage, but to just level the playing field.”

Sheffield’s joy is to see students with learning differences “come through the door looking at their feet and when they leave, they’re looking at you in the eye.”

They become confident in self-identifying their strengths and self-advocating, and are “very open about who they are... they become so successful because they have that metacognition to really understand what they need and how they approach the world differently.”

Entering college with a learning disability does not impede a positive experience. It may just be an opportunity to grow further in self-awareness and self-advocacy, while discovering of one’s true potential for success in life.

Kate Alexander is a writer, actress, musician, teacher, and leader of Women of Vision Movement Los Angeles. CEO of Shakespeare.ink (www.shakespeare.ink), editor of NextStepU, she believes in the power of words to change our lives and mold our destinies. Follow her at www.instagram.com/kate_g_alexander

Magazine • Fall 2019 • www.nextstepu.com

[ 23 ]

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Student LifeHacks Series:

8

By Amelia Mezrahi

Joining clubs can connect you to like-minded students, create lifetime friendships and allow you to feel a part of the life and community of the school. Studies show students active in clubs are more successful in school (at both the high school and university level).

1

SPORTS AND RECREATION Sports teams are a great way to stay fit while meeting new people. You can avoid the dreaded freshman fifteen, reduce your stress and build your energy for studying. Today’s colleges offer many informal recreational leagues as well as the formal sports teams supported by the school.

2

STUDENT GOVERNMENT AND LEADERSHIP Working in student government gives you the opportunity to develop leadership skills, interact with a wide variety of students and work with university administrators. Many colleges will have an overall student government as well as leadership for different student years and sometimes schools at the university. It shows perspective employers your people and communication skills.

#23418f ACADEMIC CLUBS

Schools have a wide variety of academic clubs, often focused on an industry or major. From future engineers to investment clubs for would be bankers, academic clubs connect you to people with very similar interests, upper classroom that can advise you on classes and professors to take and share career and interview advice. How about joining model UN or debate societies?

4

for School

EXTRACURRICULAR ACTIVITIES TO CONSIDER IN COLLEGE

One of the most important things to consider when you start college is to think about joining clubs and student associations. This advice is true for high school, but this is especially important for college where there is usually a larger student body, it can be harder to make connections and the benefits from finding a sense of friendship and community are huge.

3

Life Hacks

SPECIAL INTEREST CLUBS Politically active? Join the college republicans or democrats. Sci Fi or Anime fan? There is a club for you. Today’s universities have everything from chess clubs to religious and spiritual organizations to groups dedicated to cult TV shows. One of the great things about college is finding out that in the larger world even what you thought might be an uncommon interest is shared by many more people than you think.

5

MUSIC Many people join marching band or orchestras in high school only to put down their instruments when they come to college. But in college, marching bands put you into the center of school spirit at key games and can build a strong camaraderie. Other bands perform across the school year and are a great way to keep up on an instrument while at school. From Queen and Pink Floyd to Vampire Weekend and Cold Play, more successful rock bands were formed at college than you realize.

6

PERFORMING AND VISUAL ARTS Colleges also often support an astonishing number of artistic endeavors. From drama clubs or working at improv comedy to art shows, college is a place to build confidence and express yourself. For those majoring or minoring in the arts, you can put what you have learned in class into action while getting tips from more experienced artists and thespians.

7

VOLUNTEER/CHARITY CLUBS Volunteer work is a great way to give back and meet people who are likeminded. From working in your local community to service trips to foreign countries, there are many options. Established groups like Habitat for Humanity are popular on campus, while many students are equally content to serve as tutors in struggling schools near their college.

#eb2

#168fce

8

FRATERNITIES/ SORORITIES Going Greek is an important consideration, especially at schools where fraternities and sororities are a larger part of campus life. Greek life is a substantial time commitment and sometimes a big financial investment. But the Greek community is an opportunity to build strong and lifelong friends, be at the center of the university social scene and access alumni networks for post employment advice.

Magazine • Fall 2019 • www.nextstepu.com

[ 25 ]

MONEY

Financial Tip$ for

COLLEGE

By Amelia Mezrahi

>>>

BUILDING A CREDIT HISTORY

Building a strong credit history will reduce the costs of financing early purchases like a car or eventually a home, and prospective employers and landlords increasingly use them to check your credit. Opening credit cards, making your payments on time and not maxing out your available credit all contribute to a solid credit score.

>>>

CREDIT CARDS FOR COLLEGE

There are many credit cards geared for college students and you should look carefully at special offers. Focus on credit cards that have no annual fees, automated payment options and alerts. Some offer up to 5% back on certain purchases. Look for credit cards that offer these at grocery stores, restaurants, Amazon or other locations you are likely to spend more money. Be wary of low interest rate offers that jump after 6 months or a year. Websites like NerdWallet.com, MoneyCrashers.com and U.S. News track major credit card offerings.

>>>

BANK ACCOUNTS FOR COLLEGE

This will vary by where you are studying, but major national banks like Chase, Bank of America and Ally Bank as well as regional ones offer no

[ 26 ]

>>>

DON’T BE LATE. EVER.

One of the most important things you need to do first is to create built in reminders to make your monthly payments.

Late payments, even accidental ones of just a few days, can adversely hurt your credit score, raise borrowing costs and even lead other credit cards you have in good standing to start charging interest.

Many credit cards have options to send you email and text reminders with payment due dates. It is even better if you can automate your payments. You should also set extra reminders in the calendar on your phone. Inadvertently missing a payment is just not worth it.

W

hile a great deal of time is spent looking at how to pay for college, it is also important to think about mastering your personal finances as well. Looking at large tuition bills, it is easy to forget the importance of managing personal spending, credit cards and bank accounts as well as building a strong credit history. You can educate yourself not just by looking at general interest personal finance websites, but also ones targeting college students like ThecollegeInvestor. com. Be sure to take advantage of any free seminars offered by your college as well.

fee bank accounts for students. Some schools also have credit unions, which are non-profit banks for employees and students of universities that have low fees and even loan options. Look for banks that have no monthly or other charges, do not require minimum balances or have large fees for ATMs. An overdraft protection plan is also helpful. Financial websites like WalletHacks or NerdWallet keep tabs on the latest offers from major banks.

Magazine • Fall 2019 • www.nextstepu.com

>>>

WATCH THE SIZE OF YOUR BALANCES

Even if you are making all your regular payments, it is easy to forget that your balances are growing and will eventually have to be paid back. Even cards offering low interest rates eventually have to raise them. It is often easy to spend more than you can afford with the false sense of security that as long as you are making your minimum payment, you are fine.

If you have multiple balances, make the minimum payment on all of them and pay off the highest interest rate credit cards first. You may be tempted to look for new credit cards with low initial interest rates, but be careful as these are temporary rates and often charge several percentage points on the transfer amount.

>>>

USE AN APP

There are a large number of personal finance apps that will help you track your spending. These can show you payment patterns, send alerts on when to make payments to your accounts and help you limit your spending each week or month. For example, Mint.com is a well-established app used for budgeting that is popular with all ages. YNAB (you need a budget), Pocketguard, Learnbest and Fudget are other popular apps. Want to get started investing early? Apps like Acorns will allow you to set aside small amounts regularly or round up purchases and invest them in the market depending on your risk appetite.

These are some of the key strategies for managing your credit and financial health no matter where you are in your college journey or beyond.

MONEY

PAY FOR COLLEGE – COLLEGE FINANCE TERMS Affordability—The amount that a family can afford to spend on college each year.

Affordability threshold—The maximum amount of money that a family has available to spend on college each year.

AGI (adjusted gross income)—The amount of a family’s income subject to federal taxation after deductibles have been subtracted.

Appeal—Family’s request to the college’s financial aid office to consider additional circumstances, such as a change in the family’s financial situation or added expenses, since the FAFSA was filed.

Application fee—Fee charged by colleges as part of the admission process and sent in with the application; usually $30 to $90 for each college.

Assets—Defined for FAFSA purposes as savings and investments. For parents, that includes cash, savings and checking accounts, money market accounts, mutual funds, and individual stocks and bonds, but not the equity of the parents’ home or the value of retirement plans such as annuities and IRAs. Asset protection allowance—Every family receives an asset protection allowance on the FAFSA. Based on the oldest parent’s age and the number of people in the family, the allowance protects some reportable assets.

Award letter—The official document that a college sends to a family after all financial aid forms have been submitted, usually in March or April of the child’s senior year. The award letter identifies a family’s net price and lists all financial aid programs—including grants, scholarships, loans, and campus employment options— for which the student is eligible.

College grant—Money awarded to a student to help pay tuition or other college costs. The grant may come from the federal government, a state agency, or the college itself. Unlike loans, grants do not need to be repaid.

College loan—Direct loan from the college to the student to help pay his or her education costs. These loans are rare and vary in interest rates and repayment terms.

College work-study (or Campus employment)—Campus job offered to the student to lower the cost of attendance.

Cost of attendance—Term used by colleges to identify their comprehensive college cost, which includes tuition and fees, room and board, transportation, books and supplies, and personal expenses. Also referred to as sticker price. Cost of attendance is a somewhat meaningless measure without knowing how much the student will receive in grants, scholarships, and student loans.

CSS Profile—A supplemental financial aid form that some colleges require families to complete in addition to the FAFSA. Provides more detailed financial information than the FAFSA and is required by some Ivy League and other highly selective private schools. College financial aid officers use results of the profile to frame the financial aid letters they send to students.

Direct costs of attendance—Tuition and fees, and room-and-board costs of attending a college. Direct costs are not the same as the cost of attendance, which also includes books, transportation, and personal expenses.

Direct Loan—Loan available through a federal program to any student whose family completes the FAFSA. (For more on the two types of these loans, see Subsidized Direct Loan and Unsubsidized Direct Loan.)

EFC (Expected Family Contribution)—A number calculated after FAFSA submission that determines a student’s eligibility for certain need-based financial aid programs.

Extended repayment—Option of longer payment time allowed for Direct Loans. If the student has accumulated more than $30,000 in student-loan debt, he or she can opt to repay it over ten to thirty years.

Estimated net price—The estimated amount that attendance at a college will cost per year, determined by using the school’s net price calculator on its website.

FAFSA (Free Application for Federal Student Aid)—The financial aid application that the U.S. government uses to officially determine a family’s EFC number. FAFSA provides access to need-based financial programs and to federal Direct Loans. The FAFSA is filed on or after January 1 of the child’s senior year of high school and must be resubmitted every year the student is in college.

Federal Student Aid—Office of the U.S. Department of Education that receives completed FAFSA forms and uses them to assign EDC numbers for each family.

Financial Fit—Achieved if the college’s net price is one that the family can afford.

There are two phases, the Planning phase, and the Execution phase.

Financial Fit college categories—Eight categories into which U.S. colleges can be grouped based on their price and affordability: flagship state schools, non-flagship state schools, out-of-state flagship state schools, out-of-state non-flagship state schools, highly selective private schools, midsize private schools, private schools, and commuting and/or community college options.

Gift aid—Financial award from a college to a student that reduces the overall cost of attendance. This is not money that needs to be repaid.

Local scholarships—Private scholarships awarded by community businesses, organizations, and clubs and often available only to students in your high school.

These scholarships offer the greatest chance for success because the pool of applicants is very small.

Merit scholarship—Money awarded to a student by a college for academics, athletics, or other special talents to lower the cost of attendance. Merit scholarships are not need based and do not need to be repaid.

Military scholarship opportunities—Three types are offered: admission to one of the U.S. service academies such as West Point; a merit-based military scholarship by joining the Reserve Officer Training Corps (ROTC) and serving as an officer in the armed services after college; or enlisting and receiving tuition assistance.

Need-based grants—Money awarded for a student to attend college based on that student’s financial need. Unlike a loan, grant money does not need to be repaid.

Net price—The actual out-of-pocket cost of a college after grants, scholarships, student loans, and campus employment options have been deducted from the sticker price.

Net price calculator—A federally mandated software tool provided on every college’s website that allows a family to calculate its estimated net price at that school. Note that all colleges do not use the same, universal net price calculator, which can complicate making comparisons.

Pell Grant—The largest federal grant program in the country. Eligibility for Pell Grants is determined by the family’s EFC number. Eligibility is determined separately for each year of college.

Perkins Loan—Subsidized loan of up to $5,500 a year made to a student with financial need by a college, using funds received from the federal government. No interest accrues on the account until after the student graduates, and repayment begins nine months after graduation. Completing the FAFSA is an eligibility requirement. Colleges usually award these loans on a first-come, first-served basis.

PLUS Loan (Parent Loan to Undergraduate Students)—A federal loan option available to parents to help pay for college. The parent, not the student, is responsible for repaying this type of loan, which is not based on financial need. Repayment starts immediately, as does the accrual of interest on the loan.

Prepaid tuition plan (Section 529 of the Internal Revenue Code)—Tax-free college saving plan that allows parents to lock in future tuition rates at in-state private colleges at current prices.

Private education or student loan—Loan offered by a bank or other financial institution, not the federal government. These loans are not based on need, not subsidized, and more expensive than federal loans.

Regional or National scholarships—Both are private scholarships awarded to students. National scholarships are offered to all students in the country, while Regional are offered by county, city, or state. These can be competitive to get due to the large pool of applicants.

SAR (Student Aid Report)—Summary sent to families that show the information they provided on the FAFSA. The SAR should be checked for accuracy and changes made as needed. Colleges selected on the FAFSA and the state agencies that award need-based aid receive ISAR, an electronic version of the SAR, to use in determining the student’s financial aid.

Standard repayment—The most common repayment option for Direct Loans, which is paying them off over ten years.

State grant—Grant that a student receives from an individual state to help pay college costs. Eligibility may be determined by the family’s EFC number, which generally has to be quite low to qualify. The student may have to attend a public or private college in the state.

Sticker price—See cost of attendance definition in this article.

Subsidized and Unsubsidized Direct Loan—Federal student loan offered to students who file the FAFSA. In subsidized loans, there is a need to demonstrate financial need and no interest is accrued until six months after the student graduates from college, and interest rates are lower than those for unsubsidized Direct Loans. In unsubsidized loans, all students are eligible regardless of need, and interest begins to accrue immediately. Formerly called the Stafford Loan.

Workplace scholarships—Private scholarships awarded by companies to the children of employees.

Sourced from: Frank Palmisani, author of Right College, Right Price

Magazine • Fall 2019 • www.nextstepu.com

[ 27 ]

“SENIOR” COLLEGE PLANNING TIMELINE

2019 / 2020

SEPTEMBER 2019

JANUARY 2020

• Make sure that you have by now thought through your educations goals and developed a list of colleges

• Develop a system to track scholarships and continue the search

• Continue to take a full course load and work on your grades.

They do matter in the senior year.

• Develop a system to organize and track material, due dates and actions • Research all application, testing, financial aid and scholarship deadlines and tasks • Meet with your counselors and teachers to review your plans • Talk to your counselors to see if you are eligible for fee waivers for applications • Check your transcript so far for accuracy • If you need to take/retake ACT or SAT, check the dates for registration and prepare for them • Go to school’s information sessions or any scheduled college rep visits • Start on your applications, Common App., or any college specific applications • Make a list of those you want to work on your recommendation letters and prepare folders for each one • Determine if Early Action or Early Decision is for you

OCTOBER 2019

• Complete and file applications that are due by January 15th • Make copies of the application for your record • Complete school-specific financial aid forms • Make sure any updated test scores from exam retakes have been sent to colleges • If you have not completed the college application by January 15th, speak with your counselors. There are still college choices to consider

FEBRUARY 2020 • Most college-specific financial aid deadlines are in February • File all federal financial aid forms, filing date is usually February 15th • Make sure that your first semester grades have been sent to colleges • If you filed early for FAFSA, you should receive your student aid report (SAR) and a similar document from the CSS PROFILE • Stay on track with your grades and extracurricular activities

MARCH 2020 • Decision letters will begin to arrive!

• Thank those who have provided recommendation letters for you

• Review your financial aid packages closely and determine the best financial plan

• Make sure you fill out FAFSA and if you need to file CSS/Financial Aid PROFILE as many private schools require this. Both are available starting on October 1st.

• Consider a plan for visiting campuses

• Make sure you have all your application material ready if you are applying for Early Action or Early Decision, in order to complete this by November 1-15.

Check your schools’ deadline.

• If you are an athlete make sure you are registered with the NCAA • Start your search for scholarships early • Work on your application essay if colleges on your list require them

NOVEMBER 2019 • Complete and file early action or early decision applications if you are considering these • Take or re-take any ACT, SAT or SAT subject tests (if they are needed) • Complete your FAFSA if you haven’t already

• Tell your counselors on the responses you get from schools • Review student aid report for accuracy and notify FAFSA and colleges of any inaccuracies

APRIL 2020 • Follow up with schools that you were wait-listed • Determine any strategies for financial aid and scholarships for the schools you have been accepted to • Write thank you letters to teachers and advisors who wrote recommendation letters and helped you • Prepare to notify your college of choice by the National Decision Day of May 1

• Follow up to make sure test scores have been sent to colleges

MAY 2020

• Email or contact colleges to check the status of your application material

• Acceptance letters are due by May 1st, the National Decision Day

• Check with colleges to see if additional financial forms are required

• Send deposits to the accepted school

• Speak with students, college ambassadors and others in schools you are applying to

• Notify schools that accepted you that you will not be attending

• If using dual enrollment, contact the college for your transcripts

• If applicable, take IB and AP tests; AP exam week 1 and 2

DECEMBER 2019

• Dual enrollment students must complete their transcript request in order to transfer their college credits

• ROTC application is due by December 1st • Continue to work on your applications and complete all necessary documents for the main January application deadline

• Complete the final transcript request form with your school

JUNE 2020 • Confirm that the final transcript is sent to your college

• Use your winter break to plan out the second term and the remaining months

• Notify college of any private scholarship received

• Make sure test scores have been sent to colleges

• Graduate from high school!!!

• Send out mid-year grade reports to colleges

• Make a plan for summer activities including visiting schools and taking pre-college courses • Keep track of any college summer mailings. Most have deadlines or require action such as orientation, housing forms and scholarships.

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Magazine • Fall 2019 • www.nextstepu.com

JUNIOR COLLEGE FALL 2019

JUNIOR COLLEGE WINTER 2019

• Begin understanding college planning timeline for junior and senior years

• Conduct scholarship search for local, state and federal levels

• Create a system to collect information on colleges, testing, applications and financial aid

• Check out test dates and register for SAT/ACT or both which is administered in the spring

• Start making a list of what you want to study in college and majors or interests you would like to pursue. Remember majors can be highly specialized these days.

• If you are considering IB or AP, register for them as they are administered in May

• Meet with your counselor for a plan of action and strategies

• Prepare for SAT and ACT by taking practice tests

• Consider taking CLEP exams to earn college credit for courses that are not included in the AP exam

• Check out any local college fairs or college rep visits • Start searching financial aid options and check out sources such as StudentAid.ed.gov • See if you want to take PSAT administered in October • Determine any material that is needed for special interests such as sports, music, art, or jobs you have had.

• Determine if you want to take pre-college and college prep classes in the summer and determine the deadline for applying to them

JUNIOR COLLEGE SPRING 2020

JUNIOR COLLEGE SUMMER 2020

• Make a list of 15-20 colleges you are interested in and your strategy

• Visit colleges and speak to students and ambassadors

• Make final plans for the summer pre-college, college prep and supplementary courses you want to take in the summer

• Download all application material for colleges you are interested in applying to

• Speak with your counselor if you are interested in ROTC or military academies

• Complete your summer college program or the job you have landed

• Begin the 4- year ROTC scholarship application if applicable

• Take workshops online or in your local community on writing essays and creating your resume

• Check with your counselor on your college plan and activities to prep for in the summer and senior year

• Put together your academic, extracurricular and work accomplishments portfolio • Relax and enjoy your summer as you will need to be energized for your senior year.

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Magazine • Fall 2019 • www.nextstepu.com

[ 29 ]

GLOSSARY OF IMPORTANT COLLEGE-RELATED TERMS ACT The ACT is a multiple-choice standardized test that is designed to measure knowledge in four academic areas – English, math, reading, and science reasoning. The minimum score is 1 and the maximum is 36 for each area. The composite score is an average of the four individual scores. Most colleges accept the ACT in place of the SAT and recommend that students take the optional writing test as well. (actstudent.org) Advanced Placement (AP) AP courses are college-level classes taught in the high school following guidelines and covering material that will instruct students in AP subject areas and should prepare them to take Advanced Placement tests offered by The College Board.

Associate’s Degree An Associate’s Degree is a two-year degree earned in a specific subject (often at a community college).

Award Letter An award letter from a school states the type and amount of financial aid the school is willing to provide the student, if s/he accepts admission and registers as a full-time student.

Bachelor’s Degree A Bachelor’s Degree (B.A., B.S., B.F.A.) is typically a four-year degree earned in a specific subject. This degree is offered by all four-year colleges.

Community College Community colleges, sometimes called junior colleges, technical colleges, or city colleges, are primarily two-year public institutions providing higher education and lower-level courses, granting certificates, diplomas, and associate's degrees. Many also offer continuing and adult education. After graduating from a community college, some students transfer to a four-year liberal arts college or university for two to three years to complete a bachelor's degree.

College Fair An event at which colleges, universities, and other organizations related to higher education present themselves in an exposition atmosphere for the purpose of attracting and identifying potential applicants.

FAFSA FAFSA is the Free Application for Federal Student Aid. You will need to complete this form in order to be considered for financial aid. The information you provide on this form is sent to the college, which, in turn, generates your financial aid package. Visit fafsa.gov for more information.

Fee Waiver Students who receive free or reduced-price lunch, and/or whose family income meets certain financial guidelines, are eligible to take the SAT, SAT Subject Tests, and the ACT for free (two test administrations each). Most colleges will also accept application fee waivers in these circumstances. Some fee waivers for college applications are limited - check in the College Office for availability. Be sure to complete your lunch forms every year, since they are used to determine fee waiver eligibility.

Gap-Year Program Year-long programs designed for high school graduates who wish to defer enrollment in college while engaging in meaningful activities, such as academic programs, structured travel, community service, etc.

GPA (Grade Point Average) A system used by many colleges for evaluating the overall academic performance of students. It is calculated by first determining the number of grade points a student has earned in each course completed and then dividing the sum of all grade points by the number of hours of course work carried. Grade points are found by multiplying the number of hours completed in a course by the student’s grade in the course. The most common system of numerical values for grades is A=4, B=3, C=2, D=1, and F=0.

Historically Black College and Universities (HBCU) Historically black colleges and universities are institutions of higher education in the United States that were established before 1964 with the intention of serving the black community.

There are more than100 HBCUs today, including public and private, two-year and four-year institutions, medical schools and community colleges.

Instate (Resident) Student A student whose permanent residence is in the same state as the college or university he or she attends or hopes to attend. In-state students pay lower tuition than do out-of-state students.

Common Application A generic application form which is used by over 600 private and public colleges. It may be completed and submitted online. Students may send the same application to multiple colleges, however, college-specific supplements are often required as well. (commonapp.org)

NCAA Clearinghouse High school athletes who plan to play Division I or II in college, must complete NCAA eligibility forms prior to attending college to ensure that they have met certain GPA and SAT/ACT requirements. Visit eligibilitycenter.org for more information. Fee waivers are available.

CSS Profile The College Board’s CSS/Financial Aid PROFILE is an online application that collects information used by almost 300 colleges and scholarship programs to award financial aid from sources outside of the federal government. After you fill out the application, the College Board sends it to the colleges and scholarship programs you have chosen. Only certain colleges require this form, so visit collegeboard.org for more information.

Out-of-State (Non-Resident) Student Student whose permanent residence is in a different state than that of the college or university which he or she attends or hopes to attend. Out-of-state students generally pay higher tuition than do instate students.

Deferred Admission A category of admission used in conjunction with early (action, decision, notification, or acceptance) plans to indicate that a student has not been admitted early but will remain in the applicant pool for reconsideration during the review of applications for regular admissions.

Demonstrated Interest This includes a student’s expression of his or her desire to attend a particular college through campus visits, contact with admissions officers, and other actions that attract the attention of college admissions personnel. While not all institutions use this as a factor in accepting students for admissions, studies have shown that many schools do consider demonstrated interest in their admissions decisions.

Early Action The Early Action Plan follows the same application and notification timetable as the Early Decision Plan but allows the accepted candidates until May 1 to accept or decline the offer of admission. If you are applying to a school under the Early Action Plan, you may still apply to other colleges that interest you. Under the Early Action Plan, it is possible for an applicant to be denied admission and not automatically be deferred for later consideration. Unless your credentials are truly superior, you must be careful about applying under a plan that may not be advantageous to your chance for admission.

Early Decision Some colleges allow students to apply to their first choice colleges early in the fall term (usually by November 1 or 15) and receive an admissions decision in mid-December. This program is desirable for students who have strong academic credentials and a preference for one particular college. The student agrees by contract to enter that college if offered admission and must withdraw all other applications. The student must accept whatever financial aid package he or she is offered and is not able to compare packages offered by different colleges.

If a student is not accepted under the Early Decision Plan and is “deferred,” the student will be reconsidered later in the year with the regular application pool. A student may apply to only one school under the Early Decision Plan. Check the college website to see if Early Decision is offered. It is important to plan ahead so you can complete all of the required SAT/ACT and SAT Subject tests by October of your senior year.

Extracurricular Activities Extracurricular activities are simply anything you do that is not a high school course or paid employment (but note that paid work experience is of interest to colleges and can substitute for some extracurricular activities). You should define your extracurricular activities in broad terms including school-sponsored groups such as yearbook, band or football as well as community and family activities.

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Magazine • Fall 2019 • www.nextstepu.com

PSAT/NMSQT The PSAT/NMSQT (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test) is a two-hour examination containing both critical reading and mathematical questions.

This test may be taken by sophomores and juniors; however, only your junior year score will be submitted to the National Merit Scholarship Competition. The PSAT/NMSQT is offered only once each year.

Rolling Admissions A rolling admissions procedure means that the college’s admissions office will review an applicant’s file (which includes the student’s application and all supporting data such as high school transcript, SAT/ACT and SAT Subject test scores, and teacher recommendations) as soon as possible after the completed application is received. It is in the student’s best interest that his/her application is submitted as early as possible before degree programs fill up. Decisions are issued within a few weeks after they are made. Students should consult college websites for priority filing dates. Many city and state universities, as well as some private colleges, use the rolling admissions process. However, in many cases your chances of admission are improved considerably by applying as early as possible before academic programs are filled to capacity.

There is no implied commitment on your part to attend.

Safety School A college or university where you clearly meet the admission requirements: minimum GPA, test scores, etc. It’s important, though, that the school also be one that you would want to attend, should you not gain admission to more selective colleges.

SAT The SAT is a standardized test composed of two sections: Math and Evidence-Based Reading and Writing. There is also an optional essay section. The score range for each section is 200800. These scores are used by colleges as a predictor of a student’s ability to master academic subjects, and are used in making admissions decisions. The exam should be taken in the spring of junior year, and again in the fall of senior year. (collegeboard.org) SAT Subject Tests The SAT Subject Tests are approximately one hour in length. They are designed to measure your knowledge of a particular subject and your ability to apply that knowledge. Many selective colleges require or recommend one or more subject tests for admission and/or placement.

Some colleges leave the choice of subject tests up to the applicant, while others have specific requirements. Be sure to consult individual college catalogs to determine the requirements of the colleges you are considering.

Test of English as a Foreign Language (TOEFL) Students whose native language is not English and who have received low critical reading scores on the SAT or ACT may be required (by certain colleges) to take the TOEFL exam, which is designed to assess foreign-born students’ proficiency in English.

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