pts452-college-handbook-2023-24-r2-revised-05302024-0417pm-college-advising-2024

2024-2025 Academic Year

SECTION 1

REFLECTIONS ON COLLEGE ADMISSION

THE PALMER TRINITY COLLEGE PROCESS

This process is an exciting step toward your future and we feel privileged to be advising you through this time. It is significant that our office is called the College Advising Office, not the College Placement Office, as we will work with you to help you find colleges that match your interests and goals. While further education is important, the end point of your high school experience is not simply “getting into a good college” and the process in which you are about to embark is only one step along your life path. Remember, your whole future does not rest solely on a college’s decision.

Starting in the winter of the junior year, you will work together with your parents and to find a number of colleges that will suit your skills, interests, and goals Although many people will help in this process, the final decisions should be yours. Your willingness to accept these responsibilities – the excitement of envisioning your next step after Palmer Trinity and the hard work of applying to colleges on time – will indicate your readiness for college and the independence it will offer.

During this process, you will have five primary tasks:

» to determine what you are looking for in a college

» to engage in self-reflection

» to appraise yourself as a college candidate

» to complete your applications

» to choose the college you will attend

Once college becomes a common topic of conversation, you will hear reports (often conflicting) about specific colleges from various sources – parents, counselors, teachers, coaches, relatives, and wellmeaning friends. To resist stereotypes and rumors, you must investigate for yourself. Start your research on the internet, with SCOIR, or with a good college guidebook. As you become interested in particular colleges, start your own file of materials.

As you begin to appraise yourself as a candidate, your college advisor will help you to sort through statistical

information regarding former Palmer Trinity students, the colleges’ admitted student profiles, and recent admission trends to assess your chances of being admitted.

We hope that by working together, we can provide you with the assistance you will need to successfully navigate the college process. To accomplish this task, each member of the partnership must recognize, understand, and fulfill his/her own responsibilities.

STUDENT RESPONSIBILITIES

» Check your school email daily.

» Complete Junior Student Questionnaire (available on SCOIR account in January).

» Attend the Miami Invitational College Fair. This fair is an opportunity for juniors to collect information on over 200 colleges located across the globe.

» Research the basic admissions criteria at the colleges you are considering.

» Plan to visit colleges during winter and spring breaks and summer vacation

» Complete the Common Application and Personal Statement (college essay) over the summer.

» Meet college representatives visiting Palmer Trinity in the fall of your junior and senior years. In order to attend college visits you must sign up through SCOIR and pick up passes from Ms. Fabi in the College Advising Office no later than one day prior to the visit. If you are given permission to miss class in order to attend the visit by your teacher, have him/her sign your pass. You will submit your pass to the college advisor hosting the visit.

» Complete applications honestly and accurately.

» Be mindful of important deadlines.

» Request letters of recommendation from junior year teachers in the Spring of junior year. These same teachers will be your recommenders for all your colleges.

» Keep your college advisor up-to-date on all of your plans, progress, and results.

» Communicate regularly with your counselor.

PARENT RESPONSIBILITIES

» Be open with your student. Discuss college plans, including finances, openly and honestly with your student early in the process. Share your position, thoughts, and questions with the college advisor.

» Support and communicate with your student and his or her counselor.

» Please complete the online parent questionnaire. This form will be available on your SCOIR account. It must be completed prior to scheduling a parent meeting during your child’s junior year. This form adds greatly to our understanding of your student, which in turn enables us to write a better and more comprehensive counselor statement.

» Be aware of deadlines and other requirements.

» Help your student send official test scores to the colleges. Your student is responsible for sending test scores to the colleges that require them.

» If possible, plan visits. Assist your student in visiting colleges of interest.

» Fill out and file financial aid forms on time, if applying for financial aid.

» Always keep the lines of communication open. Check with your son or daughter periodically about the progress of his/her college application process, testing, and information distributed at school. But please remember, too, that your child should own the college admissions process. A weekly college check-in between parents and students is a good way to balance the need to stay on top of the process with the goal of encouraging students to take responsibility for the process.

» Above all, be supportive.

COLLEGE ADVISOR RESPONSIBILITIES

» Discuss college planning with the student and the parents and help the child to develop a schedule, testing plan, and, eventually, a balanced list that represents good matches.

» Provide information about chances of admission to particular colleges.

» Provide resources and opportunities for students and their families to learn about various colleges.

» Help students stay informed about visitations, special events, open houses at colleges, deadlines, scholarships and testing.

» Prepare a well-written counselor statement that portrays the candidate in a positive and honest light with an emphasis on strengths and patterns of growth where appropriate.

» Prepare and send transcripts to colleges.

» Serve as an advocate for Palmer Trinity students to the colleges.

» Support and counsel students and parents throughout the college research, application, and selection process.

» Send mid-year and final grade reports to colleges.

“You want them to think about ‘is this the right fit for me, rather than I SHOULD like this place because of the name or reputation, or because my friend/parent/teacher says so.’

Will this school help them reach their full potential – academically and personally? Does this place empower them or diminish them?”

~ Christina Lopez, Barnard College

SECTION 2 JUST FOR PARENTS

Adolescents feel a tremendous amount of pressure associated with the college search. You, as parents, play an important role in making this experience more comfortable and productive for your children. You can offer your children support as they go through this time of exploration. If they aren’t accepted at a particular school, you can help them deal with the disappointment and move on. Parents feel a great deal of pressure as well. Some of you may look upon college choice as the “final exam” of parenting and judge whether you have passed or failed by your perception of the “value” of your child’s college admission. Try to maintain perspective! Resist the urge to think of the college selection process as merely a “numbers game.” Your child is not a 32 ACT, a 1030 SAT, or a 3.15 GPA. Similarly, a college’s quality cannot be summarized by a mathematical formula or a national magazine’s rankings. Admission decisions, while they all use numbers as a starting point, are not always rational or obvious, as admission people will

sometimes admit after the fact. Making these decisions is, in truth, more of an art than a science. As parents, you should acknowledge and share your aspirations, but keep them in the context of all the other factors that are part of your student’s college search. You need to lend your support and guidance, but he or she should be the one to take the lead. Be there for your student, but allow them to be the one who asks the questions.

You might be asking yourselves how to determine what makes a “good” college. Is it the percentage of applicants the institution accepts each year? Is it the school’s average SAT scores? Is it the rating a college receives in a national magazine’s report?

These numbers, in our opinion, are a poor starting point at best, often leading families away from the hard work of finding a truly relevant definition of a “good” institution or a “good fit” for their child.

SECTION 3 BEGINNING THE SEARCH

RESEARCH, RECORD, REEVALUATE

One of your tasks during your meetings with your college advisor is to create a college list that reflects the characteristics you are looking for in a college, such as size, location, and quality of academic or extracurricular programs, lifestyle, and so forth.

You may come into your early meetings with some colleges already in mind. Your counselor will also make suggestions. You might also add names discovered through reading or conversations with relatives or classmates.

Your preliminary list may very well include institutions unfamiliar to you. These suggestions are there for a reason! So, make sure you take the time to research them. Never let yourself be guided by name recognition alone. Perhaps, in your counselor’s opinion, a college that might be unfamiliar to you actually fits your academic and/or extracurricular needs as well, or maybe a recent Palmer Trinity graduate, with whom you have a good deal in common, had a great experience there.

Researching colleges is among the most important tasks you will perform. The goal of your research is to develop a list of colleges that you will know well. To that end, you will need to use several sources to determine what makes each college unique and why each one on the list is appealing to you. From this list, you will choose institutions to visit during winter or spring breaks, holidays, over the summer and, ultimately, to apply to in the fall.

RESEARCHING COLLEGES

1. General College Guides: Remember that these are someone else’s assessments and views of a given college; do not let one source make a decision for you. We recommend that you research each college through several sources, then move on to the next college. You should consider acquiring your own personal copies of at least one of these guides. A number of publications provide general information about America’s colleges. These include: The College Board’s College Handbook; Barron’s Profiles of American Colleges; Peterson’s 4 Year Colleges. Others provide a more subjective view, including: Edward B. Fiske’s The Fiske Guide to Colleges; and The Insider’s Guide to Colleges, from The Yale Daily News.

2 The Internet: The internet is an extremely useful source of information for anyone involved in the college search. You can search college databases, including the one found on SCOIR, by location, size, major, and cost to find the right matches for you; you can request view books, and course catalogs; you can take a “virtual tour” of a campus, attend a virtual information session or even browse the curriculum.

3. Admissions Representatives at Palmer Trinity: Many colleges send representatives to Palmer Trinity in the fall to answer questions about their colleges. An up-to-date schedule of these visits will be available online in SCOIR, and will also be posted outside the College Advising Office. The visits will also be announced each morning during morning announcements.

4. PTS Alumni: You may have friends who are either in college or who have already gone through the college selection process. They can also be an excellent resource. Question them about their reasons for choosing certain colleges and avoiding others. See if those reasons fit your idea of preferred colleges; never cross a college off your list merely because a friend did not like it. Think for yourself!

5. Requesting Materials: You can often request materials directly from a college’s website. Admission officers will send appropriate materials and may also ask coaches, drama directors, orchestra conductors, and others to get in touch with you. The more information you provide, the more specific the response is likely to be.

6. Books about college admission you might enjoy:

The College Admission Mystique by Bill Mayher

Since its publication, many of the colleges discussed have become more selective. However, this is still a great introduction to the college process written by a veteran independent school college advisor.

Letting Go, A Parents’ Guide to Understanding the College Years by Karen Coburn and Madge Treeger

This book discusses the joys and challenges of parenting a college-age child.

The Gatekeepers: Inside the Admission Process at a Premier College by Jacques Steinberg

This book was written by a New York Times reporter who spent a year following an admission officer and several applicants through the admission process at Wesleyan University.

Looking Beyond the Ivy League and Colleges that Change Lives by Loren Pope

Pope discusses colleges that are less selective than some of their better-known peers but which provide excellent educational opportunities for a variety of students.

College Match: A Blueprint for Choosing the Best School for You by Steven R. Antonoff

An independent educational consultant who gives students control of the entire college admission process with easy-to-use worksheets and loads of practical advice.

RECORD YOUR RESEARCH

Criteria for Choosing a College

These are criteria that can be used to evaluate and ultimately choose a college, though some may be more pertinent than others in your search.

1. STUDENT ENROLLMENT

» ENROLLMENT – Small (1,000-3,000), medium (3,000-7,000), large (10,000-15,000). Freshman class size. % of undergraduate students.

» RETENTION – % of freshmen that eventually graduate or return for their sophomore year.

» BACKGROUND – Male/female ratio. % commuter/resident. Geographic origin. % minority. % on financial aid.

2 LOCATION A ND SURROUNDINGS

» LOCATION – New England, West Coast, Middle Atlantic states, the South, a foreign country. Distance from home. Travel costs and convenience.

» SETTING – Urban/Suburban/Rural. Weather. Nearest city or countryside. Recreational opportunities.

» FACILITIES – Library. Laboratories. Study and practice rooms. Student center. Athletic complex. Art studios. Theater. Bookstore. Food sources.

3 COLLEGE T Y PE A ND PHILOSOPHY

» TYPE – 2/4 year. Religious/public/ private/historically Black. Coed/ Single-sex. College/university.

» PURPOSE – Liberal arts. Technical/vocational institute. Conservatory. Art/design college. Pre-professional for business, education, engineering, fine arts. Degrees offered.

» PHILOSOPHY – Traditional/progressive. Deeply scholarly/career oriented. Comprehensive.

» CALENDAR – Semester/trimester/quarter/ module. Inter-term program. Accelerated.

4. CURRICULUM

» ACADEMIC REQUIREMENTS – Proportion of study dedicated to core requirements/major/ electives. Required freshman courses.

» ACADEMIC OFFERINGS – Majors/minors offered in your areas of interest. Breadth and depth of courses offered in your areas of interest. Interdisciplinary courses. Strong departments.

» INDEPENDENT STUDY – Individual tutorials. Seminars. Research opportunities.

» SPECIAL STUDY PROGRAMS – Field work. Internships. Exchange programs. Semester/year study abroad. Joint degree programs. Cooperative work/study plan. Pre-professional programs.

» STANDARDS – Accreditation. Degree requirements. Grading system. Grading/ distribution. Honor system.

» COURSE DESCRIPTION – Introductory/ advanced/specialized courses. Courses for majors/non-majors. Number of courses required for major/Course availability.

5. ACADEMIC ENVIRONMENT

» FACULTY – % with Ph.D. Origin of degrees earned. Original faculty research/scholarship. Teaching course load. Expectations for teaching/ scholarship/advising and other college service. Emphasis on undergraduate teaching and learning.

» FACULTY-STUDENT RELATIONSHIPS – Facultystudent ratio. Advising. Accessibility for conferences, assistance. Departmental clubs, colloquia, committees with student representatives. Class size, average. Classes under 20 students, over 50 students. Opportunities for discussion. Student presentation/exchange of ideas.

» ACADEMIC DEMANDS – Workload. Course expectations. Type of assignments. Academic pressure/competition.

» INTELLECTUAL VITALITY – Student attitude toward learning. Flexibility/structure for learning. Exchange of ideas. Interest in political, social, or world issues.

» CAREER PREPARATION – Pre-professional programs. Career advising and information programs. % who go on to graduate school. Graduate school and job placement.

» INSTRUCTION – What types of teaching/ learning situations exist? If I know my field of interest, what courses and faculty are available in it? Do full professors teach undergraduates? Is there an advisor system?

6. CAMPUS AND STUDENT LIFE

» TYPES OF STUDENTS – Diversity and response to differences. Typical/offbeat student. Importance of money/material possessions/social appearances.

» COMMUNITY TYPE – Homogeneous. Pluralistic. Cohesive. Fragmented. School spirit. Controversial campus issues. Liberal/directive/ restrictive social regulations. Political climate.

» LIVING ARRANGEMENTS – Predominantly large dorms/housing clusters/small houses. Availability of single rooms/doubles/suites/ multiple rooms. System of housing allocation/ roommate selection. Centralized/decentralized dining. Alternate dining programs. Single sex/co-ed dorms. Housing guaranteed.

» CAMPUS ACTIVITIES – Activities related to your interests. Emphasis on social life, fraternities or sororities, sports, or other dominant interests. Clubs and organizations traditional/ creative/competitive issue oriented. Presence of religious, ethnic or cultural groups. Cultural opportunities on campus or in community.

7. ADMISSIONS

» DEADLINES – Application. Notification of decision. Deadline to reply to offer of admission.

» APPLICATION REQUIREMENTS – Fee. Information forms. Specific high school courses. Secondary school report. Recommendations. Interview. Common Application supplements.

» SAT/ACT – What are the college’s testing requirements?

8.

» ADMISSION SELECTIVITY – % of applicants offered admission. Average SAT/ACT scores of freshmen. % of freshmen ranked in top 10% of high school class. Freshman class profile.

» FINANCIAL – Need blind or need aware/sensitive?

COSTS AND FINANCIAL AID

» COSTS – Minimum-maximum total costs per year. Student budget for tuition and fees/ room and board/books and personal expenses/ travel costs. Admission and enrollment fees.

» FAMILY RESOURCES – What can your family pay toward college expenses? Your earnings and savings.

» AWARDS – % of students receiving aid. Range of awards. Average award.

» FINANCIAL AID – Based on need/merit/or funds available. Loan and job expectations. Off-campus work opportunities.

» APPLICATION – Which forms are required? Deadlines.

9. INTANGIBLES

» Does the atmosphere of the institution appeal to me?

REEVALUATE AND BALANCE YOUR LIST

The final goal of the college search is to create a balanced list of colleges that fall into four categories. The terms we use – likely, possible, reach, and high reach– are relative, not absolute. In determining where a given college falls for a particular student, we use our best judgment based on experience with recent Palmer Trinity graduates, national trends, and institutional changes. Changes in academic performance during the junior and senior year may well move certain colleges into a different category, and better standardized test scores taken in the senior year can also increase the likelihood of acceptance. We offer frank advice to help you evaluate your chances of admission at a particular college – not as a judgment of your performance during your time at Palmer Trinity or your potential as a college student. Ideally, your final list should be constructed of approximately 7-10 schools so that you will be admitted to most of the colleges on your college list. In the worst case, you should still have

at least two or three good choices. Palmer Trinity keeps extensive statistical data on college results and stays in close contact with admission offices to present students with an accurate assessment of competitiveness.

Here are the definitions of the four major categories colleges fall into:

» Likely: Palmer Trinity students with comparable test scores and grades are usually offered admission. It is important to apply to several “likely” colleges as the admission picture changes annually.

» Target: Palmer Trinity students with similar grades and test scores are sometimes admitted, sometimes waitlisted and occasionally denied.

» Reach: Palmer Trinity students with similar grades and test scores are less likely to be admitted, except in cases where extenuating circumstances, such as strong coach support or active alumni connections, affect the decision.

» Unlikely: Palmer Trinity students with similar grades and test scores have not been admitted in the past.

By the time you arrive at your final list of colleges we recommend that you have at least two colleges in the Likely category, and no more than three colleges in the Reach category. The majority of your colleges should be in the Possible category. It’s also important to note that the most selective colleges in the country will be in the Reach category for almost all of Palmer Trinity’s students, regardless of how strong he or she is. In addition, because these colleges have so many qualified applicants, they’re not concerned with whether a student can do the work, the majority of the applicants can do so quite successfully; rather, they’re trying to form a class of students who will bring unique talents to their communities in addition to a stellar academic performance. Your counselor will be able to tell you why certain colleges fall in a particular category. Remember that the selectivity of a college may have relatively little bearing on the quality of the education and experience that it can offer you.

SCOIR

One of the most important tools you will use in the college advising process is the Family Connection tool called SCOIR. SCOIR is a database where the college advisors keep all of the academic and college information for each student in your class. At the beginning of the college process, we provide you with a registration code for your SCOIR Account. These are just some of the things you can do on the SCOIR site:

» Search for colleges using the College Search, College Lookup, College Match, and College Compare tools

» View your college list

» Search for scholarships

» Find college advising updates

You may also explore, with the help of your college advisor, our scattergrams, or graphs that display the admission statistics for all Palmer Trinity applicants to a particular college within a specified year or years. These graphs allow us to show a student or parent the anonymous grade point average and SAT scores for each student who has applied to a particular college from Palmer Trinity, and the decision rendered by the college. The scattergrams are great tools when searching for colleges that are within the appropriate admission range for a particular student.

Example Scattergram GPA

SECTION 4

TESTING FOR COLLEGE ADMISSION

Standardized testing is an important factor in admission decisions, especially at most of the “highly selective” colleges and universities. Many institutions have downplayed the importance of scores, and some have eliminated test requirements entirely. Standardized testing still matters at most colleges especially the State University system of Florida. We want you to understand testing requirements and, just as important, to keep them in perspective.

1. PSAT/NMSQT – Preliminary SAT/National Merit

Scholarship Qualifying Test

This test is given in October to the entire sophomore and junior classes. Scores from the junior year are used for National Merit Scholarship Qualification (NMSQT) and for student and counselor use only. These scores are not sent to colleges.

2. SAT

» THE DIGITAL SAT EXAM WILL BE COMPUTER ADAPTIVE – Essentially put, students will each get an SAT that is customized to their performance. The better they do on the first section, the harder the questions they’ll get for the second-but also the more points each one will be worth. (There’s still no penalty for guessing, but it behooves you to answer as accurately as possible on that first section so that you can maximize your opportunities on the second.)

» THE TEST WILL BE SHORTER – Testing fatigue is real, and we know that it’s tough to stay focused for three hours. Well, yours dreams have been answered: the new version of the test will be closer to two-ish hours. Less time will be needed overall for exam setup and time-consuming preamble, currently done by an in-person SAT monitor. In addition, the new exam will have shorter reading passages and more direct questions.

» CALCULATOR USE IS EXPANDED, AND YOU CAN BRING YOUR OWN – In fact, the “no calculator” portion of the test is being removed. And all students will have access to a built-in graphic calculator (though they can still bring their own).

3. ACT – American College Test

The ACT is an alternative standardized exam including four sections: English, reading, mathematics, and science reasoning. Each section is scored separately and a composite is then determined. The composite scores range from 1 to 36 with the National average being a composite of 21. Tests are offered in October, December, February, April, and June. The ACT, is accepted without reservation by colleges. For more information access their website at: www.actstudent.org.

4. AP – Advanced Placement Exam

These tests are three-hour exams measuring mastery of a predefined curriculum in a single subject area and are given in May at school. They are scored from 1 to 5. Normally a 4 or 5 corresponds to an A in a college class; a 3 a B; a 2 a C; and a 1 indicates little mastery. Often, colleges will give course credit toward graduation for scores of 4 or 5 in some subject areas. These exams are not required for college admission but colleges may look favorably on strong results if available. Some colleges may allow students to submit AP scores in place of other tests.

5. TOEFL – Test of English as a Foreign Language

Used to evaluate English proficiency, most American colleges require the TOEFL of students whose native language is not English, or for students who have not been instructed primarily in English for the entirety of their high school career. For more information, access their website at: www.toefl.com.

6. Duolingo – Test of English Proficiency

The Duolingo English Test is an English proficiency assessment used to evaluate your ability to read, write, speak and listen to English. As you progress through this computer-adaptive test, the question difficulty increases or decreases based on your answers to previous questions. In addition to multiple-choice questions, you answer open-ended questions to assess your spoken and written English skills. The computer grades all of the questions you answer. You also have an opportunity to record a video interview and writing sample: https://englishtest.duolingo.com/applicants

REGISTERING FOR TESTS

Palmer Trinity School Code: 10-10-55

1. It is your responsibility to register for the SAT and the ACT tests.

2. Online registration is the easiest way for most students to sign up for the SAT or the ACT. You will need a valid, major credit card to register. The earlier you register the better.

3. Know the testing requirements of each college to which you plan to apply.

4. Always use exactly the same name and address when signing up for any tests! If you sign up once as Valentina Diaz and as Valentina DiazSoto another time, the computer will treat you as two different people, which can make sending scores to colleges much more difficult. Be just as precise with your address, birth date, Social Security number, and testing codes!

5. Extended-time testing: Students eligible for extended time testing must have on file with the Learning Specialist, Kathleen Lamiell, an educational evaluation done in the last three years, with a diagnosed disability and specific recommendation for extended time. Please note that it can be especially difficult to obtain extended time for the ACT. See your counselor for details.

6. You will receive an admission ticket for all testing sessions. Check the information for accuracy, and to be sure you are assigned to the correct test center. Please note that Palmer Trinity is not a testing center. You will need your admission ticket and a photo I.D. to check-in on test day. Save your admission tickets and score reports, even after you have taken the tests. You may need registration numbers and test dates later in the application process.

RECOMMENDED TESTING PLAN

Depending on when students begin test prep, students typically sit for their first SAT in January or March of their junior year, and again in May or June. Students can sit for the ACT beginning in February, and again in April and June. We highly recommend that students take both the SAT and ACT at least twice in their junior year, and at least once more in their senior year if needed. We urge you to plan ahead to find dates that are convenient for you and that allow for you to adequately prep for the SAT and ACT as needed. We

offer an ACT & SAT here on campus for Juniors.

Some colleges are test optional or test blind, meaning you do not have to submit test scores.

FOR TEST DATES, PLEASE CONTACT:

SAT

www.collegeboard.com

PTS/SAT Test Center 10442 (866)756-7346

ACT

www.actstudent.org

PTS ACT Test Center 212290 (319)337-1270

Standardized Testing information

PTS High School code 101055

PTS Contact

Kathleen Lamiell, Testing Coordinator klamiell@palmertrinity.org (305)259-1115

SECTION 5 COLLEGE VISITS

Visiting college campuses in person can be one of the most helpful activities during your college search. To schedule a college visit, simply call and inquire into the times for tours, information sessions, and interviews. Also, check the websites for tour and information session times. These visits do not typically require an appointment, but occasionally they do, so call ahead.

HOW TO GET THE MOST OUT YOUR VISIT

1. Call or check online for tour times or to reserve a spot on the tour and information session.

2. Many colleges have a formal information session at a specific time of the day. We recommend you attend this as well as the campus tour.

3. Call ahead to see if the college offers on-campus interviews and try to arrange one (at least 2 weeks in advance). We recommend interviewing during the summer since it is often difficult to return to campuses during the fall.

4. If possible, attend some classes and also try to spend some time walking around the campus alone, to taste the flavor of the place. Often, visiting the dining hall and the student center, and listening to students talk are a good way to get a sense of the school’s atmosphere.

5. Explore the areas of campus (and the surrounding area) where you think you will spend the most time. Walk around the academic departments that interest you.

6. Take notes during your visit — some colleges can begin to look and sound alike very quickly.

7. Even if you are not required to RSVP for a tour or information session, check in with the admission office receptionist when you arrive. You will likely be asked to complete an “Inquiry Card” which officially records your visit. Some colleges consider your campus visit “demonstrated interest.” This piece is more important than you might expect, especially at many smaller, liberal arts schools. All else being equal, some colleges may offer admission to those who have shown the most interest!

THE CAMPUS TOUR

Below are some sample questions you might want to consider when you visit a college and take a campus tour. Remember that the tour is an important opportunity for you to talk with a current student (the tour guide) and learn more about the student experience at the college.

1. How large are your classes? Do you meet regularly with an advisor?

2. Where do you study? Is the library a good place to work or study? What hours do students have access to libraries, computers, labs, etc.?

3. What academic experiences are available beyond the classroom?

4. What percent of students live in dorms? Is housing guaranteed for all four years?

5. Is this considered a safe campus? Are there regular patrols, escort vans, emergency phones?

6. Is this an openly competitive campus? How are tests and exams administered?

7. Do you meet with professors informally? Have you ever been invited to a professor’s home?

8. How tolerant is this community of independence and diversity?

9. What are the most popular extracurricular activities here?

10. What do you like best and least about being a student here?

11. Are there single-sex dormitories, substance-free dorms, or “quiet” dorms? Any thematic housing? Are there laundry facilities in each dorm?

12. Is there a career guidance service on campus? Is the service available to alumni?

13. Does social life revolve around the campus, or do most students leave on the weekends?

14. What is the biggest campus issue currently?

At the end of your visit, ask yourself two very important questions:

“Do I see myself fitting in here? Am I comfortable here?”

SECTION 6 COLLEGE ADMISSION CRITERIA

JUNIOR YEAR CHECKLIST

TO BE COMPLETED BEFORE THE END OF THE

» Junior Questionnaire

At the start of the process, it is extremely important to take a personal inventory of your academic and non-academic experiences. The junior questionnaire is the best tool to practice writing about yourself and record your thoughts on these topics. The questionnaire will be available on your SCOIR page. This document is seen only by your college advisor and must be completed before your first meeting.

» Parent Questionnaire

Parents can provide valuable insight into their child’s performance at Palmer Trinity. Therefore, it is critical that all parents complete the parent questionnaire prior to the first family college advising appointment. This form will be available on your SCOIR page in January.

» First College Advising Appointment

After you and your parent(s) complete and submit your questionnaires, you may schedule your first college advising appointment.

» Sign up for tests

Be sure to sign up for all standardized tests early. The school will not register you for the ACTs, SATs—that is your responsibility

» Second College Advising Appointment

At the second appointment, you and your counselor will discuss the specific colleges you have researched, refine your testing plan, and balance your research list with colleges from a variety of levels of selectivity and colleges that may meet the criteria you have identified but which you may not know much about. Please know that colleges and admissions criteria frequently change.

» Course selection

Be sure to talk to your college advisor about your courses for senior year.

JUNIOR YEAR

» Diagnostic Visits

Plan to visit some colleges during the springtime (and during the summer). Try to see a range of colleges, including a large institution and a small college, a rural and an urban school.

» Additional College Advising Appointments

It will be important to try and make regular and fairly frequent appointments with your college advisor during your junior and senior year. The first semester of senior year will be very busy with the process of finalizing your list, completing your applications and your essays. Your college advisor will help you through this process so be sure to keep in close contact with him/her.

» Teacher recommendations

Be sure to request letters of recommendation from two of your junior year teachers early in the spring of your junior year. You can find Recommendation Request Forms in the College Advising Office, but you must attend your first college advising appointment with one or both of your parents in order to obtain them. You must complete these forms to formally request letters of recommendation. Both you and your recommender will sign the form. Leave the top half of the form with your recommender, and submit the bottom, signed portion to your counselor. Please be advised that many teachers will ask that you submit a resume to them before signing and officially accepting your request.

SECTION 7 CREATING YOUR COLLEGE APPLICATION

THE COMMON APPLICATION, THE ESSAY, AND THE INTERVIEW

Putting Your Best Foot Forward Your completed application is an extension of yourself. You cannot afford to be sloppy and inattentive to details. Start by using the Common Application online. Remember: many schools on the Common Application also require their own supplement, such as a set of specific shorter essays, another long essay, or a graded paper with teacher comments. Make certain that you check the requirements for each school to which you apply. If one of your schools is not on the Common Application list, photocopy the school’s specific application, and use that as your rough draft before you begin to fill out the final form, online if possible.

The Common Application website (www.commonapp.org), provides links to useful downloadable forms which include PDF versions of all of the common application parts, including a College Deadlines, Fees, and Requirements Grid, which offers specific application process information for every common application college. We highly recommend that you download this document, print it out, and use it as your guide.

THE APPLICATION

Applications have two parts: “yours” and “ours.” You have your responsibilities to fulfill, and the College Office has its own for each school to which you apply.

Student section:

You are responsible for sending the following parts of your application:

» your personal information (the application)

» one or more essays (the personal statement)

» various types of supplements (a college’s own essay question, a graded paper, a peer reference) if required

» the application fee

» your SAT and / or ACT scores directly from the testing agency

College Office section:

We are responsible for sending the following:

» your transcript

» letter of recommendation written by the college advisor that includes student progress and investment in Palmer Trinity School

» your (2) teacher recommendation letters

THE ESSAY

Why an essay?

Most colleges and universities require students to write an essay as part of the application (not all—many state institutions do not have this requirement). Why? Because they want to see: a) how well you write, b) as one admissions officer puts it, “how students can wrap their brains around broadly-based questions” and c) who you are, in your own words and from your own point of view. Along with the interview, the essay affords your best chance to share your thoughts, insights, and opinions; to highlight your accomplishments; and to convey your maturity and outlook on life. Look at the essay, then, as an opportunity to tell the admissions committee something about yourself that isn’t in the rest of your application. College essays are therefore different from those you write for English, history or other classes. You try to write well and to wrap your brain around questions for those teachers, but usually you do not write about yourself.

Some students find it hard, when applying to college, to shift gears and write about a topic that may be close to them personally. The task need not be difficult, however. Here are a few tips, many gathered from admissions officers:

Choosing a topic:

Some colleges simply assign a topic, such as:

» Describe a person or an event that has been important in your life.

» If you had to choose four things to put into a time capsule to be opened in a thousand years, what would they be and why?

» Write about an issue of local, national or global importance.

Whatever topic you choose, bear in mind:

» No topic is inherently a “good” or “bad” one. Admissions people want to discover something about you that they cannot learn from your transcript or test scores, so write about something that matters to you, not what you think they want to hear.

» While no topics are “wrong”, there are wrong approaches. In general, do not dwell on specific

experiences, but on your perception of or reaction to those experiences. For example, writing a travelogue about your summer trip to France is trite. (“The view from the Eiffel Tower was the most breathtaking thing I’ve ever seen!!!”) Instead, write about something you learned or that truly moved you while you were there. If you cannot do that, find another subject.

» Some topics do need to be treated with great care, and should be avoided if you cannot do so. It is very difficult, for example, to write about personal tragedies or those that affect your community or the world. If you choose one of these subjects, be sure to focus less on the events than on how they affected you—and never focus on just the negatives, be sure to note how you’ve overcome this adversity. If you are asserting a strong opinion on a sensitive political, social, or religious issue, we recommend also pointing out that you are open to the opinions of others (if true).

» Try to avoid writing about privilege in your essay.

Writing the essay:

» Be yourself, and write for yourself; use your own voice. Generally, we are taught to write for a particular group. The college essay has no audience per se except a group of strangers known as the admission committee. With no specific audience, students may compose an essay that attempts to convey an “educated” writer. This approach can result in stilted diction, posturing, and labored prose, rather than writing that reflects energy and spontaneity. If you write from the heart about a topic that is meaningful to you, you will be writing for yourself, and, as a result, your essay will be much more memorable to that group of strangers.

» Use words you are comfortable with. Do not use a thesaurus. You do not ratiocinate or cogitate, for example. You think.

» Do not try to be funny unless humor comes naturally to you and you are experienced— and good—at humorous writing.

» Good writing, as one admission officer put it, is lean, progressive, imaginative, grounded in specifics, energized by apt verbs, and respectful of the reader’s intelligence. Tell your story in a way that shows, rather than merely claims, that you have learned or matured through the situation or experience you are describing.

» Your opening sentence needs to “grab” the reader. Admissions people read so many essays that an imaginative opening will grab their attention.

» Do not allow others to become involved in the writing process, other than as proofreaders. It will be obvious if someone else wrote the essay for you!

» Spelling, punctuation, grammar, clarity, and neatness all matter, and they can sabotage an otherwise competent and compelling essay.

» Allow plenty of time to write your essay(s). Edit, re-edit and proofread again and again!

» If you wait until the last minute, it will show.

THE COLLEGE INTERVIEW

There are a number of variations in the interview policies at colleges. They include one of the following four options: no interview – group information sessions only; alumni interviews only – off-campus; interviews are optional and informational only; interviews are encouraged and do become part of the student’s application file. If the college does offer an on-campus or alumni interview, we recommend that you take advantage of the opportunity.

What can you do to prepare?

» Read all available material on the college beforehand.

» Do not ask questions that are answered in the material.

» Be prepared to comment on particular programs that combine your talents and interests.

» Be prepared for cryptic questions (e.g. “What would you like to talk about?”).

We have provided on the following page, the kinds of questions you might be asked. Think about each one and try to practice your answer aloud either at the dinner table or in the car with a parent. If you have thought these through, you should be well prepared for any question.

1. Please visit each college’s website and pay close attention to their interview policies, requirements, and deadlines.

2. Be prompt. Call if you are going to be late.

3. Try to be relaxed. Dress appropriately (at least neatly – no jeans).

4. Turn off cell phones and don’t chew gum.

5. Avoid asking questions already answered in the catalogue or viewbook (which you should have read) and be prepared to ask thoughtful questions.

6. Be prepared to engage in a conversation. You should talk about your strengths, what excites you intellectually and what your goals are. Without being arrogant, haughty or overbearing, you should be confident that you have a great deal to offer a college.

7. Finally, take time to send your interviewer a thankyou note after the visit (so make sure you have his/ her name written down). This gesture is appreciated.

SAMPLE COLLEGE INTERVIEW QUESTIONS

1. How do you like PTS? What has been the most positive experience you have had? The most negative? What would you like to change about PTS?

2. What is your role in the school community? What would your teachers say about you?

3. What is the most significant contribution you have made to your school?

4. What are you looking for in a college?

5. What are some of your goals – personal and career – for the future?

6. Tell me about an assignment in which you found yourself stimulated intellectually.

7. What do you like best about participating in extracurricular activities?

8. Since you are interested in science or math (where appropriate), why are you interested in a liberal arts college rather than a more technical institution?

9. How and in what ways do you expect, plan or hope to transfer your secondary school contributions, achievements, and/or activities to the college level?

10. What has been your favorite subject in high school? Why?

11. What might you study in college?

12. What books or authors have made a lasting impression on your way of thinking?

13. What events would you deem critical in your life thus far? Who has influenced you?

14. Describe ways in which you are different from others at your school.

15. How have you spent your summers?

16. What are your reactions to current events?

17. Describe something about which you have become outraged or inspired this year.

18. Have you ever thought of not going to college? What would you do?

19. How do you spend your free time?

20. Why do you think you are a good match for this college?

21. Many qualified students apply to our school. What makes you stand out?

22. To what other colleges are you applying?

23. Do you have any questions? (Have some in mind!)

QUESTIONS TO ASK AN INTERVIEWER

1. How would you describe the student body?

2. Is there a type of student who might not feel comfortable here?

3. Where do most of the students come from geographically?

4. What is the political climate on campus? Liberal? Conservative? Mixed? How can you tell?

5. What is the religious makeup of the student body? Would a (e.g. Jewish, Catholic) student feel isolated?

6. What percentage of students leave campus for the weekend? (if >20%, ask why)

7. How much school spirit is there? What types of activities are well-attended?

8. What is the role of Greek life on campus?

9. How easy is it for freshmen to join activities?

10. Can you tell me more about the ________________? (e.g. newspaper, drama program)

11. Does the college guarantee housing all four years? What % live on campus? What alternatives are available, on or off- campus, for upperclassmen?

12. What have been the new additions/ renovations on campus in recent years?

13. How safe is the campus? What security options are available?

14. What’s distinctive about your academic program?

15. How many students are in a typical freshman class? Who teaches them? Do they break into smaller discussion groups? Are freshman seminars available?

16. How easy is it to get the classes one needs/wants?

17. Can a student change from one division or major to another without a lot of hassle?

18. Are there any new initiatives underway?

19. When does one declare a major? Are there many prerequisites? Are any majors selective? If so, how is one chosen? Can one double major?

20. What % of students return for sophomore year? What % graduate within five years? If especially high or low, what do you consider the reason?

21. What proportion of students study abroad? Where are the most common destinations? Do you offer any unique international programs?

22. What percentage of seniors go to graduate school? Do you have a list of the graduate schools they’ve attended in recent years? How many companies recruited on campus last year?

23. What is the calendar (e.g. 4-1-4)? If there is a “short” term, is it required? For how many years? What percentage of students choose an optional term? What are ways students typically use it?

24. Which colleges do you “overlap” with most in admissions? What makes your college distinctive among other similar colleges?

THE MOCK INTERVIEW

Students who would like some practice interviewing prior to their appointment should set up a mock interview with one of the counselors with whom they are not working. This way, the experience more closely mimics that of a real interview where the interviewer does not know the student well.

ALUMNI/AE INTERVIEWS

Some colleges arrange local alumni/ae interviews. These alumni/ae interviews often can be arranged for colleges which are far away and hard for you to visit or who cannot accommodate your request for an on-campus interview. Typically, a member of the local alumni/ae interview team will call you after the college admission office has received your application. Policies at individual colleges change year-to-year surrounding interviews, deadlines for requesting interviews, and availability. It is the student’s responsibility to keep track of this information for the colleges to which he/she is applying. Use the worksheet at the end of this chapter to track this information.

SECTION 8 PAYING FOR COLLEGE

ABOUT FINANCIAL AID

A four-year college education now costs anywhere between $40,000 and $200,000, depending on whether you attend a public or a private institution. While some families can afford these expenses, many must rely on financial aid to help pay the bills. If your parents have not brought up the subject of paying for college, you should do so at the earliest opportunity, since, if you do apply for financial aid you will be bearing a significant portion of the expense in the form of loans at most schools. What follows is general information on the types of aid available, the process of applying and completing forms, and understanding financial aid awards. More information is available at the following websites: www.fafsa.ed.gov www.collegeboard.com www.finaid.org www.college-scholarships.com www.fastweb.com www.studentaid.ed.gov

FINANCIAL AID

Financial aid is “need-based” as opposed to “meritbased.” In other words, you receive it because you cannot afford to pay all the expenses yourself. Your academic record usually has nothing to do with eligibility for financial aid, though grades are taken into account at some colleges. Financial aid funds come from the federal government, the college itself, and, in some cases, from state programs. Aid is awarded in a “package” comprised of grants (which you do not pay back), student loans, and work, in varying proportions.

Loans are often the largest component, and you, the student, must pay these back starting a few months after graduation. The average student on financial aid can expect to graduate with approximately $20,000 in loan debt, to be paid back over about ten years.

INSTITUTIONAL SCHOLARSHIPS

An institutional scholarship given by colleges, often called a “merit scholarship,” is awarded to a student by a college because he or she meets certain predetermined criteria, such as excellent grades, exceptional athletic ability, or artistic talent. Demonstrated financial need may or may not be a factor. Institutional scholarships are either simply awarded to an applicant, or the student is invited to apply for them. Given by colleges as a means of attracting desirable students, they basically amount to tuition discounts. If colleges do not mention merit scholarships in their literature, ask about them when you visit, speak with representatives when they come to visit PST, or call the financial aid office directly. Not every college offers merit scholarships. You can view a list of merit scholarships on SCOIR.

CORPORATE SCHOLARSHIPS

Civic groups and municipalities offer scholarships as well. Some schools will deduct it from the loan portion of your package; as often as not, however, it is taken off your grant award. Check SCOIR for scholarships.

ATHLETIC SCHOLARSHIPS

Very few athletes from PTS win a “full ride” from a Division I college (occasionally Division II, never Division III, as athletic scholarships are not offered at Division III schools). These awards are given for athletic ability regardless of need.

THE BASICS OF APPLYING FOR FINANCIAL AID

Your parents have certain responsibilities in the financial aid process, and so do you. It is absolutely vital that everything be done in a timely fashion, strictly according to deadlines. To drag your feet may very well mean that you will end up without a financial aid package. At least one, and often as many as three, forms are required to

apply for financial aid. In order of frequency, they are the Free Application for Federal Student Aid (FAFSA), the College Scholarship Service Financial Aid Profile (CSS Profile), and, in many cases, the college’s own institutional form. The FAFSA and the CSS Profile are only available online at www.fafsa.ed.gov, and www.collegeboard.com respectively. When submitted online, the FAFSA and the CSS Profile are sent to central agencies to be processed and forwarded to colleges. Families complete only one FAFSA and one CSS Profile. Institutional forms, on the other hand, are requested directly from each college and returned to its financial aid office. It is your responsibility to obtain institutional forms from the colleges by phone, letter or online.

THE FAFSA (FREE APPLICATION FOR FEDERAL STUDENT AID)

Required by every college and university. As the name implies, there is no fee connected to the FAFSA, which determines your eligibility for Federal financial aid funds, the backbone of every college financial aid program. It is provided by the U.S. Department of Education. The FAFSA is available online at: www.FAFSA.ed.gov. Both the student and a parent need a personal identification number (PIN) available at the FAFSA site. Note: www.fafsa.com and www.fafsa.net, are the websites of private companies who will try to charge you money to fill out your FREE Application for Federal Student Aid. Avoid these sites! It is your responsibility to log on to the FAFSA website and establish a pin and share it with your parents, unless they have obtained one online. This will be your ticket to filling out the FAFSA online. If your parents are divorced or own their own business, they must fill out additional forms.

THE CSS PROFILE

This form is required only by those institutions listed on its registration form. Completing it requires that you register online by going to www.collegeboard.com. Registration fees may be paid by credit card when you register. The CSS Profile form asks all the financial questions wanted by the colleges to which you are applying. You can save your information as you work, so you don’t have to complete it all in one

sitting. Make sure you remember your registration information so you can log back into the College Board website to complete the Profile. There is a fee for each college you send the profile to. Colleges requiring the CSS Profile also require the FAFSA.

INSTITUTIONAL FORMS

Some, but not all, colleges use these forms. They usually ask a few specific questions not covered on the FAFSA or the CSS Profile. These are available only from the college and are returned directly to its financial aid office. Again, obtaining these forms is your responsibility.

COMPLETING FINANCIAL AID FORMS

1. Assemble the records you will need:

» Completed income tax forms for the most recent year or, if not yet available, the most up-to-date tax information you have.

» W-2 Forms and other records of money earned in that year

» Records of untaxed income such as welfare, social security, AFDC or veterans’ benefits

» Current bank statements

» Current mortgage information

» Business (farm) records

» Records of stocks, bonds, other investments

» Student’s driver’s license and social security card

» Student’s alien registration card (if applicable)

2. Use proper names, not nicknames, and make sure the social security number reported matches the one on the student’s card.

3. Complete all the required sections of the form.

4. If the instructions tell you to skip a question, leave it blank. If your answer to a question is “none” or “zero,” put a zero in the answer space.

5. Make sure you submit the FAFSA and CSS Profile at least five working days prior to your earliest financial aid deadline. If you do not have the required tax forms in time to complete the FAFSA, estimate

your figures as closely as possible for the current year. You will have the opportunity to correct the figures later when you know the exact amounts (See #7 below). Consult the Financial Aid offices at the colleges concerned if you need to consider this option. Keep a copy of all forms for your records.

6. The FAFSA allows you to list only twenty colleges.

7. Within four weeks (at the latest) of receiving your form, you will receive a Student Aid Report (SAR) through the email account you used to register for the FAFSA. The SAR will either request further information, such as tax information from your completed tax return, or provide you with a figure called the Student Aid Index (SAI). Once you have received a final SAR, you can log in to look at the information, make corrections to it, and print a copy for your records. The information is automatically sent to the colleges you listed when you filled out the FAFSA online.

8. For questions regarding problems or difficulties using FAFSA on the Web, or specific questions about the FAFSA, call the Federal Student Aid Information Center at 1-800-4-FED-AID (1-800-433-3243) or 1-319-337-5665. If you do not get a SAR in four weeks, it is wise to call and check on your application.

EARLY DECISION AND EARLY ACTION APPLICANTS

Some colleges are reputed to save financial aid dollars by “under-funding” Early Decision applicants, on the theory that if they want to attend badly enough to apply ED, they will find the extra money. While it is true that an Early Decision applicant will not have the opportunity to compare financial aid offers from different institutions, we have found that usually these students receive adequate packages. Many selective colleges, including the Ivy League, have gone on record to say that early applicants receive that same treatment from the financial aid office as anyone else. It is important, however, to ask about ED financial aid policies if you will be applying for aid. If you do not get a straight answer, we will be happy to call the college.

DIVORCED/SEPARATED PARENTS

In the case of divorce or separation, the non-custodial parent is usually asked to file a supplementary form in addition to the FAFSA. Since colleges view financing a college education as a family affair, both parents need to provide as complete a financial picture as possible.

UNDERSTANDING FINANCIAL AID AWARDS

Financial aid letters may accompany letters of acceptance; often they are sent separately. When letters are sent early in the year, some colleges may not specify the exact amount of state and federal aid they are offering you, but rather an estimated award. You will receive exact figures in a later letter. Here are suggestions on how to read and respond to a financial aid letter:

» Look at the combination of awards in the “package.” As we have mentioned, it will consist of two types of aid: “gift aid” (such as grants that do not have to be repaid), and “self-help” (usually a combination of work and student loans).

» In comparing your different packages, pay attention to two things: your net cost to attend each institution after financial aid, and the proportion of grants to loans. Do not be dazzled by the total amount of money a college offers you; focus on how much you will have to pay out of pocket, both as tuition expenses during your college years and as loan payments afterwards.

» Look for special conditions or requirements attached to your awards. For instance, some institutions require financial aid recipients to maintain a certain grade-point average in order to continue receiving merit awards.

» Be aware that most need-based awards involve federal money for both grants and loans. Financial aid administrators must adhere closely to Government guidelines in awarding federal dollars, and few colleges have enough to meet every applicant’s full need. Even though your need is entirely legitimate, colleges may, for various reasons, award larger packages to other students.

» If you have questions about your financial aid award, or if your family believes that it does not meet your needs, call the college’s financial aid office. Be polite; do not panic or become angry. You will find that most financial aid officers are very helpful. Review any circumstances you think may have been overlooked, and be prepared to offer concrete information if you want them to review your award. The college may be able to adjust your package based on new information, or they may match an offer from another college. Not all colleges will negotiate financial aid awards, however; each institution has different priorities and policies.

» If you are considering more than one college, wait to receive a financial aid letter from each

SECTION 9 ARTISTIC SUPPLEMENTS

This section in intended to guide students who have focused on the visual or performing arts during their time at Palmer Trinity. Those who would like to submit an arts supplement are strongly advised to create a portfolio of art work or music recordings and a short document outlining their past achievements at Palmer Trinity and elsewhere. Creating this portfolio and resume will showcase your talents and abilities and may help to set you apart from many other applicants. The Common Application has created an arts supplement for students. This can now be completed entirely online. Please be aware that some schools accept the arts supplement while others do not. It is your responsibility to check the individual school websites to see whether or not they accept the arts supplement, and follow all individual school instructions on how to upload supporting documentation.

If you intend to major in music, dance or theater, many colleges, universities, or conservatories will require an audition. Please check carefully about each school’s audition procedure. In many cases, auditions take place in February or early March.

school before making a final decision. While every college will ask you to accept or decline their offer of aid by a specific deadline, they will usually extend the deadline upon your request if you are still waiting to hear from other institutions.

» Once you make a final decision, do not miss the reply deadline; if you do, your money could go to someone else! Follow very carefully the instructions in your award letter, which may ask you to provide more information or to select a lender for a student or parent loan. Complete and sign the necessary forms and send them in. Be sure to notify the other colleges that accepted you that you will not be attending. This important courtesy will allow the institutions to re-allocate your funds to someone else.

These are done either at the school or at regional sessions in major cities. The earlier you register, the better, because spaces will fill up quickly.

» With your supplement application, be sure to include a resume. List your important achievements, especially in your secondary school years. These may include work both at and outside of Palmer Trinity.

» List any awards, competitions, and/or titles that you may have earned. List teachers with whom you have studied and pieces that you have performed.

» Students submitting art work will need to prepare an artist statement. This statement is meant to explain or summarize your artwork, either in general or about specific pieces. It is an opportunity to tell the audience about the meaning behind the work, the materials used and issues that are being addressed.

Along the way, if you need help with any aspect of this process, feel free to ask a member of the music, theater or art department. They are more than ready to help you.

SECTION 10 ATHLETIC RECRUITMENT AND THE ATHLETIC SUPPLEMENT

DO I WANT TO PURSUE ATHLETICS AT THE COLLEGE LEVEL?

If you are considering participating in collegelevel athletics, the college application process may be very different from that of your peers. In some ways, the process can become much simpler. However, if you are not a recruited athlete, your sport may not play a significant role in admission.

If a college coach expresses interest in seeing you play and decides that you are a strong candidate for his or her team, this is a sign that athletic talent may be a significant factor in getting into college. If you are not recruited, athletic ability will play no more nor less important a role in the admission decision than any other seriously pursued extracurricular activity. Either way, the admissions office will make the final decision, not the athletic department or the coach. Colleges have clear academic standards for athletes; there are limits to how far they will “bend.” No college will accept a student on athletic ability alone if it does not think the applicant can do the work. No college coach can guarantee a student’s acceptance to college or playing time once enrolled. A coach’s influence varies at each college for each sport.

RECRUITMENT

If you are interested in pursuing athletics at the collegiate level, we recommend speaking with your PTS varsity coach and any club coaches. These individuals will be able to help determine what level you may be recruitable at and can utilize their relationships to assist you in communicating with college coaches. Athletes are recruited at all levels of college athletics. However, the NCAA and the colleges put restrictions on each level of sports (Division I, II, III). The NCAA guidelines for recruiting, as well as the NCAA Eligibility Center form required of all Division I and II student-athletes, are available at www.ncaa. org. It is your responsibility to know the recruiting rules. Student-athletes can contact a coach during the junior year, but college coaches cannot call students until the summer (July 1) before the junior year.

Here are the several stages of recruitment:

» Form letters (sent to thousands of athletes)

» Personal letters (handwritten)

» Many phone calls from coaches/personal emails

» Scouting (the coach attends a game)

» Home visits from coaches

» Official or unofficial visits (DIII do not have official visits)

A student-athlete can get a good idea of the coach’s level of interest from the intensity of recruiting efforts. It is important to remember that athletic ability determines how much support the college coach will give the student in the admission office. Sometimes, if better players come along, the coach may rescind earlier promises of support in the admission process. Our coaches can usually find out a student’s standing on a coach’s recruiting list by asking how serious the college is and what the athlete’s chances of playing are, but there are no guarantees. However, if you work closely with the College Advising Office and seek the advice of your coaches, you can find the college that is right both academically and athletically.

ATHLETIC SCHOLARSHIPS

Scholarship money can be awarded to student athletes at the Division I and II levels. Division III colleges offer no athletic scholarships. Financial aid at this athletic level is awarded based on need only. Only certain conferences such as the Big Ten, the ECAC, the ACC, and the Big East have athletic scholarships, and then not even in all sports. The Ivy League does not have athletic scholarships. All financial aid at Ivy League colleges is based on need only. As in all aspects of your college search, you will need to research the athletic scholarship component of your application.

THE NCAA ELIGIBILITY CENTER

The NCAA Eligibility Center was established to determine academic eligibility for student- athletes in Divisions I and II. All students with an interest in Division I or II programs, and especially those interested in making official visits to colleges in the fall of the senior year, should register online with the Clearinghouse before leaving at the end of the junior year. The Clearinghouse has a formula that looks at your test scores and then confirms that you have a corresponding minimum GPA for those scores as well as the right number of classes.

Both the Ivy League and the Patriot League and many DIII leagues (NESCAC) have established a formula similar to that of the Eligibility Center, known as the “Academic Index,” which takes into consideration your SAT or ACT, and your GPA. If you do not meet that index, regardless of athletic ability, you will not be admitted to an Ivy League or Patriot League institution. If you meet the Academic Index, you will have met Clearinghouse requirements, but not necessarily vice versa.

HOW CAN I ADVOCATE FOR MYSELF?

» Take the time to create an athletic resume. Provide your history with the sport and all teams, clubs or organizations with you have been or are affiliated. List and explain any special honors or distinctions you have earned; any camps, showcases, or programs you will be attending where a coach might be able to see you play.

» Respond to all coaches’ letters and phone calls if interested. If you are not interested, it is important to politely tell the coach so in writing or over the phone.

» Call the admissions office to ask to set a date for a tour of the campus if possible. Most college coaches will want you to set up your interview with his or her assistance. You can get a tour of any campus without an interview.

» Athletes (especially spring season) should seriously consider making a game tape in their junior year to send to coaches. Unlike other seasons, by the time senior spring comes around, a student’s performance in a sport will have no influence on coaches and, therefore, no influence on admission. This tape does not have to contain full games, but it should show enough for a coach to get a sense of the player’s abilities, both on offense and defense, in a game situation. Try not to send a tape that is only a highlight reel. Coaches need to see the athlete within the context of a game or match.

» The majority of recruiting does not take place at high school events, so marketing yourself through showcases and ID camps is strongly encouraged. Coaches are more likely to recruit from this area and this in-person evaluation goes a long way.

» Know the NCAA recruiting rules! See your BB&N coach and/or the NCAA website for more information.

» Be proactive! Don’t wait for coaches to come to you. Recruit them if they do not recruit you. Consider sending them an email introducing yourself and expressing your interest in their athletic team.

SECTION 11 LEXICON

ADMISSIONS LEXICON/LINGO

ACT

A standardized college admission test. It features four main sections: English, math, reading and science — and an optional essay section. The ACT composite (the average of the score received on each section) is scored out of 36.

ADMISSION TESTS

Also known as college entrance exams, these are tests designed to measure students’ skills and help colleges evaluate how ready students are for college-level work. The ACT and the College Board’s SAT are two standardized admission tests used in the United States. The word “standardized” means that the test measures the same thing in the same way for everyone who takes it.

ARTICULATION AGREEMENT

An agreement between two-year and four-year colleges that makes it easier to transfer credits between them. It spells out which courses count for degree credit and the grades you need to earn to get credit.

CANDIDATE DEPOSIT DEADLINE

An agreement many colleges follow that gives applicants until May 1 to accept or decline offers of admission. This agreement gives students time to get responses from most of the colleges they have applied to before deciding on one.

CLASS RANK

A measurement of how your academic achievement compares with that of other students in your grade. This number is usually determined by using a weighted GPA that takes into account both your grades and the difficulty of the courses you’ve taken. Palmer Trinity, like most independent schools, does not rank its students.

COLLEGE APPLICATION ESSAY

An essay that a college requires students to write and submit as part of their application. Some colleges offer applicants specific questions to answer, while others simply ask applicants to write about themselves. Colleges may refer to this as a “personal statement.”

COLLEGE CREDIT

What you get when you successfully complete a college-level course. You need a certain number of credits to graduate with a degree. Colleges may also grant credit for scores on exams, such as those offered by College Board’s AP Program® and CLEP.

COMMON APPLICATION

A standard application form accepted by all colleges that are members of the Common Application association. You can fill out this application once and submit it to any one — or several — of the nearly 900 colleges that accept it.

DEFERRED FROM EA OR ED

This means that a College wants to see your first semester grade before making a decision.

DEFERRED ADMISSION

Permission from a college that has accepted you to postpone enrolling in the college. The postponement is usually for up to one year.

EARLY ACTION (EA)

An option to submit your applications before the regular deadlines. When you apply early action, you get admission decisions from colleges earlier than usual. Early action plans are not binding, which means that you do not have to enroll in a college if you are accepted early action. Some colleges have an early action option called EA II, which has a later application deadline than their regular EA plan.

EARLY DECISION (ED)

An option to submit an application to your first-choice college before the regular deadline. When you apply early decision, you get an admission decision earlier than usual. Early decision plans are binding. You agree to enroll in the college immediately if admitted and offered a financial aid package that meets your needs. Some colleges have an early decision option called ED II, which has a later application deadline than their regular ED plan. ED II is also a binding agreement where the student agrees to enroll in the college immediately if admitted.

FINANCIAL AID

Money given or loaned to you to help pay for college. Financial aid can come from federal and state governments, colleges, and private organizations. Learn more about financial aid.

GRADE POINT AVERAGE (GPA)

A number that shows overall academic performance. It’s computed by assigning a point value to each grade you earn. On a 4.0 scale, a 4.0 is equivalent to an “A” letter grade, a 3.0 is equivalent to a “B” letter grade, and so on.

LEGACY APPLICANT

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

NEED-BLIND ADMISSION

A policy of making admission decisions without considering the financial circumstances of applicants. Colleges that use this policy may not offer enough financial aid to meet a student’s full need.

OPEN ADMISSION

A policy of accepting any high school graduate, no matter what his or her grades are, until all spaces in the incoming class are filled. Almost all two-year community colleges have an open-admission policy. However, a college with a general open- admission policy may have admission requirements for certain programs.

PLACEMENT TESTS

Tests that measure the academic skills needed for collegelevel work. They cover reading, writing, math and sometimes other subjects. Placement test results help determine what courses you are ready for and whether you would benefit from remedial classes.

PRIORITY DATE OR DEADLINE

The date by which your application — whether it’s for college admission, student housing or financial aid — must be received to be given the strongest consideration.

REGULAR ADMISSION

Deadlines for admission are in January and your decision will come on or after April 1st.

ROLLING ADMISSION

An admission policy of considering each application as soon as all required information (such as high school records and test scores) has been received, rather than setting an application deadline and reviewing applications in a batch. Colleges that use a rolling admission policy usually notify applicants of admission decisions quickly.

SAT

The College Board’s standardized college admission test. Each section is scored out of 800 points.

SOPHOMORE STANDING

The status of a second-year student. A college may grant sophomore standing to an incoming freshman if he or she has earned college credits through courses, exams or other programs.

TEST OPTIONAL

A “test-optional” policy means the College allows all applicants to decide for themselves whether to submit test scores. Applicants are told, in essence, “If you think your scores are an accurate representation of your ability, feel free to submit them. If you feel they’re not, don’t.”

TEST-BLIND

What does Test-blind mean? Test-blind admissions is exactly what it sounds like: whether or not a student decides to send their test scores, they won’t be considered as part of the application evaluation.

TRANSCRIPT

The official record of your course work at a school or college. Your high school transcript is usually required for college admission and for some financial aid packages.

TRANSFER STUDENT

A student who enrolls in a college after having attended another college.

UNDERGRADUATE

A college student who is working toward an associate or a bachelor’s degree.

WAITING LIST

The list of applicants who may be admitted to a college if space becomes available. Colleges wait to hear if all the students they accepted decide to attend. If students don’t enroll and there are empty spots, a college may fill them with students who are on the waiting list.

WEIGHTED GRADE POINT AVERAGE (GPA)

A grade point average that’s calculated using a system that assigns a higher point value to grades in more-difficult classes. For example, some high schools assign the value of 5.0 (instead of the standard 4.0) for an A earned in an AP class.

SECTION 12 COLLEGE APPLICATION TIMELINE

FRESHMAN YEAR

FALL General introductions to the college advising team and process at PTS

SOPHOMORE YEAR

FALL Take the PSAT

SPRING Case Studies/Mock Admissions

Students receive SCOIR training

College Advisors are assigned

JUNIOR YEAR

FALL

Attend Junior College Night in August

Take the PSAT

Attend Financial Aid Presentation

Meet with College Advisor/ Admission Officers who visit PTS

S PRING Complete Parent and Junior Questionnaires

Schedule preliminary meeting with your College Advisor

Continue meeting with your counselor every few weeks to discuss college plans

Request recommendation letters from two of your junior year teachers

Attend Miami Invitational College Fair

Begin writing the College Essay/Personal Statement (This will be a formal assignment to be completed with English teachers in class)

Decide which colleges you would like to visit/ make appointments for tours if possible

Conduct college research using your SCOIR account

Go online and check out college and university websites, take virtual tours

Attend Deans Program

Take the SAT or the ACT exam at least twice

Run College Kickstart with your counselor

SENIOR YEAR

FALL

Attend Senior Parent Night

Finalize College essay

Run College Kickstart one last time with your counselor

Attend Boot Camp in August

Meet with your College Advisor to finalize list of schools to which you will apply

Visit colleges/attend evening programs and receptions in Miami

hosted by colleges on your list

Check merit scholarship deadlines

In October or early November submit Early Action and Early Decision applications

Check in with your recommendation writers

Take the SAT or ACT again/be sure to send scores to the schools to which you are applying

If applying for financial aid, complete the CSS Profile and the FAFSA in the Fall

WINTER

Finish your applications

SPRING Respond to college offers of admission/or scholarships

Attend Spring admitted student programs on the college campuses

Apply for Bright Futures

Notify the college you are planning to attend by May 1st

Be sure your college advisor knows each admission decision and update SCOIR accordingly

Tell your college advisor which college you are planning to attend