ESA College Counseling Handbook 2017

Co l le g e Co u nse l in g H a nd b ook

School Code: 191419

College Counseling Office Deadlines T h i s

i s

e x t r e m e l y

i m p o r t a n t !

IF THE COLLEGE DEADLINE IS:

YOUR ESA DEADLINE IS:

October 15

October 3

November 1

October 15

November 15

November 1

December 1

November 15

December 15

November 30

January 1

Last day of Fall Semester Classes

January 15

January 4

Please note: January 15 is the final ESA deadline for all college applications. If an ESA deadline should fall on a Saturday or Sunday, your completed application is due to the college counselor the Friday BEFORE that date.

Dear Parents and Students of the Class of 2017: As a college preparatory school, the placement of students into appropriate universities and colleges is a primary mission of ESA. ESA takes great pride in the amount of personal attention each student receives when trying to plan for life after secondary school. The most important aspect of the process is assisting each student in his or her search for the appropriate undergraduate program. The college counseling office provides a supportive environment to help students and families make informed choices by assisting them in self-reflection, providing resource material, offering counsel, and assisting in the physical submission of the applications. It is, however, the student's responsibility to take the initiative in the college admissions process. It is the duty of the college counseling office to make sure students and families enter the selection process with a full understanding of its importance and complexity. Students and their families decide to which school applications will be submitted and ultimately which college to attend, but these decisions must be made after careful and judicious study of the best information available. It is the hope of the administration and the faculty that this handbook will help in the quest of finding the appropriate match between the ESA graduate and college. An important idea to remember is that there are several "right" colleges for each student, and ESA graduates enroll in a variety of diverse institutions. The College Counseling Handbook should not be the student and family's only resource, but it is an excellent place to start and a very useful tool when used in conjunction with the college counselor. The Episcopal School of Acadiana is a member in good standing of the National and Southern Associations of College Admission Counseling. As a member ESA agrees to abide by the Principles of Good Practice which set forth an ethical standard for the college admissions process that protects the rights of the students, the secondary schools, and the colleges. I wish to thank numerous other college counseling offices from around the country for their help in the publication of this handbook. It is the amalgamation of years of experience willingly shared between offices to better help our students in the college admissions process. You are about to embark on an exciting and challenging endeavor; I look forward to sharing this experience with you. Sincerely,

Scott G. Chrysler, Jr. Academic Dean College Counselor

The ESA College Counseling Office owes special thanks to the following for their contributions to this guide: Ms. Haritha Akkaraju, ESA ‘01 Mr. Miles S. Bruder, ESA ‘00 Ms. Lacie L. Chappuis, ESA ‘00 Davidson College Office of Admissions Mr. Steve George, Former Director of College Guidance, McCallie School Mr. Edward M. Graf, Director of College Counseling, The Isidore Newman School Ms. Robin Groelle, Former Director of College Counseling, St. Stephen’s Episcopal School Dr. A’Dair W. Herrington, ESA ‘00 Ms. Lindsay L. Meador, ESA ‘00 Ms. Helen Montague, Director of College Counseling, Lincoln School Ms. Carolyn Prieur, Former Director of College Guidance, Miami Country Day School Ms. Catharine M. Pyenson, ESA ‘01 Ms. Mary Doris Reggie, ESA ‘06 Mr. Christopher G. Rinaldi, ESA ‘05 Mr. Richard Whiteside, Former Vice President for Enrollment Management & Institutional Research, Tulane University

Table of Contents GENERAL OVERVIEW.................................................................................................... 1 Disclosure of Disciplinary Record .................................................................................. 3 Senior’s Change of Status ............................................................................................... 3 Expectations & Responsibilities ..................................................................................... 4 THE COLLEGE COUNSELOR......................................................................................... 6 College Counseling Resources ....................................................................................... 7 Typical College Process Expenses.................................................................................. 8 Application Fees ......................................................................................................... 8 Standardized Tests ...................................................................................................... 8 HOW TO DECIDE WHICH COLLEGE IS FOR YOU .................................................... 9 Self-Evaluation ............................................................................................................... 9 Evaluating the Colleges and Universities ..................................................................... 12 The College Selection Checklist................................................................................ 18 Your Needs in a College ........................................................................................... 19 The Campus Visit ......................................................................................................... 20 The Campus Tour...................................................................................................... 20 The Interview ............................................................................................................ 22 Top 5 Ways to Impress an Admissions Officer ......................................................... 24 Suggested References for the College Search .............................................................. 27 THE APPLICATION PROCESS ..................................................................................... 30 Parts of the Application ................................................................................................ 30 Student Information .................................................................................................. 30 School information .................................................................................................... 31 Teacher Information ................................................................................................. 31 Different Ways of Applying ......................................................................................... 33 Issues with On-Line Applications ............................................................................. 33 Completing Your Application....................................................................................... 38 Important information for correctly completing your application ........................... 38 The Essay ...................................................................................................................... 39 Setting Up Your Resume .............................................................................................. 40 Some Suggestions ...................................................................................................... 40 Examples ................................................................................................................... 42 Portfolios ....................................................................................................................... 66 Standardized Testing Scores ......................................................................................... 67 Teacher Evaluations ...................................................................................................... 68 Family Educational Rights and Privacy Act (FERPA) Waiver .................................... 69 Application Errors that Are all too Common................................................................ 71 Timing & College Counselor’s Deadlines .................................................................... 72

THEIR DECISION ........................................................................................................... 73 The Waiting Game ........................................................................................................ 76 Is the mail here yet? .................................................................................................. 76 I'm in, now what? ...................................................................................................... 76 The Wait List ............................................................................................................. 77 FINANCIAL AID ............................................................................................................. 79 Tips for Parents and Students ....................................................................................... 80 Commonly Asked Questions about Financial Aid........................................................ 82 Taylor Opportunity Program for Students (TOPS) Frequently Asked Questions ........ 83 Applying for TOPS ....................................................................................................... 85 Maintaining Your Aid ................................................................................................... 85 Most Common Errors in Completing Financial Aid Forms ......................................... 87 Special Circumstances in the Financial Aid Process .................................................... 88 Divorced or separated parents ................................................................................. 88 Business Supplement ................................................................................................. 88 Senior Year Timeline for Financial Aid ....................................................................... 88 Suggested References for Financial Aid ....................................................................... 89 College Cost Comparison Worksheet ........................................................................... 90 STANDARDIZED TESTING .......................................................................................... 91 Some notes on the SAT Subject Tests .......................................................................... 92 The Writing Sections .................................................................................................... 92 College Board Score Choice ......................................................................................... 93 Review Courses ............................................................................................................ 94 Testing Accommodations for Students with Disabilities.............................................. 94 Tips for Taking Standardized Tests .............................................................................. 95 SAT - ACT Concordance Tables .................................................................................. 96 Suggested References for Standardized Testing ......................................................... 100 THE COLLEGE-BOUND STUDENT ATHLETE ........................................................ 101 Suggested References for Student Athletes ................................................................ 101 JUNIOR YEAR COLLEGE COUNSELING CHRONOLOGY .................................... 102 SENIOR YEAR COLLEGE COUNSELING CHRONOLOGY ................................... 104 TIDBITS & ADVICE FROM THE INSIDE .................................................................. 107 21 TIPS FOR PARENTS ................................................................................................ 108 HELPFUL HINTS FOR WHEN YOU GET TO COLLEGE ........................................ 109 Suggested References for Surviving the Transition.................................................... 109 GLOSSARY ................................................................................................................... 110

GENERAL OVERVIEW The college application and admission process initially seems very daunting. Its purpose is to help you through a series of activities and decisions required to make a successful transition from ESA to college. Understanding the components of the process will help you realize that, though it is a significant undertaking, the process is yet another educational experience that is designed to help you better understand yourself and begin to plan for your future. Best of all there is no test or exam at the end. Before you begin any journey, it is important to ask why you are doing so. It is important for you to determine why you are pursuing higher education and what factors about your own personal history you want to address in your college search. You are the most important person in this process and it is the College Counselor's job to help you along this journey. It is your journey; we are here to work with you and help you plan the trip. There is a great deal of very important paperwork that must be completed on a timely basis. This includes registering for standardized tests (ACT, SAT’s); writing essays and applications; mailing transcripts, applications, and supporting documentation. Good organization is essential! Besides the paperwork, there also must be a thoughtful planning process. You, your family, and the College Counselor will work together in this process to identify colleges to research, your chances for admission at those colleges, and how you can most effectively present yourself to those schools. Beyond good organization, the key to a successful college counseling experience is your willingness to work hard. You must be willing to commit yourself to researching both the colleges and yourself. The first step involves an in-depth look at you and your needs, strengths and talents, as well as an honest appraisal of your academic history. This self-evaluation is one of the most valuable aspects of the college search process as it is difficult to make a sound decision about where to go after ESA unless you know who you are and what you bring to the process. This understanding will help you in making the necessary choices in the months ahead. It is very important to remember that you are the one who makes the choices until your application is filed. You do not control the colleges' admission decisions, but you do choose the colleges to which you will apply. You can establish a list of colleges for yourself that will offer you admission. A College Counselor with years of experience at a select independent secondary school offers these two very important pre-requisites to her students: perspective and a sense of humor. Perspective: While choosing a college is indeed an important decision and a great opportunity, it is unlikely to be the most important choice you will ever make. Neither is it irrevocable. In selecting a college, you are trying to maximize your future options to allow for growth and change. Many fine schools will serve the purposes splendidly.

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Sense of Humor: This should be a time when you enjoy learning about yourself and the possibilities for your future. If this process becomes dreary and stressful, something is wrong! Pop by the college counseling office for some relief. The process of choosing colleges can be initially quite confusing, but with some personal knowledge and helpful guidelines you will be able to gather the information necessary to make appropriate choices for yourself. Despite all you are led to believe, there is no one "perfect college" for you. With over 2,000 colleges and universities in the United States it is very likely there will be several excellent schools for you to seriously consider, even some of whose names you have never heard. At the same time, where mom, dad, Uncle Mo, your brother Bart, or your best friend attends college may not be right for you. It is extremely important to begin this process with an open mind and a positive attitude so that you might investigate all of the possibilities and choices that are available to you. A little known fact in the admission process is that less than 5% of the colleges in the country accept fewer than 50% of those who apply. However, many of the same very talented high school seniors apply to these few schools. Unfortunately, many students seek admission to these schools primarily because of their competitive standing believing that if it is more difficult to be admitted it must be a better school. US News and World Report ranking a school #1 does not mean it is the best school in the country for all students or even that it is the #1 school. Rank is subjective and based on the ranker's individual needs, desires, and criteria. Be cautious not to fall into the rating/rankings trap. Labels such as "highly selective", "most competitive" might describe the rigors of admission (by the way, these "classifications" are not based on objective data; admissions officers at the school check the selectivity box they want printed in the guide!), but it does not speak to the quality of the education available or that you will receive. You must evaluate the school relative to your own needs, requirements, and desires.

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Disclosure of Disciplinary Record Episcopal School of Acadiana is an institutional member of the National Association of College Admission Counseling (NACAC) and supports the membership policies and ethical principles included in their Statement of Principles of Good Practice. ESA’s disclosure policy was formed using NACAC’s best practices guidelines. Episcopal School of Acadiana's policy regarding disclosure of disciplinary records is that we will truthfully answer questions posed by colleges in secondary school reports, mid-year reports, and final school reports regarding disciplinary action for colleges/schools that request such information of infractions resulting in out-of-school suspension, or dismissal from this school. We do not report disciplinary actions that occurred at a previous school attended. Nor do we report academic probation to colleges because the student's academic performance is reflected on the student's transcript. When an application asks for information pertaining to a student's disciplinary record, the students must respond honestly and fully. The student should work closely with the College Counselor to ensure that both are responding in a consistent and thoughtful manner.

Senior’s Change of Status If a senior student's disciplinary status changes after the filing of college applications, the student has the opportunity and obligation to inform all schools to which an application has been previously submitted or the school at which the student has submitted an enrollment deposit. The student should notify the within two weeks from the date of the change of status. Two weeks after the change in status, the College Counselor will notify the colleges in writing that the student's status has changed.

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Expectations & Responsibilities What Is Expected of Seniors • • • • • • • • • • • • •

To complete assigned tasks on time. To attend senior seminars and senior meetings. To use the college counseling handbook. Many answers are there, as well as some good worksheets to help you with the decision-making. To keep parents informed of the college search process and of any new developments. To be honest and candid with the College Counselor, keeping him updated on new developments. To know the colleges’ deadlines and special requirements. To meet our in-house application deadlines. To find and apply to at least one "sure bet" college where you know you can be happy if all others do not come through. To be open to new options and suggestions. To work hard and concentrate on doing your best in your academic subjects. To give teachers one month to write letters of recommendation and to provide them with the appropriate forms that they need to complete at that time. To be sure an application is complete and correct before turning it in. To proofread college essays. College counselors and other teachers are usually happy to read and respond to a student’s essay in draft form well before the application deadline, but they will not make changes or rewrite for you.

What Is Expected of Parents • • •

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To be encouraging and supportive, offering advice and guidance when appropriate. Encourage your student to use the college counseling handbook. Avoid pushing or forcing your preferences or biases regarding college choices onto your student. Let this be, as much as possible, a student decision. Remember that if someone other than your student makes the college choice decision, and he or she is unhappy with the choice, the blame will be passed to those "significant others". If we don’t push, the student will probably ask for our guidance and in the end will make a wise decision. Be open to new options and suggestions (even "unknown" colleges). Don’t make nearness to home one of the primary criteria in college selection, for in doing so you could be overly narrowing your student’s available choices. Besides, once the student is socially acclimated to the college and well into its academic workload, the student may not come home as often as it seems he should. Help your student to understand that there is more than one college which is appropriate for him or her and where he or she can be happy. 4

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Do not allow your student to limit options too early or try to find the "right college" too soon. At first, "right set of colleges" needs to be discovered. To support an ethical approach to the college admission process. Students are expected to complete their own applications. Hiring someone to type or re-write essays is unprofessional and unethical. It is our responsibility to notify colleges if a student’s work is not his own.

What You Can Expect of the College Counseling Office •

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The College Counselor will be easily accessible to students and parents. He will be there to guide, counsel, advise, facilitate, and sometimes cajole students. But he will not tell them where they can or cannot apply or where they should enroll. The College Counselor will write a comprehensive, honest, and positive descriptive statement for each student to the colleges on behalf of ESA by collecting as much data as possible from teachers, activity sponsors, coaches, parents, students, and by personal observation. The College Counselor does not have all the answers. However, his admissions experience and the relationship developed with college admissions officers over the years allow him to better understand what colleges want. The College Counselor does not get students admitted to colleges, nor does he keep them out. The student determines that. However, his experience and advice might help students present themselves in the best possible manner which could make them attractive to the appropriate colleges. The College Counseling Office will send on time (if the student meets our deadline) a very neat, professional looking, personalized, and comprehensive application packet to the colleges.

Original written by Steve George, Former Director of College Counseling, McCallie School

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THE COLLEGE COUNSELOR The College Counselor works with both you and your parents to facilitate your transition from high school to college. Our goal is to work collaboratively with you to identify a range of colleges suited to your needs and abilities. We strive to select a group of schools from all ranges of selectively, allowing you to maximize your options. Most ESA students will apply to between four and eight (4-8) colleges, depending on the circumstances. The average number of applications is usually six or seven. The final list of colleges to which you'll apply will likely include schools from across the continuum and should fall into three categories: Reasonable - very strong chance for admission Possible - a stretch with some strong possibilities for admission Reach - an appropriate school for student but very stringent admissions The majority of schools should come from the "possible" category, but your list should also include schools from either end of the scale. This balanced, realistic approach to college admission helps to build in the opportunity for choice throughout the process. Finally, believe in yourself. Avoid falling into the trap that you will be accepted nowhere or believing that you have the necessary credentials to be admitted anywhere. Neither is true. You are the most important person in this equation and it is our hope that you will commit yourself to a thorough investigation of your schools, will devote honest attention to the application process, and believe in yourself.

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College Counseling Resources College Counseling received a new home in 2001, and it was renovated during the summer of 2015. The location provides students with an excellent workspace, access to technology, and the College Counselor with a private office. The additional space enables college admission representatives to give presentations in a more suitable setting, allows a large number of students to make use of available resources, and the College Counselor with a quiet setting to work with students. Please note that several times during the year the faculty may need to use the conference room for school business and the room will not be available to students when this happens. Though students are to use the space primarily to work on their college admission process, all students are welcome to make use of the center for quiet study and research. Please use this space judiciously. Keep it clean, quiet, and orderly. Students are not to be in the College Counselor’s office without specific permission. There are a variety of resources available for your use through the College Counseling Center. These materials are designed to assist you and your family in your college investigation and are available for use in the College Counseling Center or at home. Print materials such as College Guides, both factual as well as narrative, are available for your use and can be borrowed for use at home. College catalogs are the best source of information about a specific school. They contain course offerings, faculty, scholarships, general information, major requirements, academic and social policies, and a host of other information. These may be found in the bookcase in the College Counseling Center. If you would like to take a book home, please notify the College Counselor so we may keep track of the resources. The library also has recent copies of the large college guides. Finally, resources to assist you in selecting colleges, completing your application, writing your essay, standardized test registration and prep, and books dealing with transition issues are available for your use as well. Registration material for standardized testing as well as test taking guides and study manuals are also in the bookcase. An extensive list of other books and web sites that will help you in your search is located in the Suggested References section.

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Typical College Process Expenses The entire college admission process can become a very pricey venture without even considering the cost of tuition. Each family’s expenses will be determined by numerous factors that range from the number of schools to which the student applies to whether or not a test prep course is taken to the number of college visits made. The following list is by no means exhaustive, but is provided to give some idea of the expenses that are ahead. All prices are obtained in the fall of 2015.

Application Fees

Non-refundable college fee CSS Profile registration fee CSS Profile report to college NCAA Clearinghouse Registration

$10-$90.00 per school $25.00 on-line $16.00 per school $50.00

Standardized Tests SAT Program SAT Reasoning Test registration fee SAT Subject Test registration fee Reregistering by phone Late registration Waitlist request fee Test/test date/test center change Additional score reports Rush reporting service Scores by phone Scores by web Question & Answer Service SAT Student Answer Service Hand Scoring/Score Verification ACT Basic registration fee ACT Assessment + Writing Late registration Standby registration Test Date or Center Change Phone reregistration Scores by web Additional score reports Test Information Release

$54.40/March – June 2016 $43.00 $44.00 - $52.00 depending on Subject Test $15.00 + registration fee $28.00 + registration fee $46.00 + registration fee $28.00 $11.25 each $31.00 + $11.25 for each report sent $15.00 per call Free $18.00 $13.50 $55.00 per essay or multiple choice portion $39.50 $56.50 $25.00 + basic fee $49.00 + basic fee $24.00 + basic fee $15.00 + basic fee Free $12.00 each/$16.00 for priority $20.00

Advanced Placement Basic fee per test

$92.00

Test Preparation Book and CD-ROM guides Test prep classes

$30-$60.00 $350-$2000.00 8

HOW TO DECIDE WHICH COLLEGE IS FOR YOU Self-Evaluation Selecting a college is an exercise in match making. Beginning the process with a self-evaluation offers you the opportunities to assess honestly and accurately your strengths, weaknesses, needs, desires, and dreams relative to the colleges and universities you choose to explore. It is a time to take an inventory of your personal attributes and aspirations. At what kind of school are you likely to find happiness and success? What are the elements most important to you - personally, socially, and intellectually? One of the best ways to investigate these questions is to reflect on your own experience as a student at ESA. What have you liked and disliked about your experience here? Which experience - personal, social, academic, extracurricular - would you like to repeat? Which would you like to avoid? Where and what have you done well? Where have you had less success than you might have hoped? Finally, you may wish to review the following set of questions from Looking Ahead to Your Future, published by the College Board. You are encouraged to write some of your reactions to these questions. Much of this information will be helpful to you as you prepare your responses to your college essay questions.

Your Goals and Values •

What aspects of your high school years have been most meaningful to you? If you could live this period over again, would you do anything differently?

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What values are most important to you? What do you care most about? What occupies most of your energy, effort, and/or thoughts?

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How do you define success? Are you satisfied with your accomplishments to date? What do you want to accomplish in the years ahead?

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What kind of person would you like to become? Of your unique gifts and strengths, which would you like to develop? What would you most like to change about yourself?

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What experiences have shaped your growth and way of thinking?

Your Education •

What are your academic interests? What courses have you enjoyed the most? Which courses have been most difficult for you?

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How do you learn best? What methods of teaching and style of teacher engage your interest the most?

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What do you choose to learn when you learn on your own? Consider interests pursued beyond class assignments; topics chosen for research papers, lab reports, independent projects; independent reading; school activities; job or volunteer work. What do your choices show about your interests and the way you like to learn?

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How much do you genuinely like to read, discuss issues, and exchange ideas? What has been your most stimulating intellectual experience in recent years?

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How would you describe ESA? Are learning and academic success respected? Has the environment encouraged you to develop your interests, talents, and abilities? Have you felt limited in any way? What would you preserve or change about ESA if you were able to do so?

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How well has your schooling prepared you for college? In what areas of skills or knowledge do you feel most confident or least confident? Have you been challenged by your courses?

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Have you worked up to your potential? Is your academic record an accurate measure of your ability and potential? Are your standardized test scores? What do you consider the best measure of your potential for college work?

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Are there any outside circumstances that have interfered with your academic performance? Consider such factors as: after-school jobs; home responsibilities or difficulties; excessive school activities, illness or emotional stress; parental influences; or other factors which are unique to your background.

Your Activities and Interests •

What activities do you most enjoy outside the daily routine of classes and other responsibilities? Which activities have meant the most to you?

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Do your activities show any pattern of commitment, competence or contribution to other individuals, your family and/or school?

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How would others describe your role in school or your home community? What do you consider to be your most significant contribution?

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After a long, hard day, what do you most enjoy doing? What is fun or relaxing for you?

The World around You •

How would you describe your family and home? How have they influenced your way of thinking? How have your interests and abilities been acknowledged or limited by them?

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What do your parents and friends expect of you? How have their expectations influenced the goals and standards you have set for yourself? To what pressures have you felt it necessary to conform?

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What is the most controversial issue you have encountered in recent years? Why does the issue concern you? What is your reaction to the controversy? What is your opinion about the issue?

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Have you ever encountered people who think and act differently from you? What viewpoints have challenged you the most? How did you respond? What did you learn about yourself and others?

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What concerns you the most about the world around you? Assuming obligation and opportunity to change the world, where would you start?

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Do you have any current or historical heroes or heroines?

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What books have you read that have changed your way of thinking? Who are some of your favorite writers? Why?

Your Personality and Relationship with Others •

How would someone who knows you well describe you? Your best qualities? Your most conspicuous shortcomings? Would you agree with this assessment? How have you grown or changed during your high school years?

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Which relationships are most important to you and why? Describe the people whom you consider to be your best friends. Your best critics. Your best advocates. In what ways are they similar to or different from you?

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Describe the students at your school. Which ones do you feel close to? Alienated from? What kind of people do you admire most? Generally, how do you respond to people who think and act differently from what you expect? How do you feel about your teachers?

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How do others who are important to you influence you? How important to you are approval, rewards, and recognition? How do you respond to pressure, competition, or challenge? How do you react to failure, disappointment, or criticism?

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How do you feel about choices and making decisions for yourself? What are the best decisions you have made recently? How much do you rely on direction, advice, or guidance from others? Have you ever chosen anything because it was new or interesting?

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Evaluating the Colleges and Universities In deciding which college is for you, you first must determine what you are looking for in a college. Each person has personal preferences and issues of special concern, but we suggest you begin to consider your choices using the criteria below. You know what is important to you. Type of Institution • Would you prefer a college or university? A university is comprised of graduate school(s), professional schools, and an undergraduate division. A college usually offers only undergraduate programs. Are you looking for school dedicated to research or teaching? •

Are you considering a private or public school? Cost, diversity of students, range of programs, and amount of administrative control vary considerably.

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Are you considering a professional/specialized school? Some students choose to attend fine arts schools, conservatories, or technical institutes. This may also include Business or Management, Communications, Allied Health or Engineering.

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Will you consider a single sex or co-ed college? Most ESA students choose a co-ed environment, but one should not quickly dismiss the advantage of a single sex college. It is a myth that women's colleges have no social life. Current studies show that graduates of women's colleges have greater self-esteem and often greater success in the business world that their counter parts who attend co-ed colleges.

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Religious affiliation of the school may be an important factor.

Location • Consider the value of living in other parts of the country. This may be your first opportunity to try out another part of the country. There are excellent colleges everywhere. Do not overlook the appropriate school because it is too close or too far away from home. •

What campus setting most appeals to you? Urban - in a city, cultural attractions, internships, and work are usually just blocks away. Rural - country or small town setting, outdoorsy schools, possibly fewer off campus activities, but usually a stronger community feeling on campus Suburban - just outside of a city, provides easy access to the city but the setting is more country -like.

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Size • While the quality of an institution is not determined by its size, your enjoyment of it could be. How important are class size, faculty contact, and involvement in activities to you? Would you prefer to be a big fish in a small pond or more autonomous in a larger environment? In large schools you can find smaller communities through dorms, social clubs, club or intramural sports. Culture/Environment • What does the college look like? What does it "feel" like? Can you see yourself there for four years? Does it provide you with room to grow? •

What is the atmosphere on campus? Competitive or a "grind"? Cooperative? Intellectual? Preppy? Non-conformist? Artistic? Supportive? Animal House?

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Does the school have an Honor Code?

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Do many students work on campus or in the nearby area? Are jobs available on campus for everyone or just work/study recipients?

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Is there a "party" environment during the weekdays? How serious are students about their academic endeavors?

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Is there activity on the weekends or is it a "suitcase campus" where everyone leaves campus Friday night? Is there other activity on the weekend beyond beer drinking and Greek activities?

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What kind of entertainment is available on and off campus? Accessibility to movies, concerts, dancing, theater, exhibits, etc.? Cost?

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How safe is campus? What security measures are provided? Campus police? Health services?

Facilities • What are the library facilities? More than one? Hours? Used for studying or socializing? On-line? Accessibility to other collections? Research libraries by academic department? •

What are the computer facilities? PC or MAC? Availability of labs and location? Campus wide networking including dorm rooms? Wireless? Help desk?

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What are the types and availability of residence facilities? How old are they and in what kind of repair? Who must live on campus? How long is housing guaranteed? Percentage of students who do live on campus? Remain on campus for weekends? Freshman dorms? Sororities/fraternities? Special housing by interest? Co-ed dorms? By floor? Cost and availability of off-campus housing?

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What are the health facilities like? Is there a staffed infirmary on campus?

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What are the dining facilities like? Are they located in the dorms? Variety of dietary options? Flexible meal plans? Snack bars? Can you eat anywhere anytime?

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What facilities are available for the fine and performing arts? Are they available to everyone or only those enrolled in courses or majors?

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How adequate are the athletic facilities? Are they reserved for athletes? Pool? Adequate courts for racquet sports? Training room?

Competition for Admission • Is admission competition high, average, or low? Number of applicants and percent of students admitted will determine the level of competition. Are students admitted to a general program? By major? Does competition differ from one program to another? •

What are the criteria for admission? Importance of challenging academic program? Academic performance, GPA? Order of importance? Standardized testing required? Importance of extracurricular activities, involvement, strength of program, essays, and evaluations?

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Are interviews required? Offered? Recommended? Optional? On-campus or locally by alums? Will interview be evaluative or informational?

Academic Program Your primary concern should be the quality of the academic programs at the college. Try to evaluate the strength of departments of interest to you through the breadth and variety of courses listed in the college catalog. Are there undergraduate research opportunities? What is the school's record for placement in professional schools? Small college may have fewer courses because of their size; however, they can have unique programs. •

What degrees are offered? (BS, BA, or combined degrees?) Does every department offer a major? Special concentrations or minors?

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Is there a core curriculum or distribution requirements? What is required? What courses are open to freshmen? Elective options?

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How are students assigned academic advisors? Specific pre-professional advisors? Are you permitted to switch advisors?

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What is the grading system? Does the school award credit by hours or course? Is there a "pass/fail" option for freshmen? Honors program? Does the school offer credit for AP course taken in high school? If so, how are the credits awarded?

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Special academic programs? Study abroad? Internships? January term? Exchange programs? Consortium agreements? 14

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If a university, how many colleges does the school contain? Can you move from one division to another? Can you take a course from another school besides the home school for your major? Combined degree programs or double major?

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What is the academic calendar? Semester? Trimester? Quarter? Interim plan?

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What is the academic load? How many course constitute "full time"? Can you overload? Is there a summer term?

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Class size? What percentage of your classes will be large lectures? Are discussion sections available? Do professors teach all classes? How much teaching is done by graduate assistants? Are survey and seminar classes available? Size and frequency of labs?

•

Is there difficulty registering for classes that you need and want? Do all students preregister? Can most students graduate in four years?

•

What academic support services are available? Tutors? Do professors post office hours?

•

Are there honor and professional societies on campus? Phi Beta Kappa?

•

Is there opportunity for independent work/ tutorials? Can you design your own major? Is there support for this from the faculty?

Student Body • Who are the people that inhabit the campus? It is important for you to get a sense of the student body so that you can better assess if that school is best suited for you and your needs. •

What is the retention rate of the school?

•

Is it a "suitcase school"? This means a large number of students leave the campus each weekend leaving the campus almost empty.

•

What is the composition of the student body? Geographic distribution? Ethnic composition? International student population? Is there both cultural and socioeconomic diversity?

•

What is the gender ratio?

•

How many students go on to graduate school? Med. School? Law School? Business School?

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•

How many students are employed directly out of college? Do companies come to campus and recruit? Can everyone interview? Is there a system to determine who gets to interview? Is there a Career Counseling Center? How is it run? What does it do?

Faculty • Number of full-time faculty? What is the faculty to student ratio? Do full professors teach undergraduates or only do research? •

Is there a formal system of student evaluation in place? Where is this information compiled and is it available for students to review?

•

Do faculty serve as academic advisors? Are professional counselors and advisors available?

•

How accessible are professors? Do all maintain office hours? Is this enforced?

•

Is there an opportunity to work with faculty mentors in undergraduate research?

•

How many professors are tenured?

Extracurricular Activities • Are activities open to all students? •

What organizations exist and how active are they? Is there an introduction to various groups during orientation?

•

What activities are available? Athletic options? Community service/ volunteer activities? Student government? Clubs or special interest groups?

•

Is the student body considered socially/ environmentally/ politically conscious? To what degree?

•

How important are sororities and fraternities? Do they have houses on campus? What percentage of the student body are members? Are parties open? What is the social life for those who DO NOT join?

•

What role do the arts play on campus? Are there performance opportunities in theater, dance, or music?

•

How much interaction is there with other colleges or universities in the area?

Cost

Cost of tuition, room and board for one year may vary between a few thousand dollars for state residents at state universities to $65,000+ for some private institutions. Keep in mind that does not include the additional expenses for transportation, books, 16

fees, clothes, and the like. There is also the need for spending money. Most colleges and universities will include a cost sheet in the information they send you. Flat tuition, room and board fees are published in most college guides. Though sticker shock is often experienced, you should not exclude a school simply because of its "list" price. There are many types of financial aid available. Most institutional scholarship dollars are made available to students who demonstrate need. If you would like to be considered for merit based scholarship money, you will need to carefully research such opportunities college by college. Some schools award money in the form of scholarships based on a special talent such as academic merit, talent in the arts, or excellence in community service. Applications for college-specific merit scholarships may be found on the individual college’s admissions or financial aid website. Outside scholarship programs, those funded by corporations, clubs, and societies, are posted on the bulletin board in the college counseling workroom. Also visit the numerous web sites that assist families with finding possible sources of aid. These are listed in the resource section of the handbook. Since many of these scholarship programs have strict guidelines and early deadlines, be sure to start this process early as possible!!! In Conclusion You will find through your research that you will be able to narrow down your list of schools. After visiting campuses, you will have an even clearer idea about what you do and do not like. Carefully compare the features of each school to your reaction to its campus. Ideally, you should strive for identifying 5-8 schools that are in keeping with your ideals. This final list should reflect all levels of competition, from "reasonable" to "possible" to "reach." Selecting schools from each competitive category will ensure you have more choices to make when the admissions decisions are received. Remember, you know yourself best. You know which environment best suits your needs. Believe in yourself and your ability to make the right decision. The College Counselor will work with you throughout the process, supporting, encouraging, questioning, and challenging you as you investigate all of your options. Good luck, have fun, and get ready to learn more about yourself than ever before.

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The College Selection Checklist The following checklist can help you determine which areas of college are most important for you to explore. Go through each list and check off the things that are most important to you. As you begin to research colleges compare the individual school with the things that you checked as important. General College Characteristics

Student Life

_____ Degree of selectivity _____ Atmosphere – what are the people like _____ Location (region of the country) _____ Setting (urban, suburban, rural) _____ Size of enrollment _____ Undergraduate only vs. undergrads & graduate students _____ Single sex _____ Facilities and their condition _____ Appearance of the campus _____ Availability of merit scholarships/need based aid _____ Student employment opportunity _____ Financial strength/endowment _____ Retention rate _____ Family ties Religious affiliation

_____ Residential campus _____ Housing options _____ Dining options/quality of food _____ Campus activities _____ Athletic opportunities _____ Cultural opportunities _____ Social life _____ Greek system/strength

Academic Life

Reputation

_____ Size _____ Quality and availability of faculty _____ Type of curriculum _____ Special interests or honors programs _____ Flexibility in course selection _____ Academic calendar _____ Off-campus programs _____ International study opportunities _____ Library _____ Computer facilities _____ Internships

_____ General academic reputation _____ Alumni success _____ Reputation among graduate schools _____ Job placement record

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Your Needs in a College In the College Selection Checklist you determined which criteria were most important to you. Now you need to ask yourself specific questions related to these important criteria to help you narrow your college choices. Your answers should help you develop a profile of the type or types of colleges that may be a good match for you. 1. Why do you want an education? Why are you going to college? 2. What are you looking for in a college? What worries you most about going to college? 3. What do you hope to gain from college? 4. How much structure and guidance do you need? How would you feel about being at a school where you were rarely told what to do? 5. Which interests, both academic and extracurricular, do you want to pursue in college? Do your interests require special facilities, programs, or opportunities? 6. Are you most interested in career preparation, technical training, or general knowledge? 7. Would you enjoy living in a different part of the country? How often do you want to be able to go home? What type of climate do you like? 8. What kinds of surroundings are essential to your well-being? Do you prefer a fast paced environment where something is happening most of the time, an organized environment where you can enjoy a wide variety of planned activities, or a relaxed environment where you can go your own way? Would you prefer to live in a large city, a suburban area with access to a city, or a rural area? 9. Do you prefer small classes or large classes? 10. How would you feel about going to a college where students are quite different from you? Would you find it exciting or intimidating? Would you prefer to be with people who share your viewpoints and lifestyles, or who challenge you and make you questions your values? 11. What degree of academic challenge is best for you? 12. Will you need any special support services (study skills, counseling, handicap accessibility, etc.)? 13. Would you prefer to live off campus? 14. Would you prefer to attend a coeducational or single-sex institution? 15. Would you prefer a small college (up to 2,000); a medium sized school (3,000 – 7,000), or a large university (more than 7,000)? From: The James McNab Alumni Legacy College Admission Program Handbook, Davidson College

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The Campus Visit The best way to experience a college is to visit its campus. Seeing the campus first-hand allows you to make your own judgment about the appropriateness of the college for you. It will also provide a context for comparison to other schools. Talk to students on campus; find out about the important issues currently under discussion on the campus. Colleges want you to visit. They usually have a variety of activities available for you to better evaluate the school. These include campus tours, group information sessions, and personal interviews. If you can schedule an interview, do so, but be sure to leave time for the campus tour. Group information sessions are valuable too as they provide a good overall view of the school. With advanced notice, some schools may also offer you the opportunity to attend a class, have lunch in a dining room, or spend the night with a student. Call the admissions office to see what is available before you make your plans. Take advantage of as much as your time will allow.

The Campus Tour The campus tour is a great first stop on your visit to a school. It will introduce you to the school physically and help you to get a sense of the size of the campus. Most importantly, it will most likely be your opportunity to talk with a current student, your tour guide. Take advantage of this opportunity…stick close to the front of the group so that you can be sure to have your question answered. If you tour during the summer, especially August, expect crowds and be prepared to be assertive but not pushy. As you tour the campus observe the following: Grounds: well maintained, brightly lit, pleasant places to walk and sit, unified campus, major construction projects? Classrooms: pleasant, spacious, tables, desks, visual aid capabilities? Library: comfortable study spaces, good reference facilities, noise, network with other libraries, hours, computer access? Computer center: numbers available for general student use, hours available, are there computers in dorms? Is the campus networked? PC or MAC? Internet access? Wireless? Help desk? Science Labs: good working space, access to specialized equipment (ie electron microscope), accessibility, present experiments being conducted Art facilities: light, spacious studios; rehearsal space; variety of theater spaces; museum and library? Dorms: security of dorm, access to classroom areas, state of repair, dining room, size of rooms, common areas, suites, quiet study space, guaranteed housing for four 20

years, phones in rooms, network connections? Ask if the rooms you see are representative of the housing you could expect as a freshman. Security: infirmary, campus police/security visible, emergency phones, escort service? Miscellaneous: get a copy of the school newspaper and read it, have lunch in a campus dining area, talk to students about their quality of life and what they like and dislike about the school, what they do both in and out of the classroom. Possible Questions to ask on College Tours ACADEMIC How would you describe the academic atmosphere? How easy is it for freshmen to get classes? What is the largest class on campus? The smallest? What are the most popular majors? Do you have to declare a major when you apply? Are there programs abroad available? Are internships and/or work-study programs available? Are there enough computers on campus for student use? Are there tutoring programs available? What is the ratio of students to advisors? How many years does it take the typical student to graduate? HOUSING Is housing guaranteed? For how long? What is the climate during the school year? Are the dorms air-conditioned? How is the food? What is the cost of living in an apartment compared to living in a dorm? ACTIVITES AND GENERAL What extracurricular activities are available and popular? What is the athletic program like? Are there fraternities and sororities? How strong are they on campus and how diverse is membership? Is there transportation on and off campus? Is it easy to get to town and home? As you are leaving the campus - write down your impressions - do not rely on your memory!

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The Interview Some schools offer the opportunity for interested students to interview, either at the college or with a local alum. Many interviews are informational, meaning they will not weigh heavily in the admission process. However, it is a wonderful opportunity for you to learn about the college first hand and to have the college get to know you. You will need to be prepared to both talk and listen as the information about you and the college is exchanged. This is a great opportunity for you, and you should take advantage whenever possible. You should be prepared to answer questions about you - your interests, your academic history, your school and community activities, your summer activities, etc. If you have attended other schools or have spent time abroad, your interviewer may ask you about your transition from that situation to ESA. Don't be afraid to highlight your accomplishments. This is your chance to "blow your own horn." The questions will generally be straight- forward…they are not trying to trick you or put you on the spot. Questions will generally be open-ended in order to elicit the most complete answer possible. Most skilled interviewers will strive to establish a dialogue where you have an active role. Finally, you should be prepared with some questions of your own. It is especially helpful to read about the school before you get there to provide your questions with a real context. It is also appropriate to have a prepared list of questions that are generic in nature and will likely work at any school. For example, academic flexibility, advisor system, study abroad options, financial aid opportunities, and the like. Surviving the interview For many students, the most worrisome part of applying to college is the personal interview. It needn't be, especially, if you are familiar with the two subjects most likely to be discussed: you and the college. Reread the college catalog, your responses in the "Getting to Know Yourself" section, and your personal data sheet before each interview. Below are some tips to help you come through the experience like a pro. •

BE ON TIME. If you are chronically late, allow plenty of extra time. Call if you will be late or have a change in plans…they will appreciate it.

•

Dress appropriately; NO JEANS. Create the impression you want to leave with the interviewer.

•

Be yourself. Don't try to be somebody you are not.

•

Speak clearly. Don't mumble when asking or answering questions and maintain eye contact.

•

Carry your half of the conversation. Do so with enthusiasm, and if your parents are present, ask them to stay in the background. 22

•

Relax! An interview is an exchange of information, not something you pass or fail. Your presence on the campus and your readiness to talk about yourself and your college plans are indications of your seriousness. The interview can help you determine if that college is the right place for you. The exchange of information and the impressions gained on both sides - yours and the interviewer's- should be meaningful.

•

Be prepared. The interviewer may encourage you to "just talk," so you should be ready to discuss topics ranging from the very general ("Tell me about your school experience") to the very specific ("How do you feel about capital punishment?")

•

Be ready to talk about yourself- your interests, ideas, accomplishments, and goals. Be prepared to talk about why you are interested in the school (they will ask!). If there is anything special about your record or background, be sure to mention it to your interviewer.

•

Respond directly and articulately to questions. Keep the "you knows" and "likes" to a minimum - none if you can help it. It is perfectly all right to say "I don't know" or "I need to think about that" in response to a question. Be as natural, easy and responsive as you can.

•

Be familiar with your academic record. This will enable you to answer general questions about your academic performance in high school and your scores on standardized tests if needed.

•

Know your interests and your areas of strength. Look over your list of extracurricular activities and be prepared to talk about them. Bring up any qualifications you have that may not be apparent from the application.

•

Have plausible explanations for any weakness in your record. Remember, an explanation is different than an excuse.

•

Be prepared to discuss one or two books you have read. Think about why they meant something to you.

•

Be aware of current events.

•

Thank the interviewer before you leave and follow up with a thank you note or e-mail.

Be confident that, by preparing well, you have set the stage for an enjoyable and informative interview.

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Some questions for your interview •

What seem to be the most important campus issues at this time?

•

What are the most popular majors on campus? Is it difficult to get classes in these areas?

•

What percent of my classes will be large lecture?

•

What have been some of the major changes on campus in the past few years?

•

How accessible are faculty members? Are there generally good relationships between faculty and students?

•

To what other colleges do your applicants most often apply?

•

What percent of applicants are accepted? What percent matriculate?

•

What do students like about the college the most? The least?

•

What makes the college unique?

When is an interview a good idea? If you are interested in a college that does not require an interview, you may want to consider an interview if you feel your application does not convey your real strengths; if you need to explain something that affected your grades in high school, such as a bout with mononucleosis, a family divorce, or driving need to master a tough subject; or if you simply want to personalize your application. You may also benefit from an interview if you are a "borderline student" with an application in the gray area -- provided you have something meaningful to say.

Top 5 Ways to Impress an Admissions Officer By Liluye Jhala, ApplyWise counselor It's the start of another busy fall semester. If you are a junior or senior, you probably already know that this is the time of year when college representatives are in your hometown visiting your high school, having evening receptions and attending local college fairs. These are all excellent ways to get information without having to visit the campus. It is also an opportunity to make a great impression on the admissions officer who may be evaluating your college application in a few short months.

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As a former admissions officer at Brown, I know how engaging it is to meet students in their schools or hometowns. While the sheer volume of students could be overwhelming, it was always refreshing to meet someone who was enthusiastic, sincere and knowledgeable about Brown. Even after weeks away from home, I came back to Providence remembering a handful of students who made a positive impression on me. Here are my top five tips for making yourself a memorable candidate to any visiting admissions officer. 1. Be five minutes early After you've decided which colleges you'd like to get to know better, plan ahead and try to get there early. If you are there first, you might have the opportunity to spend one-onone time with the admissions officer. If it's a presentation, get a good seat close to the officer and take that time to introduce yourself. If it's a college fair, try to be one of the first individuals to speak with the admissions officer. 2. Dress (and behave) to impress At the end of one of my typical presentations to a classroom of 150 students, most dressed very casually, I wandered to the back of the room and wound up chatting with a soft-spoken man in a suit. He followed every word I said and I assumed he was a teacher. At the end of our discussion, though, he thanked me for my talk and asked for my e-mail address. His whole presentation really made him stand out from his classmates. Remember, it's your job to make a positive impression. So, dress well and speak intelligently. You'll not only impress the admissions officer, but your classmates and teachers as well. 3. Ask thoughtful questions Do your research on each college before they visit. You should be prepared not only to ask the admissions officer a few questions yourself, but to be asked some basic questions in return. Rest assured that unless it is a formal interview, the admissions officer is not interviewing you and, consequently, you probably will not be forced to speak on your greatest disappointments or academic hurdles during your very brief time together. However, you might want to have tentative responses to these very common questions: 1. 2. 3. 4. 5.

What first drew you to this school? What are your academic interests? Why do you want to attend? What do you do for fun? What books do you read for fun?

Remember, be as specific as possible. The first and second questions are similar; the difference, however, is that the second question asks you to define what exactly makes a particular school special (i.e., the New Curriculum at Brown). Your response to the first question, however, could be based upon your own personal experience with a school (i.e., "It was so beautiful and I just loved the small community.") Also, be sure to include why a particular feature is appealing to you. The admissions officer is, after all, trying to get to know you as a person. Be honest. 25

For your part, ask the admissions officer a few qualitative, not quantitative, questions. A quantitative question might be about Brown's average SAT score, an answer to which you could easily find on Brown's Web site or in any college guidebook. As a matter of fact, before you attend any kind of university function for prospective students, you should already know the following about the school: 1. Required tests and courses. Do you have to take SAT II subject tests or four years of a foreign language? 2. The school's general curriculum and grading basics. A university may offer a range from a core curriculum to an open curriculum to a Great Books program. Also, familiarize yourself with the university's grading system. 3. Their current admission stats: the academic and standardized test averages of admitted students (i.e., the mean class rank, GPA, SAT, etc.). 4. The majors, minors or concentrations offered. After all, you cannot study Egyptology everywhere. 5. Their financial aid and/or work-study programs. If you have a firm grasp on all of the above, you won't be tempted to ask questions you should already know the answer to. Here's an example of a qualitative question that impressed me: "How has President Simmons' push for globalization influenced the research areas in the international relations department or expanded study-abroad options?" Try to ask a question that digs deeper into the academic and social experience of being a student at that specific school. 4. End the conversation on a good note Harassing the admissions officer by dominating the conversation or monopolizing his or her time will leave a bad impression. Instead, after asking your three thoughtful, qualitative questions, end the conversation by saying, "I do have more questions, but let me give you time to meet with other students. Can I have your e-mail/business card so I can keep in touch?" Be sure to say thank-you and goodbye with a firm handshake. 5. Follow up within 48 hours When you get home, review your notes from the day. Then, write the admissions officer a short thank-you e-mail, mentioning a few details from your prior conversation. Make sure you include your first and last name, high school and the date of your conversation. This will help your admissions officer remember your face out of the hundreds, maybe thousands, of students from his or her fall recruitment travels. Use this e-mail to ask another follow-up question and make sure you convey how genuinely enthusiastic you are about the possibility of getting into their school. Don't be disappointed if you don't get a response. Remember, you are demonstrating sincere interest and that leaves a lasting impression. Armed with these tips, you will make a great first and lasting impression on the college admissions officers of your top schools. Work hard this semester and remember to have fun while researching schools. Good luck!

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Suggested References for the College Search Please note: many of these guides are published annually. Please purchase the most recent edition. Factual/ Narrative The College Handbook (College Board) My personal favorite. Peterson's Four-Year Colleges (Peterson's Guides) The Complete Book of Colleges (Princeton Review) Opinionated Guides: Asher, Donald, Cool Colleges: For the Hyper-Intelligent, Self-Directed, Late Blooming, and Just Plain Different (Ten Speed Press, 2nd edition, 2007) Fiske, Edward B. & Blease, Kathleen, The Fiske Guide to Colleges (Times Books) Students submit evaluations of their colleges and send them in. Yale Daily News, Editors. The Insider's Guide to the Colleges (St. Martin's Press) Special Interest/ Program Guides: Guide to Architecture Schools (ASA) Peterson's Honors Programs and Colleges (Peterson's Guides) “Honors programs and colleges are a popular choice for students who want a rigorous academic program at an affordable price. And the best place to research honors programs is with the only reference guide available devoted solely to honors programs and colleges.” (amazon.com) College Guide for Performing: The Real World guide for Dance, Music, and Theater Majors (Peterson's Guides) Loveland, Elaina, Creative Colleges: A Guide for Student Actors, Artists, Dancers, Musicians, and Writers (Supercollege, LLC, 4th edition, 2013) ISBN: 1617600369 Choi, Wook & Rhee, Justin. Art College Admissions: An Insider’s Guide to Art Portfolio Preparation, Selecting the Right College, and Gaining Admission with Scholarships (W&J, 2012) ISBN: 0985580909

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Other Interesting Books: Mamlet, Robin, Christine VanDeVelde. College Admission: From Application to Acceptance, Step by Step (Three Rivers Press, 2011) ISBN: 0307590321 Pope, Lauren. Colleges That Change Lives: 40 Schools That Will Change the Way You Think About Colleges (Penguin USA, 4th edition, 2012) ISBN: 0143122304 Pope, Lauren. Looking Beyond the Ivy League : Finding the College That's Right for You (Penguin Books, revised edition, 2007) ISBN: 0143112821 Schneider, Zola Dincin, Campus Visits and College Interviews : A Complete Guide for College-Bound Students and Their Families (College Board, 3rd edition, 2012) ISBN: 0874479886 Shaevitz, Marjorie Hansen. adMISSION POSSIBLE: The Dare to Be Yourself Guide for Getting into the Best Colleges for You (Sourcebooks, Inc, 2012) ISBN: 1402263317 Springer, Sally P., Jon Reider, Marion Franck. Admission Matters: What Students and Parents Need to know About Getting into College (Jossey-Bass, 3rd edition, 2013) ISBN: 0470481218 Steinerg, Jacques. The Gatekeepers: Inside the Admissions Process of a Premier College (Deckle Edge, 2003) ISBN: 0142003085

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Comprehensive College Search Web Sites: ESA College Counseling Website - http://college.esacadiana.com/ ESA College Counseling Pinterest Page - https://www.pinterest.com/esacollege/ The College Board – http://www.collegeboard.org Sign up now for own personal account on the College Board’s website. You will use it often to register for SAT’s and the like. It has a great college search engine. CollegeNet – http://www.collegenet.com/ Another excellent comprehensive college search site. Not quite as detailed as Princeton Review, but an excellent pace to start. Welcome to Your Future - http://www.angelfire.com/nj/hsstudentresourcepgs/index.html A page maintained by a College Counselor in New Jersey. Great links. Friendly interface. Access to career and subject matter resource topics. Peterson's Guide Online - http://www.petersons.com/college-search.aspx A good starting place. Links to almost everywhere and anything. College Bound Net - http://www.collegebound.net/ A student oriented page, some good information, but a bit whimsical and a lot of advertising. About.com - http://collegeapps.about.com/ A well-organized site of advice, links, BBS's, chat rooms, and the like. Go College – http://www.gocollege.com/ Everything from free stuff to e-mail to scholarship searches. All about College – http://www.allaboutcollege.com Detailed data on hundreds of schools, links to school websites, chat rooms National Center for Educational Statistics – http://nces.ed.gov/collegenavigator/ U.S. Department of Education site providing basic information for more than 9,000 schools National Survey of Student Engagement - http://nsse.indiana.edu/

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THE APPLICATION PROCESS The application process is not as confusing as one thinks if you remain organized! Organization is essential to be sure each individual college's requirements and deadlines are met. The completed application includes: • • • • • • • • •

Your completed application Application Fee Your essay Your transcript The ESA profile The College Counselor's evaluation The Secondary School Report form Your teachers' evaluations Your standardized test scores reported directly from the testing agency to the college

We are here to assist you in the application process, but it is your responsibility to know your own application deadlines, the specifics of the application plan under which you apply (ED, EA, etc.), and what each school requires for an application to be considered complete. Please check for clarification if you are in doubt. A missed deadline is a missed opportunity.

Parts of the Application Though applications differ from school to school, in general, each is a collection of several forms from which a college hopes to capture the true essence of each of its applicants. The following descriptions should prepare you for the most complete of applications.

Student Information Part I: This provides the college with general biographical and statistical information. The questions are very straightforward and should require little thought. Some colleges require this part to be submitted with an application fee in order to receive the balance of the application. This should be submitted as soon as possible. Part II: This is the thinking part of the application and often includes the essay(s) and short answer questions. It gives the candidate the opportunity to provide detailed information about activities, family, special interests, accomplishments, and the like. This is a very important part of the application. Read the directions carefully. Give your responses careful thought. Fill out a rough draft before you do the final copy. Supplementary Information: Students who are applying to specialized schools or programs such as art, dance, music, or architecture are often asked to submit 30

supplemental information. This usually takes the form of a portfolio composed of slides of their work. Musicians may submit audiotapes or cd’s. Dancers and athletes are often urged to submit brief videos which may be sent to audition committees or coaches. The College Counselor will help you decide what may be appropriate for you. Please see the section on portfolios that follows for more information.

School information Secondary School Report: This information is completed by the College Counselor and generally includes the school's evaluation, a narrative on the student's performance at ESA. By submitting this form to the College Counselor, you are giving ESA authorization to send that college all of the requested information. This report is confidential and ESA will not share its contents with a student or family. Transcript of Grades: This document includes biographical information and final grades for every course for which you have earned a graduation credit. It is arranged by year. Please see the example on the next page. Mid-Year Report: Some colleges have a specific form that needs to be submitted with your final grades from the first semester of senior year. Your mid-year report includes only your fall semester grades of your senior year, your updated GPA and if appropriate, a brief narrative of your performance. ESA Profile: This is a brief "biography" of the school. It contains an explanation of our grading policy, curriculum, and college placement for the most recent classes. It also contains a statistical summary of recent standardized testing results and a grade distribution from typical junior year courses. Final Reports: Final year grades are sent to the one college a student will be attending. Copies will also be sent to colleges where an applicant may have been placed on the waiting list for possible summer admission.

Teacher Information Teacher Evaluation: This is a narrative report on the student's academic performance in a given teacher’s class. Colleges require these be completed by a teacher who is either currently teaching the student or taught the student junior year in an academic subject. Some colleges request teachers from particular disciplines complete the evaluation. All teacher evaluations are given to the College Counselor to prepare for digital submission. Be sure to ask a teacher if he or she would be willing to write for you early in senior year. These are confidential and ESA will not share their content with students or families.

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Episcopal School of Acadiana

Phone: 337-365-1416 Fax: 337-367-9841 CEEB: 191419

PO Box 380 Cade, LA 70519 (337) 365-1416 Colleg III, John Q.

Parent/Guardian: Mr. and Mrs. John Q. College, Jr.

SSN:XXX-XX-6789 Birth date:11/11/97

Address: 208 Huckleberry Dr. Lafayette, LA 70508

Gender: Male Graduation date: 05/20/2006

Phone: (337) 856-7733

Year Grade 09, 2002-2003

Course Level Choate Rosemary Hall Summer Program Geometry R Photography R Writing Workshop SMR

Final P P P

1.00 0.50

English I Algebra I Civics Physics I French I Computer Science I Health & Physical Education I Interpersonal Communications

B AB+ A B+ A A A

1.00 1.00 1.00 1.00 1.00 0.50 1.00 0.50

R R R R R R R R

Graduation credits earned: Core GPA for the year: Year Grade 10, 2003-2004

R H R R R R R R R

Graduation credits earned: Core GPA for the year: Year Grade 11, 2004-2005

Course English III Honors Pre-Calculus Honors AP European History Chemistry Honors French III Health & Physical Education III Health & Physical Education III Drama I Public Speaking Graduation credits earned: Core GPA for the year:

Cumulative GPA through the conclusion of:

Grade

GPA

Grade 09 Grade 10 Grade 11 Grade 12

3.51 3.59 3.72 3.73

Tuesday, November 14, 2006

Year Grade 12, 2005-2006

Course English IV Honors AP Calculus AB AP U.S. History Introduction to Psychology Biology II Honors Anatomy & Physiology French IV Chorus

8.50 3.51

Course Level Final Brown University Pre-College Summer Program Word Etymologies SMR P English II Algebra II Honors Western Civilization I Biology French II Health & Physical Education II Health & Physical Education II Beginning Drawing Ceramics

Credit

ABAA A A A A+ A

Credit

1.00 1.00 1.00 1.00 1.00 0.50 0.50 0.50 0.50

7.00 3.67 Level H H AP H R R R R R

Final AAB+ AA A A A A+

Credit 1.00 1.00 1.00 1.00 1.00 0.50 0.50 0.50 0.50

7.00 4.00 GPA Notes: An ESA GPA includes only courses taken at Episcopal School of Acadiana. Episcopal School of Acadiana does not rank its students.

Level H AP AP R H

Final AB B A B+

R R

AA

Graduation credits earned:

6.00

Core GPA for the year:

3.76

Credit 1.00 1.00 1.00 0.50 1.00 1.00 0.50

Different Ways of Applying Perhaps the greatest change in the physical process of applying to college over the past fifteen years has been the shift from paper applications to on-line applications. The first time an ESA senior submitted an online application was November 1, 2001. It was the only on-line application filed that year and for the next two years. The Class of 2012 submitted 185 applications – all were online. Today, some colleges, such as LSU, will only accept on-line applications

Issues with On-Line Applications

Online applications have made the application process more efficient and much easier. However, online applications have also created other issues of which we all need to be aware. The three that immediately come to mind are: planning, communication, and permission. Planning: Remember as you are completing an on-line application, you are not whipping off an email or a text to your buddy. Once you click submit, you cannot change what the admission office sees. If you are using the Common Application or the Universal Application, one mistake could be sent to every school to which you are applying. Plan in advance by gathering all of the information you are going to need to complete the application. Do not compose your short answers or personal statement in the actual application. Write, revise, re-edit, refine then cut and paste from a word processing program into the application. Be very aware that with the release of CA4, the word limits are strictly enforced on the Common Application and you can no longer upload your essay. Communication: In the old days, it was very easy for the College Counselor to know a student was applying to a college because a physical application was given to him. Today, a student can click “submit” and away the application goes without the College Counselor or teachers who are writing evaluations knowing. It is critically important that a student complete The “I Have Applied On-Line” Form as close to the day the application was submitted as possible. If this form is not given to the College Counselor, the necessary support school documentation may not be sent. If the necessary information is not sent, your application is not complete and will not be read. YOU MUST NOTIFY THE COLLEGE COUNSELOR WHEN YOU HAVE SUBMITTED AN ON-LINE APPLICTION. Permission: In the old days, when a student handed the College Counselor an application, that physical act was giving ESA permission to release all of the information the college requested. Though some on-line applications do generate a transcript release form for the student to give to the College Counselor, not all of them do. To be sure ESA has the appropriate permission to release student information to colleges, each senior needs to have a completed CONSENT TO RELEASE INFORMATION form on file with the College Counselor. This form is considered complete when it has the signature of the student and at least one parent’s signature.

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School Specific Applications

Many college and universities now have their own on-line applications. Some will even go as far as customizing an application for each applicant by pre-populating biographical information and the like with data the college has purchased from the ACT or the College Board. Many colleges make using their own application very easy. Some only require a student to click “submit” and, voila, you have applied. But beware: though it may seem easy, students must read directions very carefully. Several students who thought they had applied to very well-known southern private school a few years ago actually had not completed the application. They were wooed by the bold heading “No Additional Essay Required” that accompanied the email linking them to their personal application. What they did not read was that still needed to answer the question, “Why College Z?” By not submitting an answer to that question, their application was not complete. Read directions carefully as each college’s own application always has nuances. Most colleges that have their own on-line applications have them connected to an on-line document clearinghouse that they use to receive secure transmissions of necessary supporting documentation from ESA. These clearinghouses include firms such as SendEdu and Docufied. When you submit a school’s own application, read the directions carefully as to how they expect to receive your transcript and other supporting materials from the college counseling office. Very often they will send you a PIN that must be given to the College Counselor so your account may be accessed and the documents uploaded.

The Common Application “The Common Application membership association was established in 1975 by 15 private colleges that wished to provide a common, standardized first-year application form for use at any member institution. With the administrative support of the National Association of Secondary School Principals (NASSP), the organization grew steadily throughout its first 30 years. Now in our fourth decade, the Common Application currently provides both online and print versions of its First-year and Transfer Applications. Our membership of more than 600 institutions now represents the full range of higher education institutions in the US: public and private, large and small, highly selective and modestly selective, and East Coast, West Coast, and every region in between. We have also welcomed our first two international members.” Source: Common Application Web Site – www.commonapp.org My thinking on the Common Application has come 180° during my career. I used to discourage its use using the logic that if a student really cared about admission to the college he or she would complete the college’s specific application. After all, if you file a photocopied version of the common application, your decision to apply may have been a simple after thought – you only applied because it was easy. That line of thinking 34

was completely wrong. The Dean of Admission at a very selective and prestigious college that accepts the common application once said any student who can and does not use the common application is crazy. His line of thinking is any student who finds a way to save time by avoiding repetitive work is the type of organized, practical, logical thinking student he wants in his school. Accordingly, if you can use the common application – do it. While you are filling out the Common Application, you will give them the names of your college counselor and those teachers who will be writing evaluations on your behalf. The Common Application communicates directly with these individuals to collect the documents necessary to support your application. The Common Application 4.0 was be launched on August 1, 2013 and significantly revised and re-released on August 1, 2014. This new version is more streamline, more intuitive, and, allegedly, easier to complete. It also marks the end of students being able to upload additional information such as a resume and enforcement of the word limit on the personal statement and short answers.

The Universal College Application The Universal College Application appeared on the scene in 2007 and currently includes 44 member colleges and universities, some of which are also members of the Common Application and some which are not. The Universal Application will also collect the names of your college counselor and teachers who are writing your evaluations and communicate directly with them to collect the documents necessary to support your application. Source: Universal College Application website: www.universalcollegeapp.com/

Apply Texas ApplyTexas was created through a collaborative effort between the Texas Higher Education Coordinating Board and the colleges and universities represented on the site. The goal of the project is to offer a centralized means for both Texas and non-Texas students to apply to the many outstanding postsecondary institutions available in Texas. On ApplyTexas you can accomplish a multitude of tasks including: • Apply for admission to any Texas public university, as well as to participating community and private colleges. • Apply for undergraduate, international and graduate admission. • Copy a submitted application to another institution. • Submit your application essays online. • Apply for scholarships from participating universities. • Apply for housing with participating universities. • Search for and view both general and university specific information. Source: ApplyTexas website: www.appytexas.org 35

The Coalition Application The Coalition for Access, Affordability, and Success was formally announced and presented to the public in September 2015. The Coalition was formed by 88 colleges and universities with the goal of improving the college application process for all students. To move toward that goal, the Coalition is designing and developing a set of online tools that will guide and support students throughout the process of finding a college home. The platform provides a single, centralized toolkit for students to organize, build, and refine their applications to numerous institutions. In addition, Coalition members hold values and beliefs that align with recent research which, among other things, demonstrates that students thinking about college early in high school begets higher application rates. The Coalition provides a single platform of online tools to assist in the experience of applying to college. With the Coalition platform, you can find out more about Coalition schools, share your locker with counselors, teachers, and mentors, and submit applications with ease. The Coalition is designed to be convenient, straightforward, and easy-to-use. We hope that the Coalition’s online tools will allow you to apply to colleges with confidence and feel assured that you have made the most of your college options. The Coalition “locker and collaboration platform” is still in its development stages with the planned launch date of April 2016. Many Coalition schools will be accepting through the portal beginning this summer. As more information becomes available, the College Counselor will forward it. Source: Coalition for Affordability, Access, and Success website (www.coalitionforcollegeaccess.org) When you file an application electronically please do the following 1. Complete application on-line 2. Before you submit it, be sure you know you can get a printed copy of your application. If not, print out every screen of the application. 3. Photocopy your copy and bring it to the College Counselor. 4. Print out all required school information forms and teacher evaluation forms 5. Complete The “I Have Applied On-Line” Form available in the College Counseling Office. Paper clip all documents that need to mailed to the school to the form i.e. resume, secondary school report form, application fee. If you do not complete this form, nothing will be mailed to the school.

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On-Line Application Web Sites: The Common Application - www.commonapp.org/ A great way to save time in the application process without cutting corners. The Universal College Application - www.universalcollegeapp.com/ Another great way to save time in the application process. The Texas Common Application – www.applytexas.org Apply for admission at any public university in Texas Coalition for Affordability, Access, & Success - www.coalitionforcollegeaccess.org Also see collegenet.com, collegeboard.org, collegelink.com and your individual colleges’ websites.

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Completing Your Application Take your time. Plan. Write, revise, rewrite. These few sheets of paper will be all that a college has to make a decision on you. Do not blow a good opportunity by being careless.

Important information for correctly completing your application ESA CEEB/ACT School Code: 191419 School address: 1557 Smede Rd Broussard, LA 70518 School phone: 337-365-1416 School fax: 337-367-9841 School type: independent or private (not parochial) Dates of attendance: Aug (freshman year) to May (senior year) Principal: Andy North Counselor: Scott Chrysler Mr. Chrysler's title: Academic Dean/College Counselor Mr. Chrysler’s email: schrysler@esacadiana.com

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WRITING THE COLLEGE ESSAY John C. Conkright, Dean of Admissions, Randolph-Macon College

If you are like most students, you see the college essay as another hurdle that you must jump on the way to being accepted at the college of your choice. In fact, the essay is not a hurdle but a rare opportunity; it is a chance for you to "talk" directly to the college's admissions committee and to help them "see" you as a thinking and feeling person, rather than simply a set of impersonal statistics. Except for the interview, it is your only chance to share your thoughts, insights, and opinions; to highlight your accomplishments; and to convey your maturity and outlook on life. If you see the college essay in this way--as an opportunity--then it is clearly worth the effort to put some extra time, thought, and energy into writing it. PURPOSE OF THE ESSAY The college essay is extremely important for two major reasons: 1. It enables the college admissions office to evaluate your communication skills. Through your essay they can assess the clarity of your thinking and your ability to convey your thoughts in written form. 2. It enables the admissions office to learn more about you as a person, beyond what grades and SAT scores can convey. A well-written essay can speak worlds about your attitudes, feelings, personal qualities, imagination, and creativity. For the admissions staff, it adds another important piece to the puzzle because it distinguishes you as an individual, different from any other student who is applying. CHOOSING A TOPIC Colleges and universities will either give you a topic to write about or present several rather specific topics from which you must choose. Other colleges may simply "suggest" broad general topics or give you total freedom to write about something that interests or concerns you. Regardless of whether you must respond to a prescribed topic or come up with one of your own, here are a few general hints about the most effective way to approach your topic:

*

Narrow your topic and try to be as specific and illustrative as possible.

*

The easiest topic to write about is yourself. No one knows more about you than you. Since one important purpose of the essay is self-revelation, it is no place to be shy or modest, although you should not exaggerate. If you choose to write about yourself remember that little incidents and facts are often the most revealing of character and outlook.

*

Do not be afraid to write about something you think is a little different. A unique topic or approach is often refreshing to a college admissions officer who has been reading applications all day. Further, an

unusual or offbeat essay is an excellent way to show your creativity. PREPARING TO WRITE Before actually sitting down to write a first draft of your essay, spend some time organizing your thoughts. Develop a framework for your essay so it will have a smooth and logical progression from one idea or incident to the next. Consider your purpose in writing, what you want to convey, and the tone that you think is most appropriate for the topic. Decide on a style that is comfortable for you, not one that you think the college admissions committee prefers. Finally, remember that organizing your thoughts and deciding on a framework does not mean you must be overly rigid at the start; leave room for flexibility and creativity as you actually begin writing. WRITING THE ESSAY You do not have to get it right the first time! Instead, write the first draft of your essay with the main focus on content; communicating your thoughts. Then set it aside for a day or two, reread it with a fresh perspective, and make any necessary changes. This is also the point at which you should consider matters of organization, style, grammar, spelling, and tone. Once you have rewritten your first draft, you may wish to try it out on your family, friends, English teacher, or college counselor. While the final product and final "voice" should be yours, they may be able to offer helpful suggestions for technical or other improvements. Within this general outline for actually writing the essay, there are some "do's" and "don'ts" which I would like to highlight: DO’S Do think “small” and write about something that you know about. Do reveal yourself in your writing. Do show rather than tell. By giving examples and illustrating your topic, you help bring it to life. Do write in your own "voice" and style. DON'TS Don't write what you think others want to read. Don't exaggerate or write to impress. Don't use a flowery, inflated, or pretentious style. Don't neglect the technical part of your essay (grammar, spelling, sentence structure). Don't ramble; say what you have to say and conclude. Your college essay, along with your high school record, standardized test scores, and extracurricular involvement, will provide the basis upon which the college makes its admissions decision. A thoughtful, well-written essay can affect in a very positive way that final decision. Keep this in mind and take full advantage of the opportunity, which the college essay affords you.

Setting Up Your Resume As you begin to look over your applications, you will note that many schools are interested in learning about your involvement and commitments, both in and out of school. Often, you are asked to "list" your activities, etc. in a 'small box format' that does not leave much space to tell the whole story. You should feel free to 'move out of the lines' and create your own space in which to explain and expand upon your interests, activities and special commitments. The purpose of this exercise is not to see who has the longest list of activities. Admission officers are often wary of long lists and are most interested in those commitments in which you have participated outside the classroom during your high school years. There is great value in the fact that you committed to an activity that had special meaning to you. Continued commitment over several years is important - service, leadership, athletics, etc. As with every part of the application, be sure you follow the directions and present the information in the manner and format the college states. A common request is that you list your activities "in order of importance to you." Other schools require the numbers of hours per week and number of weeks per year you were involved in the activity. If you cannot be exact, give a fair and reasonable estimate, but be sure to provide them the information they want. This might mean you need to have three different forms of your resume, but once the initial work is done, changing the layout is not that difficult. If you include your resume on additional sheets, be sure it is in the format set forth on the application.

Some Suggestions •

• •

Begin by brainstorming - just sit down and write a list of any and everything you did outside of the classroom since your freshman year. It is often helpful to do this with your parents, as they seem to have an uncanny ability to remember all of the details of your life. Now add to your list any awards or honors (academic or extracurricular) that you may have received. Organize your list into categories. Suggested categories and things to include are: Leadership - student or class government offices held, team captain, chairman of a committee, editor of a publication, Hugh O'Brian, LYS, Lafayette Youth Leadership Academic Honors - honor roll, Headmaster's List, National Merit standing, NHS membership, departmental awards, book awards, excellent results in Literary Rally Community Service - both that done through ESA and on your own, include any activity to which you have volunteered your time, list specific places and events 40

Clubs/Activities - committees on which you may have served, church or community youth groups, etc. Athletics - individual and team honors, years as a starter, position played, letters won. If you are a recruited athlete, or hope to be, you may want to write one resume that just addresses your athletic accomplishments Employment / Internships - include any labor for which you have been paid or any program through which you gained professional experience - don't forget employment at summer camps Special interest - piano, dance, church, travel, hobbies, include anything that is important to you that did not fit into a previous category. •

Now list the activities in each category chronologically beginning with the most recent and then length of involvement

•

Fill in the details and add descriptions to the activities with which the reader will not be familiar. This is explained in more detail below.

•

Type it up and format the information so it is easy to read

You may have been a member of the Culinary Society for four years and may now serve as the Head Chef of the club, but no admission officer will have any clue as to what the Culinary Society is. Be sure to add a brief explanation for those activities and awards that a reader may not readily understand. Here are a few examples that you are free to use: Headmaster's List - An A- average or above in core courses with no grade in any course below a BHonor Roll - No final grade below BNational Honor Society - appointed by the faculty for academic excellence and a commitment to leadership, the community and actively supporting the ideals of the school. Culinary Society - Club celebrating home cooked gastronomical delights through regular meal time meetings Heritage Manor Nursing Home - served as a companion for the elderly and infirmed who reside in an assisted living setting A further way to bring some of these 'off the paper' and move your presentation from simply a 'list' to include some prose, is to select your one or two favorite/most meaningful activities and expand upon them in a short paragraph format. You can asterisk (*) the activity in the box or structured format, and provide more detail in a space at the bottom of the page. 41

***Important Tip: More does not always mean better. Maybe you have committed yourself to a select few activities as your time would allow, because you had a job, family commitments or transportation problems. Evidence of the commitment you made will be the significant factor here. How have you spent your time? This is what the schools want to know! Help them to see the real you. Special note: If you have not been participating in many extracurriculars, is there a reason for that? For example, both parents work and you needed to go home to take care of your baby brother. Explain these types of situations to colleges as well.

Examples To help you out a little bit, several former seniors have graciously permitted me to include copies of their resumes. Please use these as a guide. DO NOT simply copy one and substitute your information. Each resume was constructed especially for that individual to emphasize certain aspects of his or her activities.

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Haritha Akkaraju 106 Bent Tree Trail Lafayette, LA 70508 123-45-6789

Cultural Interests Diwali Performance 1

years of participation Dancing: 7 years Singing: 2 years

Yoga classes

1 year

Piano

5 years

Extracurricular Activities ADVANCE Program for Young Scholars at the LA School

1996 – Creative Writing 1997 – Advanced Expository Writing 1998 – Introduction to Psychology 1999 – Introduction to Film Studies

Math Club Mu Alpha Theta

9th – 12th grade charter member: 11th Historian: 11th President: 12th

National Honor Society Required a GPA of at least 3.33 Selected by faculty council for Exemplified excellence in scholarship, Leadership, service, and character

10th – 12th President: 12th

Art Club

founding member 11th -12th

Chapel Committee Committee chosen by faculty committee

12th

Community Service Club

9th – 12th

Rock Climbing Club

founding member: 12th

Speech Team

9th – 12th

Tennis Team

9th – 12th

1

Diwali, also known as Deepawali, is the Festival of Lights celebrated in India. I participated in group dances of six to eight girls set to Hindi film songs for the Acadiana Indian Association Diwali celebration. The show includes other dances, singing, instrumental performances – all both classical and modern – and skits.

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Community Service Diwali: teaching dance to 4 kids Under age 10

12th

ESYP Special Services 2

teaching assistant: summer 2000

St. Joseph’s Charity Diner

9th – 12th

Miles for Miles

10th – 12th

Walk for Diabetes

10th

Academic Achievements National Honor Society

11th – 12th

Headmaster’s List GPA of at least 3.67

10th – 11th

French Department Award

10th: French III

National French Competition Award

11th: French IV

District Literary Rally, Algebra II

10th: 3rd place

2

An Extended Summer Year Program for special education students aged five to seventeen; teaching assistant both to classes of first – fourth graders and fourth – seventh graders.

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Miles S. Bruder

1419 Alice Drive Lafayette, LA 70503 123-45-6789

LEADERSHIP ACTIVITIES ESA Student Council President (12): keep SC active daily, increasing our presence on campus, improving, student activity, and unifying ESA middle and upper school students and activities; have also improved ESA’s presence off campus by instituting community outreach programs such as our recent fund raiser for North Carolina flood victims. Vice President (11) Treasurer (9,10): charged with running student canteen; restructured canteen by changing supplier of products sold, requiring off-campus purchase and transport of goods to campus; improved product selection and increased profits; managed SC budget. Presidential Classroom Scholars Program, Washington, D.C. (11): week-long civic education program for high school juniors and seniors (selective admission); participated in seminars, workshops, Congressional activities, debates, and lectures on subjects ranging from Constitutional issues to environmental policy to foreign aid; presentations given by various governmental, military, and journalistic leaders. Lafayette Junior Leadership (11): year-long program for fifty high school juniors (selective admission) sponsored by Lafayette Chamber of Commerce; program fosters community awareness and activism, leadership, and citizenship; met one day per month with focus on a specific aspect of community life, such as health care, technology, local and state government, social services, and the like. Louisiana Youth Seminar (10,11): Elected Outstanding Group Member by fellow participants both years. Week-long program for rising juniors and seniors from across the state held at Louisiana State University; designed to foster leadership skills, cooperative group interaction and citizenship, through mock elections, competitions, etc. Louisiana High School Athletic Association Workshop for Student and Adult Leaders (9): one of five ESA delegates appointed by school administration

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ATHLETIC ACTIVITIES AND HONORS Varsity Basketball (8, 9, 10, 11, 12): Five-year letterman, three-year starting forward. Named to All-District team as sophomore and junior. Varsity Baseball (9, 10, 11, 12): Four-year letterman, three-year starter at second base, third base, and pitcher. Named to All-Region and All-State teams as a junior. Nominee, Sidney Hebert Outstanding Athlete-Leader Award (10, 11): award is given to a twosport participant who is respected both for athletic abilities and for being a leader and role model. AAU Basketball (11) Basketball Camps and Leagues Colonnade All-Star Basketball Camp (11, by invitation) Louisiana Rookie Sensation Camp (10, 11, by invitation) Princeton University Team Camp (10) Florida State University Team Camp (9) Lafayette Summer Basketball League for high school players (9, 10, 11) Lafayette Little League All Star Team (9) Cajun Challenge Fall Century (9): 100-mile bike race (one of three ESA students to finish race)

AWARDS, HONORS, AND RECOGNITION National Merit Semi-Finalist (12) AP Scholar (12) Sewanee Book Award for outstanding junior (11) National Honor Society (10, 11, 12) Year-Long Headmaster’s List (9, 10, 11): must maintain an A- average or above ESA Nominee, Toyota Community Scholars Program Award (12) ESA Nominee, National Honor Society Scholarship Program (12) ESA French III Award (10) 46

ESA Geometry Award (9) State Literary Rally (academic competition) in Geometry (5th place) and Environmental Science (5th place)

VOLUNTEER ACTIVITIES Tutor in the Literacy Camp (10): program held at the Well, homeless shelter and social outreach center run by religious coalition; worked three weeks during the summer for 3-4 hours daily with young elementary-school aged children needing reading assistance. Campaign worker (12): political campaign for parish sheriff-elect. Assistant to Exhibits Curator, Lafayette Natural History Museum (9): worked 3 weeks during summer, 3 hours daily, assisting with clean-up and general maintenance at museum. Team leader and participant, “Relay for Life” (10, 11): American Cancer Society fund-raiser. St. Joseph’s Diner, New Life Center, Solomon House, Joshua House (9, 10, 11): assisted with various projects, such as painting, cleaning, and general maintenance, at these social service centers. Festival worker, Festivals Acadiens Native Crafts Exhibit (9)

OTHER ACTIVITIES Ala-La-Miss Mathematics League competitor (9, 10, 11, 12) DARE (anti-drug) program leader, Ascension Day School (area elementary school) (11) TRIO Day group leader (11, 12): responsible for group of ten visiting 3rd, 4th, and 5th graders. Catholic High School Math Tournament participant (10): 6th place in Advanced Mathematics District V Student Council Workshop (10, 11): organized and hosted by ESA Student Council. Quiz Bowl (9) Outing Club (10)

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Lindsay L. Meador 11608 LA Hwy 696 Abbeville, LA 70510 SS# 123-45-6789 Athletic Resume

Varsity Cross-Country (2 miles)

5 year varsity letterman Team Captain School record holder – 12:54 (10/99) Who’s Who in High School Sports

8,9,10,11,12 10,11,12 11,12 9,10,11,12

Personal Honors 1999 Class B State Runner-up 1999 All-Acadiana Team 1999 Daily Iberian Teche Area Team 1998 All-State Team Class B 5th place 1998 Daily Iberian Teche Area Team 1998 All-Acadiana Honorable Mention 1998-99 ESA Cross-Country MVP 1997 All-Acadiana Honorable Mention 1997 All-State Team Class B 5th place 1997-98 ESA Cross-Country MVP 1997 Menard Invitational Champion 1996-97 ESA Cross-Country Team Outstanding Performer 1995-96 Coach’s Award

Team Honors 1999 State Champions Class B 1998 3rd Place State Class B 1997 3rd Place State Class B

Varsity Indoor Track

3 year letterman School Records – 1500m: 5:28 (1/98) 3000m: 11:52 (1/99)

10,11,12

Personal Honors

1999 State Meet – Top 10 3000m 1998 State Meet – Top 10 3000m

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Varsity Outdoor Track

5 year letterman Team Captain School Records – 800m – held until 3/99 at 2:34 1600m – 5:39 (5/99) 3200m – 12:32 (4/98)

8,9,10,11,12 11,12

Personal Honors 1999 Class B State Runner-up 1600m 1999 All-State Class B 3200m 3rd place 1999 Region IV 3200m 3rd place 1999 Region IV 1500m 3rd place 1999 Champion District 7-B 1600m 1999 District 7-B 3200m Runner-up 1999 Lady Knight Relays 3200m Run Champion 1999 St. Martin Parish Relays -Outstanding Track Woman -1st in 3200m -1st in 1600m 1999 ESA MVP Track Athlete 1998 Class B 1600m State Runner-up 1998 Class B 3200m 3rd place 1998 Class B 800m 3rd place 1998 Region IV 3200m Runner-up 1998 Region IV 1600m Runner-up 1998 Region IV 800m Runner-up 1998 Outstanding Track Performer – District 7-B -1st in 800m -1st in 1600m -1st in 3200m 1998 ESA Outstanding Track Athlete 1998 Teurlings Catholic Rebel Relays -Outstanding Track Female -1st in 1600m -1st in 3200m 1997 State Chmapion Class B 3200m 1997 Region III 1600m Runner-up 1997 Champion Region III 3200m 1997 ESA Outstanding Track Athlete

Varsity Basketball Statistician

5 year letterman 8,9,10,11,12 Responsible for pre-game equipment and stats, recording stats, post-game media recognition

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Extracurricular Running

Cross-Country summer training camps 1999 Team Pegasus -Most Dedicated Runner Award 1999 Gulf States Distance Running Camp 1998 Brevard Distance Running Camp 1998 Gulf States Distance Running Camp 1997 UNC – Ashville Distance Running Camp 1996 Gulf States Distance Running Camp 1999 South Footlocker Regionals – 21:16 Senior/Junior Girls Race – 56/142 1997 AAU Regional Track Meet 1st in 3000m 1st in 1500m 1997 AAU National Track Meet in Charlotte, N.C. 1996 1st in 14-16 age group in USL Homecoming 5K

50

Lacie Montie 123-45-6789

Extracurricular Activities Leadership Honor Council 11,12 36 varies The Honor Council serves as the governing body of the ESA student-run honor system. The honor system was created as a method of upholding the personal integrity and excellence of character that ESA students value. The Council is responsible for educating the student body about what is expected of an ESA student according to the honor system. This group also conducts hearings when possibilities of an honor offense arise. If a certain individual is found to have violated the honor code, then the Council will recommend consequences to the Upper School Head. Junior year – Faculty appointed class representative Senior year – Elected class representative Outing Club 9,10,11,12 The outing club gives students the opportunity to take many canoeing trips during the year, as well as other various outdoor excursions, including a week long trips to the Rio Grande and Chattooga Rivers. It provides students with the chance to learn how to function in a different environment and teaches them the value of what nature has to offer. -Appointed by faculty sponsor as a senior leader Recycling Committee 12 The recycling committee is responsible for collecting and sorting recyclable goods on campus as part of environmental awareness and to raise money for the Student Council. -Appointed chairman of the committee by the Student Council president Church Youth Group 9,10,11,12 The Coteau Holmes Youth Group is often responsible for providing music and other forms of entertainment at various retreats which we attend throughout the year.

Community Service Heritage Manor Nursing Home 10,11,12 During visits to the nursing home we generally entertain and visit with the elderly

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St. Elizabeth’s Catholic Church The Coteau Youth Group helps maintain the church by painting the cemetery fence. I have helped work game booths at the annual fund raising Church Bazaar in the past years. Clubs Outing Club

9,10,11,12

Ents

12 This club was recently established in order to educate students about care and maintenance if the many oak trees that are located throughout the ESA campus. These trees are hundreds of years old and have become greatly appreciated by students, because they add to the peaceful, outdoor environment of ESA -Founding member of this club Athletics Varsity Golf 9,10 12 Varsity Cheerleading 11 36 -Nominated for the 1999 All-American Team Varsity Soccer 12 16 Volleyball 9 16

5 6 8 8

Employment Child Care Paula Fuselier June ’99-July ’99 15 hrs/wk I ran errands, took care of household chores, and babysat a five year old girl named Lana. Occasionally I also watched her little cousin and took them places such as the zoo, swimming lessons, etc. Swimming Instructor Edna Landry June ’99 5 hrs/week I taught private swimming lessons to young children between the ages of two and six. This included different levels of teaching, ranging from getting the child acquainted with the water to introducing them to basic swimming strokes. McDonald’s June ’98-August ’98 20 hrs/week My job at McDonald’s involved taking orders from customers, at the window and drive-thru, gathering food orders, and various other jobs such as cleaning whenever necessary Child Care Tammy Smith June ’97-August ’97 30 hrs/week I took care of three little cousins, ages three, four, and nine, in my home, usually from the early morning to the late afternoon.

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Nina Student

123 Main Street Lafayette, LA 70508 nstudent14@esafalcons.com Education: 8/23/02-5/20/06 Academics: 9th-11th 10th-12th

11th 11th 10th 10th-11th 10th 9th Athletics: 10th-12th

9th-12th

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Episcopal School of Acadiana

Broussard, LA

Headmaster’s List • GPA of at least 3.67 National Honor Society • Selected by faculty, based on exemplified excellence in scholarship, leadership, service and character Smith College Book Award • Junior award for academic achievement and leadership Literary Rally, Advanced Math I • District: 3rd place • State: 5th place Literary Rally, Algebra II • District: 1st place • State: 2nd place Math Department Award • Honors Algebra II • Honors Pre-Calculus Scholarly Athlete Award American History Award

Girls Varsity Cross Country Varsity Runner (10th-12th) Captain (12th) • State Champions (10th-12th) • District Champions (10th-12th) • All-State Cross Country Runner (10th-11th) • Best of the Bayou Teche Team (10th-11th) • All-Acadiana Team (11th) Girls Varsity Track and Field Varsity Runner (9th-12th) • Head Coach of the Middle School Track and Field Team (12th) • State Champions (9th,11th) • Regional Champions (9th,11th) • District Champions (9th,11th)

18 hrs/week 18 weeks/year

12 hrs/week 22 weeks/year

10th-12th

Boys Basketball • Statistician for the Junior Varsity Team (10th) • Statistician for the Varsity Team (11th-12th)

5 hrs/week 20 weeks/year

Mardi Gras Committee Co-chair

4 hrs/week 12 weeks/year

12th

Pilates Club Founder and President

2 hrs/week 35 weeks/year

11th-12th

Discipline Representative Member (11th -Elected), Co-President (12th-Elected)

1 hr/week 35 weeks/year

9th-12th

Culinary Society • Club in which members create and share dishes from homemade recipes

2 hrs/week 12 weeks/year

9th-12th

Outing Club • Club in which members explore and camp in the outdoors

4 hrs/week 12 weeks/year

9th-12th

Art Club • Club in which members discuss artwork with peers

1 hr/week 32 weeks/year

9th-12th

Eclectic Magazine Contributor (9th-11th), Co-Sports Editor (12th)

2 hrs/week 32 weeks/year

10th-12th

Literary Magazine Principle writer (10th-11th), Co-editor (12th)

3 hrs/week 32 weeks/year

11th-12th

Holiday’s Committee • Plan holiday celebrations for school

3 hrs/week 10 weeks/year

11th-12th

Taramahra Club • Club where members run from nearby cities to school, with distances ranging from sixteen to four miles

2 hrs/week 7 weeks/year

10th-12th

Ala-La-Miss competitor

10th-11th

Catholic High School Math Tournament Participant • Honorable Mention in Algebra II • Honorable Mention in Advanced Math • 2nd in Comprehensive Math II

11th

Trig Star Competitor

School Activities: 12th

54

Community Service: 9th-12th

St. Joseph’s Diner • Prepared and served food to homeless

3 hrs/week 5 weeks/year

9th-12th

Solomon House • Organized clothes and other items

3 hrs/week 3 weeks/year

9th-11th

ESA Quiz Bowl Tournament • Scorekeeper

3 hrs/week 1 week/year

10th-12th

Nursing Home • Played bingo with the elderly

2 hrs/week 3 weeks/year

12th

Cajundome • Served food for evacuees of Hurricane Katrina

4 hrs/week 1 week/year

12th

Lafayette Community Health Center • Screened patients for eligibility

2 hrs/week 5 weeks/year

9th-11th

Games of Acadiana • Face painted

4 hrs/week 1 week/year

9th-10th

Emcee for the Sri Lankan Association Diwali Celebration

6 hrs/week 1 week/year

ESA Summer Camp Counselor in Training (2002-2004), Head Counselor (2005) Babysitting Lawn Care

45 hrs/week 3 weeks/year

Employment: 2002-2005 2002 -2005 2002-2005 Summer Activities: 2003 2004 2005

55

Traveled with my family to Canada Traveled with my family to London, France, Versailles, and Sri Lanka Brevard Distance Running Camp

Christopher G. Rinaldi 7869 Main Highway Saint Martinville, LA 70582 123-45-6789

Academic Honors and Awards

National Honor Society (Grades 10-12) Appointed by the faculty for academic excellence and a commitment to leadership, the community and actively supporting the ideals of the school Yearly Headmaster’s List (9-12) An A- Average or above in core courses with no grade in any course below a B- for the year

National Merit Commended Student (12) Sewanee Book Award Recipient (11) Awarded by vote of the faculty to a member of the Junior Class who demonstrates an excellence in scholarship, leadership, community involvement, and writing State Literary Rally (11) 1st Place Chemistry (Regional) 3rd Place Chemistry (State) Annual Catholic High Math Tournament (10-11) Honorable Mention in Pre-Calculus Division (11) 1st Place in Team Ciphering Event (10) 3rd Place in Trigonometry Division (10)

Leadership Activities

ESA Student Council (10, 12) Discipline Council Co-President (12) Lead the Discipline Council by reviewing and judging any cases that come before the council concerning violations of ESA’s Code of Conduct Class Honor Council Representative (10) Represent the Sophomore Class by reviewing and judging any cases that comes before the council concerning violations of the Honor Code; also help to educate the student body in all matters dealing with the Honor Code Class Vice-President (9) Committees (10-12) Mardi Gras Committee (12) Plan events and activities for Student Council sponsored Mardi Gras Day where school is suspended for half a day and fair style activities and a parade are planned and executed Amendments Committee (12) Meet monthly to analyze and discuss the Student Council’s constitution and to amend it as seen fit to better develop the ideals of the council 56

Halloween Committee (12) Plan events and activities for the day of Halloween in order to create a fun atmosphere for all students, including off-campus pre-school kids Winter Formal Decorations Committee (10) Plan and decorate the annual Student Council sponsored winter formal

Community Service

Annual ESA Invitational Quiz Bowl Tournament (11-12) Assist with the running and scoring of varsity and junior varsity quiz bowl matches between high schools

Solomon House (11-12) Volunteer at a local charity house that supplies food for the poor through donations and money raised through garage sales Annual ESA Ain’t No Shade in Cade Cross Country Invitational (12) Assist runners and coaches through the use of manual labor and as serving as course monitor Acadiana Village (11) Volunteer at an annual festival to sell concessions to attendees

Employment

Albertsons Courtesy Clerk (11) Worked over the summer bagging and carrying groceries, cleaning the store, and doing any other forms of necessary work in order keep business operating at an optimal level Louisiana Oncology Associates (10) Worked over the summer typing patient documents into digital form and creating a database of information that could be easily accessed by doctors for future reference Webmaster of Family Business Website (10-12) Created and maintained a family business website for the use of selling miniature horses and successfully sold a number of them via it

Athletics

Varsity Baseball (9-12) 2nd Team All-District Utility Player (11) Snow Skiing (9-12) Water Skiing (9-12)

Extracurricular Activities

AL-LA-MISS Mathematics Competitor (10-12) A bi-monthly mathematic competition between high school students in the Alabama, Louisiana, and Mississippi region

57

Trig-Star Competitor (11) Competition in which students compete by solving a number of surveying problems involving the use of trigonometry Table of Champions (11-12) Made up of people who meet to enjoy playing the sport of ping-pong in club sponsored tournaments and individual exhibitions ESA Outing Club (10, 12) Group of students and faculty who enjoy the outdoors through club sponsored trips that involve rafting, camping, and/or hiking Roemer Guild (12) Co-President of this club which focuses on bringing politics to the campus, debating key political issues, and meeting to discuss various political agendas. Re-started this year after an absence of a few years. ESA Climbing Organization (12) Founded this year and is dedicated to promoting the art of climbing on and outside of the ESA campus through trips to the local rock climbing facility and surrounding areas with the Outing Club. I am Co-President of this club. Battle Ball Club (11) A Club whose members meet at lunchtime to play the school made game of battle ball, a game similar to dodge ball but involving two teams Aeronautics Club (9) Students who meet to enjoy a love for all things aeronautical, which includes the flying of rockets, kites, and other aeronautical vehicles. Club was discontinued after graduation of founding members.

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LA Student Council State Convention National Youth Leadership Forum on Medicine National Young Leaders Conference LA High School Athletic Association Workshop for Student and Adult Leaders Louisiana Youth Seminar Week-long program for rising sophomores, juniors, and seniors from across the state held at Louisiana State University; designed to foster leadership skills, cooperative group interaction, and citizenship through mock elections, competitions, etc.

ESA Discipline Council Body of elected students responsible for educating the student body on the Code of Conduct and convene, investigate, and recommend responses for disciplinary infractions. Student Council Rotating Group One of four groups headed by an executive council member; rotate monthly and organize activities corresponding to community service, class competition, advisory/chapel activities, and recycling. Winter Formal Committee Special Interest Committee Public Relations Committee Mardi Gras Committee Santa Gram Committee Sadie Hawkins Committee District V Student Council Workshop

ESA Student Council

LEADERSHIP ACTIVITIES

104

10,11

Varies Varies 1 5 2 2 5

9,10,11,12 12 9,10,11,12 9,10,11 9,10 11 10,11 28 168 120 8

Varies

12

11 11 11 9

Varies

Varies

9,10,11

9,10,11,12

123 La Rue Main Lafayette, LA 70508 123-45-6789

Sallie A. Student

1

1 1.5 1 1

18 36 36 3 2 2 1

36

36

41

One of four ESA delegates appointed by school administration Voted Outstanding Group Member both years

District V Vice-President 2002 Candidate for District V President 2003

Chairman (12)

Head (12)

Representative (9,10,11) Executive Council Reporter (12) Liaison between upper and middle school student councils; coordinated joint council fundraisers and projects; updated monthly activity boards. Representative (9,10,11)

Volleyball Lessons Alzheimer’s Memory Walk Bluegrass Music Festival Habitat for Humanity St. Joseph’s Diner Non-profit diner staffed by volunteers that serves the needy and homeless of Lafayette. Judicial Campaign Worker Fisher’s Day Care Volleyball Camp

COMMUNITY SERVICE

Sunday School Teacher (5 Year Olds) Eucharistic Minister Youth Choir Confirmation Candidate Holy Cross Catholic Church Youth Group Group of area high school students who meet multiple times per month for fellowship, worship, and community service.

CHURCH ACTIVITIES

Lafayette Junior Leadership Year-long program for fifty high school juniors (selective admission) sponsored by the Lafayette Chamber of Commerce; fosters community awareness and activism, leadership, and citizenship; met one day per month with focus on specific aspect of community life such as health care, technology, local and state government, and social services.

1-2 4 2 3 3

10 28 15

10 9 9

5 1 2 3 Varies

8

12 12 12 10,12 10,11

12 12 11,12 11 11,12

11

1 1 1

20 1 1 5 1-2

20 8 30 30 52

9

Volunteer teacher assistant one summer Coached 4th through 8th graders

Received Confirmation March 12, 2003 Appointed member of the Leadership Team As a member of the Leadership Team, I assist in organizing youth group activities such as monthly Bible study, Halloween Fun House, 7th and 8th grade retreat, Café Broadmoor Fundraiser, praise and worship, mime of the Passion, Vacation Bible School, and the Family Fall Festival.

Sallie A. Student 123-45-6789

Child Care I have cared for the children of family, friends, faculty, and coaches ranging in ages of 3 months to 9 years. Mardi Gras Krewes I have, and will participate in three local Mardi Gras Krewes.

SPECIAL INTERESTS

All-Year Headmaster’s List An A- average or above in core courses; no grade in any course below a BNational Honor Society Appointed by the faculty for academic excellence and a commitment to leadership, the community and actively supporting the ideals of the school. AP Scholar Scored a 3 or above on at least three AP examinations Summer Honors Geometry Course ESA summer course that enables students to take accelerated math courses.

ACADEMIC HONORS

Basketball Statistician/Manager Baseball Statistician/Manager

Varsity Volleyball

Varsity Tennis

ATHELETIC ACTIVITIES AND HONORS

Varies

Varies

9,10,11,12

20

5 5

15

10

9,10,11,12

9

11

10,11,12

9,10,11

10,11,12 10

8,9,10,11,12

9,10,11,12

16

52

4

20 15

16

16

Order of the Troubadours I have participated in this Krewe since I was three years old, and have held every position in the Krewe including Queen. Gabriel (City Krewe) Les Brigands de Lafitte

Girls State Champion 2002 Girls Doubles State Semi-Finalist 2002 Girls Doubles Regional Champion 2003 Girls Doubles State Semi-Finalist 2003 Girls State Runner-Up 2003 Four varsity letters McGill-Toolen JV All Tournament Team 2000 St. Thomas More JV All Tournament Team 2000 Catholic High JV Tournament Champions 2000 State Champions 1999, 2000, 2001, 2002 Five varsity letters Three varsity letters One varsity letter

Sallie A. Student 123-45-6789

Judicial Intern Dr. Richard Bourgeois

Judice and Adley: A Professional Law Corporation “Do It Better” Volleyball Camp Rita Durio and Associates Interior Design Firm

EMPLOYMENT

Culinary Society Club celebrating home cooked delights through regular meal time meetings. AL-LA-MISS Mathematics League Competitor Breakfast Club Club that meets monthly before school to share breakfast and discuss the day’s news. Chapel Committee Committee chosen by faculty that meets monthly to participate in planning the daily chapel services of that month. French Club Spiritual Discovery Club

CLUBS AND OTHER SCHOOL ACTIVITIES

10 9

5 25

30 30

½ ½

10 10

10,11,12 11

1

10,11

40

½ 1

10,11,12 10,12

9,10,11,12

2

9,10,11,12

1 2

2-3 12

12

30 3

9

4-5 7

9

Runner, secretary, filing assistant, receptionist during the summer. Coached grades 4 through 10 Runner, secretary, pricing merchandise during the summer Runner for local family court judge Prepped patients, cleaned exam rooms, and recorded exam data for a local ophthalmologist.

President (12)

Co-President (12)

Sallie A. Student 123-45-6789

Mary Doris Reggie

1 Northview Lane Crowley Louisiana 70526 Phone: 337-555-1212 mdreggie02@esafalcons.com

Educational Data

School: Episcopal School of Acadiana - 191419 Date of Graduation: May 2006 Best SAT I: 06/05 – CR800 M800 W800 (Essay 12) SAT II: 05/05 -- Literature 800, Math I 800 PSAT: 10/04 – CR80 M80 W80 = 240 Selection Index Best ACT subscores: 10/05 -- E36, M36, S36, Composite 36 10/04 -- R36 Essay score from 10/05 pending Cumulative academic GPA: 4.00

Academic Honors

National Merit Scholarship Commended Student National Honor Society Appointed by faculty at earliest possible eligibility for academic excellence, commitment to leadership and the community, and actively supporting the ideals of the school University of the South Book Award Awarded by vote of the faculty to a student for excellence in writing, scholarship, and leadership Year-end Headmaster’s List An A- average or above in core academic courses with no grade in any course below a BYear-end Honor Roll No grade below B- in any course

12 10,11,12

11

10,11

9

Subject Awards Awarded by faculty for exceptional class performance English II Algebra I

10 9

Louisiana State Literary Rally English II – 1st place district English II – 3rd place state

10 10

Who's Who Among American High School Students

11

62

Leadership

Class Officer President Treasurer

10,11,12 11,12 10

Varsity Cross Country Team Captain

12

Congressional Youth Leadership Conference, Washington, D.C.

10

Enrichment Programs

United States Senate Page, Washington, D.C. Worked for Senator Edward M. Kennedy on the floor of the United States Senate

Summer 2005

Brown University Pre-College Program, Providence, R.I. Summer 2004 Successfully completed Etymology course (ungraded course) 2004 Democratic National Convention, Boston, MA

Summer 2004

Choate Rosemary Hall, Wallingford, CT Earned Honors grades in Geometry and Writing and High Pass in photography

Summer 2003

Choate Rosemary Hall, Wallingford, CT Successfully completed Young Writers course (ungraded)

Summer 2002

Methodist Bible Study Camp, Crowley LA Served as counselor at week-long youth bible study camp

Summer 2002

Athletics

Varsity Cross Country State Champions - Class B Varsity Track & Field State Champions – Class B State Champion – 1600m relay team 3rd Place State – 800m

63

11,12 11,12 10,11,12 11 11 11

Varsity Tennis

10,11

Varsity Soccer

11,12

Varsity Bowling

10

Junior Varsity Soccer

10

Community Service

Youth United Team of Acadiana, Lafayette, LA Chapter

10,11,12

Tutor for Bridge Ministries Tutoring middle-schoolers from low income families

12

Red Cross, Certified Disaster Relief Worker Completed Red Cross Training in Disaster Services and Shelter Operations, June 2005

12

Solomon House A mission of the Episcopal Church of the Epiphany, New Iberia, LA

12

Hurricane Katrina Relief Worked at Cajun Dome Shelter housing hurricane evacuees in Lafayette, LA and with Crowley Fire Department feeding evacuees in Crowley, LA

12

Youth United Team of Acadiana, Crowley, LA Chapter Charter Member, 2004

11,12

Christian Care Center Grocery bagger at local food pantry; Crowley, LA Peer Tutor Work with ESA students needing academic assistance

11, 12 11

Christmas in April 10 Team member renovating homes of elderly, disabled and disadvantaged Camp Jonathan counselor Camp Jonathan is a 1 day-camp for mentally challenged youth

10

Games of Acadiana Region-wide fundraiser for cancer research and assistance

10

Extra-Curricular Activities

Outing Club 7-day wilderness canoeing trips covering 90 miles of the Rio Grande Culinary Club John F. Kerry for President volunteer

10,11,12

10, 11, 12 11

ESA Presidential Debate Panel 11 Selected by history department as a democratic panel member for the school-wide debate to educate student body on candidates and issues Co-Chair of Prom Committee Responsible for all aspects of Junior-Senior Prom

11

ESA Recruiter Selected as recruitment speaker for admission office

11 64

Employment

DeMarco Restaurant, Nantucket, MA Employed as Prep and Bus Worker

Summer 2004

Hobbies & Special Interests

What would life be without the outdoors and the sports that I love, including cross country, track, tennis, basketball, soccer, hiking and canoeing. My indoor sports are piano and trying to teach myself to play the guitar. Perfect time alone includes reading American Literature, philosophy or novels outdoors on a sun-drenched day. Traveling to new and intriguing places stimulates my senses. I recharge my batteries by sleeping late and staying home with my family. If they can't find me, I'm probably at CC's Coffee House with my friends.

Family Information

Father: Gregory F. Reggie Attorney; BSBA University of Louisiana Lafayette 1979 JD Tulane Law School 1982 Mother: Terese Boustany Reggie Real Estate Broker; BSBA Louisiana State University 1981 Brother: Gregory Frem Reggie Jr. Class of 2008-- Episcopal School of Acadiana

65

Portfolios A portfolio is a collection of work, usually in the fine or performing arts but it can also be writing that expresses a student’s ability in the specific field. Students who want to pursue admission to a Bachelor of Fine Arts (BFA) program, an arts institute, or architecture program most commonly use them. A successful portfolio can go a long way in the acceptance of an individual to a particular program or receiving a merit-based scholarship. The pieces selected for your portfolio should show diversity in technique and variety in subject matter. Works may include, but are not limited to drawings, painting, design projects, prints, collage, photography, ceramics, architectural drafting, sculpture, and other three-dimensional works. Students can usually submit work completed for class assignments as well as independent work. Some schools are also very interested in seeing sketchbooks. Quality is better than quantity. Two excellent resources for learning the purpose of a portfolio and how to execute a strong portfolio are: What is a Portfolio and How Does it fit with my College Application How to Submit a Great Art Portfolio with your College Application The vast majority of portfolios, no matter the art discipline, are submitted digitally online. The most common site used by admission offices to receive a portfolio is www.slideroom.com.

66

Standardized Testing Scores

You must arrange to have your ACT and SAT program test scores sent from the testing service directly to your colleges. Every college requires this. Standardized test scores are not on your ESA transcript. It is your responsibility to have your scores sent to your colleges. There are two ways to do this: 1. When you register to take a standardized test you may have your scores sent to four schools at no additional charge. Additional scores may be sent for an additional fee. To send scores while registering for tests, fill in the appropriate four-digit code in the proper area on the registration form. College codes may be found in the registration booklets. 2. To report scores after you have taken the test, you have three options: a. submit an Additional Report Request Form - these are available from the College Counseling office. b. call the testing service and request scores be sent - this is more expensive. c. request score be sent through the testing company's web site The cost of additional reports is listed on page 8 of this handbook. Priority and rush sending of scores costs more. A note about score reporting: With the College Board instituting Score Choice the Spring of 2009, some colleges now require students submit every standardized test result to the admission office. It is your responsibility to know the reporting policies of the colleges to which you are applying and follow them. Failure to do so may result in you admission file being marked incomplete and not read. IMPORTANT: Several colleges have instituted a new policy regarding application deadlines – an application must be complete on the due date. A complete application includes standardized test scores. It is strongly recommended, vehemently urged that as soon as a student decides to apply to a college test scores be sent. It can take up to five weeks for an admission office to receive test scores after a student has requested a testing agency to send them. Do not procrastinate when sending test scores. Please see page 94 for more details on Standardized Testing.

67

Teacher Evaluations Teacher evaluations are a very important part of your application. Try to select your teachers early - think about talking to them before you leave for summer vacation if possible. Since many teachers are inundated by requests, it is strongly suggested (read: a very, very, very smart thing to do) to give the teacher at least four weeks’ notice and the complete list of your colleges with deadline dates and the evaluation forms attached. It is your responsibility to meet with your teacher(s) and formally request that he or she write on your behalf. These evaluations are confidential and ESA will not share their content with students or families. Please note: In completing your evaluations, your teachers spend a great deal of time on your behalf. Please remember to keep them informed of your progress in the college search. They should hear from you the decisions of the colleges. Finally, remember to write a note of thanks to each teacher who writes for you. It is a small gesture that goes a long way‌they really appreciate hearing from you.

68

Family Educational Rights and Privacy Act (FERPA) Waiver Under the terms of the Family Educational Rights and Privacy Act (FERPA), after you matriculate at a college or university you will have the right to access your Secondary School Report (SSR), Midyear Report, Final Report, and Teacher Evaluation forms and all other recommendations and supporting documents submitted by you and on your behalf after matriculating unless at least one of the following is true: 1. The institution does not save recommendation post-matriculation or 2. You waive your right to access the information, regardless of the institution to which it is sent. This is known as “The Waiver.” It is a family’s choice as to whether or not they choose to waive the right to access the information submitted by you or on your behalf after matriculating at a school. This has become a much discussed topic recently in the general community as well as on college counseling blogs, e-lists, discussion boards, and the like. It has always been the recommendation of the College Counselor that the waiver be signed indicating you will not access the information. This is not in an attempt to hide anything, but rather permit admission officers to view the evaluation as one that is candid. It tells the admission officer reading the evaluation that there is nothing that the evaluation writer is trying to hide or the candidate feels needs to be hid. The following quotations are taken from the NACAC e-list on October 1, 2009 and were contained in a summary of responses posted to the question: One of my parents is advising her daughters not to waive their right to access to their recommendations on the Common Application and any other application forms. She says she feels very strongly about the Freedom of Information Act and that this compromises it. Her daughters are both excellent students and I’m sure that nothing on their recommendations would be at all negative, nor would they be likely to ask to view them, but it’s the principle that she is defending here. What do colleges think about this? Do you view their checking the “No” box instead of the “Yes” box in a negative light? 1) “Coming from many years on the college side I will say that it would send a red flag. I understand the mom's point- but as I explain to my families- Waiving the right to access gives the writer the freedom to paint as complete and accurate picture of the student as possible. This glimpse into WHO a student is most important to the admission process. It also allows the writer to not concern themselves with wondering if a parent or student will like what they have written or question why the writer did or did not include something in the rec. I tell my families and teachers that by NOT waiving the right to access is certainly within the student’s rights- but then so is the teacher's refusal to recommend. I also tell my students that they should think very carefully before they ask for recommendations- and ask those teachers with whom they have a good relationship and 69

are comfortable with what they will say. I also tell my teachers that if they CAN NOT in good faith recommend a student they can simply decline to write- or check the box indicating they prefer to discuss the student with the admission office.” 2) “This is tricky. I would say that colleges are usually suspicious of the case when students don’t waive their rights. Some may take the time to investigate, but most colleges won’t pursue the reasons and may jump to (negative) conclusions. I might suggest the following. The student could write a special explanation about the reason for deciding not to waive the access rights. This letter should come for the student and should reflect her thinking, not her mom’s, but it may discuss how/if she feels caught in the middle. It then becomes an interesting teaching and revealing moment for the student and can add to her case about the strength of her convictions and the level of thought she has given the question. If the message reveals some depth of character that would almost certainly be a good thing. This explanation can go in the “special circumstances” section of the Common App; and many colleges are willing to accept some other form of this message: perhaps an email to the dean or territory manager; perhaps some other addendum of sorts.” (from a College Admissions Director) 3) “I don’t view checking “No” instead of “Yes” in a negative light at all. I love to see that students are actually reading their applications and choosing to exercise their rights. It’s refreshing!” (from a college admission counselor) 4) “Personally, I’d like to see more students question whether they should waive these (or any) rights. On this end, this would not raise a question, and I’ve always wondered how the general conviction that the colleges feel negatively toward a student who does not waive these rights got started. The larger concern is usually from those writing the recommendations- they may feel compelled to be less candid if they know that the student can request to see the letter.” (College Admissions Officer) Once again, it is a family’s choice as to whether or not to waive FERPA rights. We have had students choose to do it, we have had students not choose to do it, and we have had students who intend to do it, forget to do it. As for teacher evaluations, the College Counselor has told teachers if they cannot in good faith recommend a student for admission to a college or does feel he or she has a complete enough picture of the student, the teacher should decline being an evaluator for the student. Teachers also have the right to decline completing an evaluation should a student or family choose not to waive FERPA rights. Concerning the College Counselor’s evaluation of a student, signing or not signing the waiver will not change the evaluation.

70

Application Errors that Are all too Common Follow directions… …Submit the correct number of essays. If it says "choose one," select only one of the suggested essay topics. If it says "complete all" of them, write an essay for each topic requested. …If there is more than one section to the essay question, be sure to answer every part. Make sure your responses answer the question. …Print or type …Be careful not to confuse country with county (that's parish in Louisiana) …Don't complete the application in blue ink if it specifically asks for black Sins of omission… …If you have written your essays on separate pieces of paper, do not forget to include them with your application. … Don't forget to sign your application or waiver statements … List the specific school code when ordering scores from the ACT or SAT people … Don't forget to list your intended major - if you are unsure write undecided … When colleges ask for your senior year courses, be sure you submit your classes for the entire year, not just fall semester Give them what they are asking for… …When you are asked to list your activities, you are not limited to your activities at ESA (unless that is what is specifically asked for). Include work with community organizations, church, employment, etc. … For "nickname" or "preferred name" use the informal name by which you are addressed, if you have one (e.g. Jim instead of James). Do not write in the names your friends use when they are joking around with you (e.g. Squid). Bloopers and blunders… … Spell the name of the college correctly … Don't count on the spell checker. Just because it is spelled correctly does not mean it makes sense (e.g. I learned a lot form my English teacher.) … Watch how you list dates. Do not confuse your birth year with the present year. … If you are going to use some of your responses for more than one school, be sure to replace the name of the school with the correct one (e.g. In an application for Rice, "and this is why Texas A&M is the ideal university for me.")

71

Timing & College Counselor’s Deadlines Deadlines matter. You are responsible for your deadlines. At peak application times, it may take up to two weeks for your application to be processed at the college once it arrives. Though the packet system and on-line submission of credentials are supposed to prevent part of your application from being misplaced, it happens. If you receive a "Missing Credentials" card, indicating portions of your application are missing PLEASE DO NOT PANIC! Check with the College Counselor first. Very accurate records are kept as to when your application was mailed or submitted online and when we received the reply card from them. Very often a quick call can clear up the problem. However, if the card says they are missing your SAT/ACT scores - you need to send them! This is extremely important! For students who file a traditional paper application, ESA mails the entire application as a packet so your file is complete as soon as your application is received. The College Counselor needs time to process the forms, collect the evaluations and transcripts, and package each student's application materials. Accordingly, the College Counselor must receive your completed application well in advance of the college's own deadline. Generally, the ESA deadlines run two to four weeks before the college deadlines. If the college deadline is:

Your ESA deadline is:

October 15

October 3

November 1

October 15

November 15

November 1

December 1

November 15

December 15

November 30

January 1

The last day of Fall Semester classes

January 15

January 4

January 15 is the final ESA deadline for all college applications. Please note: A deadline date is the last possible day for submission. It is far better to complete applications well before the last minute. If an ESA deadline should fall on a Saturday or Sunday, your completed application is due to the College Counselor the following Monday. 72

THEIR DECISION Each winter as admission officers retreat to their conference rooms after an onslaught of tens of thousands of pieces of information, they attempt to construct the ideal freshman class for their school. To those waiting to gain entrance to the schools, the admission officers' decisions, at times, seem very arbitrary. It is not uncommon to hear echoing through neighborhoods in early April, "Well, I just don't understand how Alex McGoalie got into North Carolina when our Petie's ACT was 9 points higher! And Petie took AP everything. This is ridiculous!" Admission offices are given direction as to what the school's ideal composition of a freshman class should be and work towards admitting those candidates who they feel will accept their invitations to join the freshman class that fall. The end result, they hope, will be as close to "the ideal composition" as possible. Some years, the yield of a school (the number of students who accept the invitation to join the freshman class) will be too high. Campus housing and classroom space will be stretched to the limit as a result. The next year fewer acceptances may be offered. Maybe the school just completed a beautiful performing arts center and the school is expanding offerings in that area. This would give those applicants who expressed an interest in majoring in theater or music an advantage. In the above scenario, maybe Alex McGoalie is an excellent lacrosse goalkeeper and North Carolina's team has been too weak for the past few years; they want to bolster its performance. The permutations are endless. Unfortunately, those of us on this side do not always know for what each school is looking. We do know that no matter who is applying, all admission offices look at the following factors which are in descending order of significance:

Quality of Academic Preparation This is the single most important factor in the college admission process. Colleges have learned that past performance is most often the accurate predictor of future performance. Colleges want to see a strong performance in appropriate academic courses throughout a student's upper school career. AP courses are nice, but if the work is too difficult and you receive a low grade, you are not helping your application. At the same time "padding" your transcript with A's in regular level courses when honors or AP sections are available will be a warning sign. If your freshman year was a catastrophe, that is not the end of the world either. Colleges look for improvement; be sure it is there. If your transcript has a weak point or there was a reason you bombed tenth grade, be sure you make the reason (not the same as an excuse) for that poor performance known to the admission office.

Standardized Testing Results The most difficult aspect of the process for admission officers is attempting to find some common equal ground among all of the candidates. How do you compare a candidate from ESA with a 3.45 GPA to a candidate from Oshkosh Senior High with a 73

3.87 GPA? This is where standardized test scores come into play. Those scores are designed to help colleges compare the potential of applicants with differing credentials. Is chemistry at ESA the same as chemistry at Oshkosh? Well, if the ESA candidate earned a B and scored a 690 on the chemistry SAT Subject Test while the Oshkosh candidate earned an A but scored a 510 on the SAT Subject Test, the college now has an objective measuring stick to compare the two candidates' achievement.

Indication of Competency/Commitment Once again, the past foretells the future. How has the candidate demonstrated leadership during upper school? What recognition has the candidate received? Were you committed over the course of your upper school career to a particular club and rise to become an officer or editor? Or did you hop around and do a little bit of everything but never really commit? Did you use your time wisely? Effectively? Colleges want students on campus who are committed to their studies, activities, and the school itself. This becomes apparent through your school and teacher evaluations as well as your activities resume. Be sure you spend time on your resume so it conveys the information and perception you want.

Special talents, Interests, or Skills Colleges want a well-rounded, multifaceted freshman class. They need enough students to improve programs and make or keep them strong. This is true for academic, artistic, extracurricular, as well as athletic programs. Your interests, experiences, developed skills, and special talents are all closely examined to see if they would add something special to the class.

Competition for Admission Unfortunately for most admission officers, space is limited in each freshman class. Remember, they are admission officers not rejection officers. They honestly try to admit as many of the best-qualified candidates as possible, but there are space constraints. The number of qualified applicants only exacerbates this finite number each year. Some colleges are also faced with numerical restrictions in given departments or programs such as ballet, engineering, or a seven-year med. program. Inevitably, high profile, prestigious colleges like Duke, Harvard, Rice, and Williams attract even more applicants because of the name; thus the competition becomes fierce for very limited space.

The Composition of the "Ideal Class" Well-rounded also applies to geographic and demographic diversity. Colleges want balanced numbers of males and females, jocks and scholars, artists and engineers from all regions of the country. Each year Harvard heavily recruits in the South. They want southerners, but have a very difficult time attracting well-qualified applicants. This gives you a leg up on all of those preppies applying from Connecticut, but you still need to prove to the admission office that you are qualified to handle the rigors of the school. No school will accept a candidate simply to "have a kid from Louisiana" in the freshman 74

class. You need to earn your spot, and only hard work will do that at a university like Harvard. And remember that new performing arts center, they need students to fill that.

Special Admits Each year colleges like to have a certain number of students in the freshman class who represent an "established relationship" with the school. This most often is the euphemism for legacies, employee children, or the grandson of a former board member. It can also represent those admitted at the urgent request of a coach.

Do Not Forget There are two aspects of the admissions process that people forget. One is the interview, if it is required. The other is the physical application itself. For the majority of people who will be evaluating your candidacy, the only contact they will have with you is your application. It creates a lasting impression and can be a big plus or negative for you. Imagine reading 100 applications in a day (that number is low by the way). It is getting dark, you are tired, your eyes are sore, but you have to get through this stack of folders before tomorrow. You want your readers happy, and you want to make their job as easy as possible. You want to be the applicant that causes the reader to go Oooooooo. Oooooooo's are remembered. Those who are remembered are talked about. Those who get talked about have a better chance of admission. Do not shoot yourself in the foot with a sloppy application. Spelling and grammar are very important. Answers that require more than simple biographical information (name, address, social security number, etc.) should be drafted, corrected, and finalized before being placed on the submitted application. The interview is not always a required part of the admission process, but if you interview, do it well. A successful interview revealing poise, maturity, and the ability to be articulate while conversing easily and sensibly will go a long way in helping the admission office know you better and thus evaluate you better. Do not dismiss offcampus interviews as matter-of-fact. Whenever you have contact with a representative of a school to which you are applying, create a positive lasting impression. If a college arranges an alumni interview, they will listen very closely to the interviewer's evaluation of you. It is as important if not more important than an interview on the campus.

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The Waiting Game After your applications are completed, the wait begins. Now is not the time to rest on your laurels and consider dropping AP Calculus. You must keep your grades up and maintain your present program. Colleges will often call the College Counselor and ask for updates. They are told the truth. Continuing to work hard or showing improvement demonstrates a commitment to your academics. Remember, your first semester grades and updated GPA are sent to all of your schools. In addition, when you are accepted, it is always conditional upon the successful completion of your senior year. This does not simply mean you can skate by with C's. If they see a significant change in your performance when they receive a copy of your final transcript, they can rescind their acceptance. It has happened.

Is the mail here yet? Colleges will send out their decisions at different times. Most highly selective schools will not mail decisions until the last week of March or the first week of April. However, a few have been known to act earlier on a regular decision application that is complete before the January rush. But there is no guarantee. Schools with rolling admissions return decisions more quickly early in the year before the bulk of applications are received in December and January. You just have to be patient and keep working hard. IMPORTANT NOTE: All communications from colleges to you regarding your application and scholarship awards should be brought to the College Counselor for review. I do not receive copies of everything they send you. We are in this together. Bring me your letters so I can celebrate with you or offer you a shoulder.

I'm in, now what? Read your acceptance letters and all accompanying materials carefully. Very often other important information regarding what you need to do next is included. Note your acceptance is conditional upon successful completion of your senior year. The school will also give you a reply date. This is the day by which you must send them your non-refundable deposit and inform them you are accepting their invitation to join the freshman class. The common reply date is May 1. DO NOT MISS THIS DEADLINE! If you do, your space will be given to someone on the waiting list. If you are unable to meet the May deadline for some reason (for example a missing financial aid offer), you should request an extension from the admissions office. DO NOT double deposit! It is an unethical practice that can result in your acceptances being rescinded by both schools. For those schools that you will now deny, please send them a letter thanking them for the opportunity to join their freshman class, but, unfortunately, you will be attending X University. Mention that you appreciate their careful consideration of your application and your decision was difficult. Though this may seem a bit much to you, it is reflection on ESA and all the students who will apply to that school from ESA in the future. A bit 76

of class and thoughtfulness on your part may help a younger friend get admitted to that school in a few years.

The Wait List The admissions office's job is to be sure that each freshman class is filled with the best qualified students available to meet the dictated class profile. Unfortunately for everyone, this is an inexact science. A college may admit the best 2,000 candidates but that does not guarantee they will yield the 500 necessary to fill the freshman class. To hedge their acceptances, colleges place other well-qualified candidates on a waiting list. Should the May 1 replies to colleges fall below their desired enrollment, the admissions office will go to the wait list and begin to offer admission to those candidates. This may happen in early May or as late as July and August. There are never any guarantees that a candidate will be offered admission from a wait list. So what do you do? First, you need to decide which college acceptance you will take. As there are no promises you will come off a wait list, you need to send a deposit to reserve your place at a school to which you were accepted. Once this is done, you need to decide whether or not you wish to continue on another school's wait list. Only decide to remain on the list if you really want to attend the school. Do not remain on the list to simply see if you will be offered admission. That is unfair to others on the list and to the college. If you decide you want to remain on the wait list, you need to notify the College Counselor of this and notify the school that you want to be active on their wait list. Then we wait to see if there is any action on the wait list. This "wait" should not be a passive time however. You are once again in position where you need to sell yourself to the school. A wait list may have over 300 names on it. The college may take none, one, or 200 off the list. What are you going to do to be sure you are the one or one of the 200 offered admission? Stay in touch with the admission office. If you met an admission officer at ESA or when you visited the college, call him or her and express your sincere desire to attend the college. Tell them why it is a good school for you and why you are a good student for them. Ask if there is anything else you can do that would help your candidacy. Ask how they will determine who comes off the waiting list. If you will need financial aid to attend the school, ask if there will be any available if you are offered admission. Establish a contact person and always communicate directly with this person. An important note: You, the student wanting admission, need to be the person initiating these communications. Colleges notice if it is you or a parent who pursues your candidacy. If you want it badly enough, you will do the work. The College Counselor will also be supporting your candidacy by calling, sending updated scores and transcripts, and offering you suggestions to help make your file more appealing to the admission office. Should you eventually be offered admission, the school should give you some time to consider their offer. No admission officer should ever demand an answer from you immediately. If this happens, tell them you need time to discuss it with your family 77

and will let them know in a few days. Should this occur, please notify the College Counselor as well. If you decide to accept an offer of admission from the wait list, you will need to send that school a deposit, and you should expect to lose your deposit at the school where you initially deposited. Please be sure to notify this school as well. Explain to them that you were offered admission off a waiting list and have decided to accept that offer. Thank them for their time and understanding of the situation. Once again, you do this out of courtesy and to help those ESA students who may apply to this school in the future.

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FINANCIAL AID As you begin your college search, you will surely notice the price of four years of higher education can be a staggering figure. At highly selective private schools, you could be facing an initial sticker price of $250,000+ for four years. However, there is money available from a number of sources to help pay for college. In general, these funds are awarded on either a need basis or merit basis. Within both of these groups there are three types of aid: grants which do not require repayment, loans which must be repaid, and work/study in which you are employed in a job on campus to help pay for your tuition. The monies that are awarded come from a variety of sources as well. Federal and state government, the college or university, and the private sector all have money available to help you meet the rising cost of higher education. Merit based aid is awarded to individuals whose performance in an area is noteworthy. There are scholarships based on academic achievement, demonstrated leadership, talent in the performing or visual arts, and athletic ability. Some of these scholarships involve competition among the applicants while others are based solely on standardized testing results. Some require formal nominations from ESA. It is up to you to research merit based aid at the schools to which you are applying and be sure all of the required paper work, if any, is processed in a timely fashion. Need-based awards are based on a student's and family's financial circumstances and depend on whether a family qualifies for aid based on some standard criteria. The U.S. Congress determines the rules that apply to need-based federal aid. While these rules are often interpreted differently by individual colleges, money awarded by federal sources will usually be very similar from one college to another. Need-based aid from individual schools can vary widely. To qualify for need-based aid, forms need to be submitted by the student and family. The two most common forms are: The Free Application for Federal Student Aid (FASFA) and The College Scholarship Service's Profile form. Every school that offers financial aid from federal funds requires the FAFSA. The Profile is required by several private schools in addition to the FAFSA. Some schools also have their own financial aid forms that must be filed. Be sure you understand which specific forms are needed at the schools to which you are applying. Beginning with the Class of 2017, there will be significant changes to the FAFSA filing process. Beginning with the 2017-2018 application, the FAFSA will be available to students and families October 1 of the previous year. This means families who need to complete the 2017-2018 FAFSA will be able to access and submit the form anytime from October 1, 2016 through June 30, 2018. In addition to changing the launch date for the application cycle, beginning with the 2017-2018 FAFSA, applicants will be required to provide “prior-prior� year income 79

information to complete the form. This means that if you are applying for financial aid for the 2017-2018 academic year, the financial data entered on the FAFSA form will be from your 2015 tax returns. The CSS Profile is available October 1 in fall of a student’s senior year. This form is managed by our friends at The College Board and may only be completed online. This additional financial aid for is only required by some colleges and universities. The list of participating schools may be found by clicking here. The best place to begin searching for scholarships is at the schools to which you are applying. There is often a list in the back of the school's general catalog or you can call the Financial Aid office. In the Suggested References Section of this guide there is also a list of several web sites that will help you locate possible sources for aid. The College Counseling Center keeps all school specific scholarships in that school’s file in the filing cabinet. Applications for and general information about scholarships offered by corporations and organizations that may be used at any school may be found in the Scholarship Notebook II in the College Counseling Center. IMPORTANT INFORMATION FOR MALES “Men, born after December 31, 1959, who aren't registered with Selective Service won't qualify for Federal student loans or grant programs. This includes Pell Grants, College Work Study, Guaranteed Student/Plus Loans, and National Direct Student Loans.” Source: Selective Service Website: www.sss.gov If you need to register, there are several ways you can accomplish the task. You may do it on-line at the above website, you may pick up a registration form in the College Counseling Center, you may register at your local post office, or you may check box 29 on the FAFSA form and the Department of Education will furnish the necessary information to the Selective Service.

Tips for Parents and Students General Advice: Plan ahead! Request and read all materials from colleges regarding financial aid and procedures. Note and comply with all deadlines. While you are visiting campuses, it is a good idea to make an appointment and meet with a financial aid officer. Establish a relationship with a financial aid officer so he or she can advise you of special programs, tuition plans, loan or payment programs that might be beneficial to you. Some financial aid officers can give you a projected aid package if you bring a copy of your most recent 1040 tax form with you. Financial aid officers have more time to meet with parents in the summer and fall. In the spring they are swamped and may not have any appointments. Prepare your questions in advance and take notes.

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Questions to ask: 1. Are you "need-blind" in your admissions policy? A school that is "need-blind" makes admissions decisions without regard to the student's ability to pay. The "need-blind" college does not review the student's financial circumstances until after an admission decision is reached. There was a time when most colleges were "need-blind," but this has eroded over the past several years. Some colleges when considering students with equal academic records who were "on the cusp" of acceptance will give preference to the student who is able to pay. This practice is "need aware" or "need conscious." You should ask the policy for each school you are considering. 2. Do you meet 100% of demonstrated need? To be eligible for financial aid a student and family fill out the forms previously discussed and a determination is made regarding a family's economic need. Some schools meet 100% of your demonstrated need with an aid package that includes grants, student loans, and work/study. Other schools do not meet full need. This is called "gapping." 3. What is your packaging policy? Most schools give an aid package that includes grant/scholarship money, loans, and/or work/study. Ask the following questions: In general, what percentage of an aid package from your college is grant versus self-help (loans, work/study)? How does an aid package change over four years? Some colleges entice freshman with large grants for the first year and then switch to a much heavier self-help package in subsequent years. Some increase in loans over a four-year period is typical, but you want to avoid a "bait and switch" situation. Do you have a "preferential packaging" policy? Meaning if two students have demonstrated equal financial need, do they give more grant aid (or a better overall package) to the student that has the stronger academic profile. What merit aid is available? 4. What is your policy regarding outside scholarships? Some schools deduct money earned in outside scholarships from your financial aid package. Some schools reduce your loan burden, but other schools reduce your grant money. Finally: •

In April of your senior year, when you have all of your financial aid awards in hand, make sure you know the total cost of attendance at each school (tuition, room, board, fees, books, transportation, and personal expenses). You must have consistent information from each school to compare offers effectively.

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If you think you may need aid at any time over the next four years -- APPLY! Some colleges do not let students apply for aid in future years if they did not apply as freshman.

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Students who need significant amounts of aid should remember that some schools give merit-based aid. Keep those grades up!

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Make sure your list of colleges includes an economic safety school - a school that meets your academic needs and is affordable. For many students this is a state college or university.

Commonly Asked Questions about Financial Aid Does every school require the Free Application for Federal Student Aid (FAFSA)? • YES! Every school to which you apply for financial aid will require the FAFSA. You enter the six-digit code for each school to which you apply; they will receive your information. The six-digit code, also known as the Title IV code, is available from the College Counselor or on-line at: https://fafsa.ed.gov/FAFSA/app/schoolSearch?locale=en_EN How do I know which additional forms my school may require? • In order to know if there is any additional information that your schools require, you must check the information the school sent you. In addition you can check the Profile form to see if your school is listed as one that requires the CSS Profile. AfterI click submit on my FAFSA, what happens? •

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First, the office of Federal Student Aid at the U.S. Department of Education will send you a Student Aid Report (SAR), which is a summary of the FAFSA data you submitted. You’ll get your SAR within three days to three weeks after you submit your FAFSA. Be sure to look over your SAR to make sure you didn’t make a mistake on your FAFSA. Find out more about the Student Aid Report, its purpose, how the type of FAFSA you file determines when you’ll get the SAR, and what you should do with it. The SAR won’t tell you how much financial aid you’ll get. Instead, if you applied for admission to a college or career school and have been accepted, and you listed that school on your FAFSA, the school will calculate your aid and will send you an electronic or paper aid offer, sometimes called an award letter, telling you how much aid you’re eligible for at the school. The timing of the aid offer varies from school to school and could be as early as springtime (awarding for the fall) or as late as immediately before you start school. It depends on when you apply and how the school prefers to schedule awarding of aid.

What will I receive after I file my CSS Profile? • After completing the CSS Profile, you will receive a CSS Acknowledgement confirming that your Profile form was received, processed, and sent to the schools you requested. Please note that with the Profile, there is a charge per school to which you have the report sent.

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Does it matter when I file my forms? • YES! YOUR TIMING IS CRUCIAL! You may not file your FAFSA until after January 1 of the year for which you are requesting aid, but you must file all forms by the Priority Filing Date suggested by your schools. Most schools set February 15 or March 1 as 'priority' filing dates. If you miss the date, a school may not be able to fund you regardless of your need. File on time! What if I file on time, but do not receive a Financial Aid package that will allow me to attend my chosen school? • If you receive your financial aid package and you and your parents believe it is insufficient, you may appeal the financial aid decision. After discussing your questions on the phone, you must put your request for an appeal in writing and send it to your Financial Aid Officer. There is no guarantee your package will change. What if I have an unusual family circumstance and there seems to be no way to explain it on either the FAFSA or Profile? • If you do have special circumstances, you or your parent should put this information in writing and direct it to the Director of Financial Aid at the schools to which you are applying. You should do this early in the process - January is preferable, so that your financial aid officer has access to this information while working on your financial aid package. What if my parents are divorced or separated? Must I file anything special? • If your parents are divorced or separated, the parent you live with (custodial parent) should complete your FAFSA and, if required, Profile. If a school requires additional information from your non-custodial parent, you will receive a "Non-Custodial Parent" form. Your non-custodial parent is required to complete this form and return it to the school.

Taylor Opportunity Program for Students (TOPS) Frequently Asked Questions 1. What is TOPS? Louisiana's Taylor Opportunity Program for Students (TOPS) is a comprehensive program of state scholarships and is one of the most innovative and progressive student assistance programs in the nation. TOPS has five components: the Opportunity Award, the Performance Award, the Honors Award, the Tech Award and the Teacher Award. Each component has specific eligibility criteria, award amounts and continuation criteria as shown on the TOPS chart of eligibility requirements. 2. Who is eligible for TOPS awards? TOPS awards are available to dependent students who are Louisiana high school graduates and whose parent(s) are residents of this state as defined by the administering agency, who meet specific eligibility and selection criteria. Independent students may establish their own residency. 83

3. When will I be notified of my award? LOSFA's goal is to have notified all qualified TOPS recipients by August 15 each year. You may follow your TOPS status by establish an account on the Louisiana Connect Portal: www.louisianaconnect.org 4. How do I apply for a TOPS award? See next section. 5. What are the deadlines for applying for a TOPS award? For priority consideration, all applicants should file the FAFSA for between January 1 and April 15 of year in which they will be a freshman in college. The final deadline for receipt of the FAFSA for TOPS consideration is July 1. Once awarded under TOPS, students must file the annual FAFSA or renewal FAFSA prior to July 1 of each award year to continue in the program. 6. What are ACT/SAT I (CR+M) composite score requirements for the TOPS awards? The minimum ACT score is different for each of the five TOPS components. The score required for the Opportunity Award is variable depending upon the state's prior year average, rounded, but never less than 19. For 2016 graduates the minimum qualifying score for the Opportunity Award was 20/940, Performance Award is 23/1050, and Honors Award is 27/1210. The minimum scores required are depicted on the chart of eligibility requirements. The minimum score for the Tech award is 17. 7. What if a student has more than one ACT or an SAT score? The highest equivalent score of any test the student has taken through the April national test date prior to high school graduation is used to determine eligibility for TOPS awards. ACT scores are transmitted electronically to the administering agency by ACT. If a student prefers his SAT score to be used instead of the ACT, he must have the SAT processor forward his SAT score report to the administering agency. 8. What GPA is required to qualify for TOPS? Students must have attained a cumulative high school grade point average, based on a 4.00 maximum scale, of at least a 2.50 in the 19 core courses used to qualify for TOPS for the Opportunity Award or a 3.00 for the Performance or Honors Awards. 9. How do you obtain my high school grade point average, and courses completed? High school officials electronically send your course information to the Louisiana Office of Student Financial Assistance who then calculates your GPA. 10. Exactly how much money will I receive from TOPS? If you enroll in a Louisiana public postsecondary institution, TOPS pays an amount for the semester or quarter that is equal to the institution’s published tuition as approved by that institution’s management board. 84

If you enroll in a regionally accredited independent college or university (non-public) in Louisiana that is a member of the Louisiana Association of Independent Colleges and Universities, TOPS pays the weighted average of the amount paid at public institutions and is calculated by dividing the total dollar value of awards (excluding award stipends) made under TOPS in the prior academic year to students attending public colleges and universities that offer baccalaureate degrees by the total number of students that received the awards. The TOPS Performance Award provides a $400 annual stipend, and the TOPS Honors Award provides an $800 annual stipend. Link to the complete TOPS Q&A - http://www.osfa.state.la.us/schgrt6a.htm

Applying for TOPS To apply for TOPS, you must use ONE of the two applications that follow: 1. You must complete the Free Application for Federal Student Aid (FAFSA) if:  You think your family will qualify for need based financial aid or federal grant aid OR  You want to be considered for all programs, including TOPS, Federal grants, student loans and work study jobs, OR  You are an “independent student” 2. You may complete the On-Line Application for TOPS instead of the FAFSA if:  TOPS is the only state program for which you are applying  You do not qualify for Federal Grant Aid (Federal Pell Grant)  You are a 2017 high school graduate who is applying for TOPS for the “first time” and will not file the FAFSA at a later date  You are a Louisiana high school graduate enrolling in a Louisiana college after having attended an out-of-state college. As the guidelines for TOPS are continually being modified, it is strongly recommended that you check the OSFA website for the most current information. Source: Louisiana Office of Student Financial Assistance web site http://www.osfa.state.la.us/

Maintaining Your Aid Once you have received a financial aid award, there is no guarantee that you will continue to receive that money throughout your entire undergraduate education. The suggestions below offer students some idea as to what issues they need to be mindful of to remain eligible for scholarships they have received. The suggestions were taken from the NACAC listserv and compiled by FastWeb.com.

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Tip 1: Find out if the scholarship is renewable. Be sure to ask: How often is scholarship eligibility reviewed? When do reviews occur? Do you need to reapply to ensure renewal? How often? What forms do you need to submit? Tip 2: Pay attention to eligibility requirements. Students need to be aware of these requirements and specifications to ensure they don't lose their awards. Typical requirements include: 1. Designated expenditures - what the scholarship covers. May include tuition, oncampus room and board, general living expenses, school-related supplies. 2. Minimum GPA. To keep the award, the student may have to maintain a minimum GPA, often the same GPA they needed to qualify for the award in the first place. It also helps to find out when the GPA will be reviewed and whether they will need to supply transcripts. 3. Satisfactory academic progress. May include the completion of general education requirements or the degree within a designated time frame. 4. Full-time status. Recipients may be required to maintain full-time enrollment. Students should check with the school for its definition of "full-time" and find out what happens to the award if they drop below that status (e.g. if they drop a class). 5. Time off from school. The award may be affected if the student takes time off to work, study abroad or attend to personal responsibilities. 6. Study within a designated field of study. Some awards may be in jeopardy if the student changes major. 7. College choice. Some awards apply only to enrollment at a particular college. The award may be lost if the student chooses to go elsewhere or transfers. 8. Service requirements. The award may require a community service. 9. Progress reports. Some providers require periodic progress reports. All students should send a thank-you note and progress report(s) regardless of requirements. 10. Military service. ROTC funding and scholarships for military academies require service after graduation as well as military training during college. 11. Participation in sports. Athletic scholarships often require participation in sports. In some cases, the award may be revoked if the student is unable to participate (i.e. if a slip in academic performance jeopardizes their chance to play on the team or if they become injured).

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Most Common Errors in Completing Financial Aid Forms 1. Do not use W-2 forms for adjusted gross income; use information from the tax form. 2. Use actual U.S. tax paid, not the amount withheld. 3. Household size does not mean family size. 4. Do not report personal or consumer loans or debts that are not related to the assets listed. 5. Number in family enrolled in post-secondary education includes any household members, excluding the applicant’s parents, enrolled in college at least half-time. 6. Dependency status – student must answer "NO" to all questions. 7. Review your figures for untaxed income and benefits. 8. Remember to sign the form (both student and parent). 9. When using FAFSA on the Web the signature page must be signed by both parent and student and submitted to the Central Processor for the FAFSA to be valid.

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Special Circumstances in the Financial Aid Process Divorced or separated parents If a student’s parents are divorced or separated, some colleges and universities require financial information from both parents. Typically, the FAFSA and Profile should be completed by the parent with whom the student resides (custodial parent). The noncustodial parent may be required to complete the Divorced/Separated Parents Statement and submit it directly to the college. (The form is available from the college’s financial aid office, and is available from any college requiring it.) It should be noted that standard federal analysis procedures require that step-parent income and asset data be included on the FAFSA and Profile.

Business Supplement Parents who own a business may need to complete the Business Supplement in addition to the FAFSA and Profile. The form is available from the college’s financial aid office.

Senior Year Timeline for Financial Aid September – December - Read the guidelines from your schools to determine what documentation they require you to file for financial assistance. PAY ATTENTION TO THE STATED DEADLINES! Pick up PROFILE registration form in the College Counseling Center if your schools require it. File your PROFILE as soon as it is completed. Your parents can estimate their taxes. File this form ASAP. November – December - Pickup the FAFSA in the College Counseling Center. It cannot be filed before January 1 of the year in which the student will matriculate to college. January 1 – February 1 - File your FAFSA. Your parents will need to estimate their tax information if they haven’t completed their taxes. DO NOT BE LATE with this form. January – April - Check your Student Aid Report (SAR) for accuracy. Return to processor for corrections of any errors. File the final corrected copy with your other important college papers. You may need this later. Watch your mail for any information from the Financial Aid Office at your schools. Open these letters immediately! Call your schools to be certain that the Financial Aid Office has received all your forms. April - Open and compare your financial aid packages.

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Suggested References for Financial Aid Financial Aid Web Sites: The Financial Aid Information Page - http://www.finaid.org/ A must visit site! One stop site for almost all of your financial aid information. FAFSA Online - http://www.fafsa.ed.gov Submit your FAFSA online! FastWeb - http://www.fastweb.com/ The largest free Internet scholarship search available Cappex.com – http://www.cappex.com A comprehensive directory of merit and academic scholarships College Toolkit - http://www.collegetoolkit.com/ Features a database of scholarships, advice on the financial aid process, and interactive calculators. Sallie Mae - http://www.salliemae.com Homepage of one of the nation's largest financial service companies. Federal Student Financial Aid - http://studentaid.ed.gov/ Apply for financial aid, types of aid available, FAFSA online, college searches Louisiana State Office of Student Financial Assistance - http://www.osfa.state.la.us/ TOPS information, START, scholarships and grants, etc. Louisiana Education Loan Authority - http://www.lela.org/ Low cost federal student loans for Louisiana residents SimpleTuition – http://simpletuition.com Student loan search engine College Board, Paying for College - http://www.collegeboard.org/paying College Board, Comparing Your Awards - https://bigfuture.collegeboard.org/pay-forcollege/financial-aid-awards/compare-aid-calculator Finaid Financial Aid Estimator - http://www.finaid.org/calculators/finaidestimate.phtml

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College Cost Comparison Worksheet

College A

College B

College C

College D

Cost of Attendance A. 1. Tuition & Fees 2. Room & Board 3. Total billed by school B. 1. 2. 3. 4.

Books & Supplies Transportation Misc. & Personal Total additional costs

C. Total cost of attendance per school year (A3+B4)

Grants & Scholarships D. 1. 2. 3. 4. 5.

Federal Grants State Grants Instituional Grants Other Grants Total Grants

Discounted Cost to Family E. C minus D5

Other "Self Help" Aid F. 1.Loans (subsidized) Stafford Perkins Other 2. College Work Study 3. Other 4. Total "Self Help"

Family Contribution to Cost G. E minus F4

Other Loans (usually parents) H. 1. PLUS Loans 2. Other Loans 3. Total Other Loans

Annual Out of Pocket Cash G minus H3

Total Loans F1 (all) plus H3

Total Student Finacial Aid D5 plus F4

protect password = college

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STANDARDIZED TESTING Most colleges require the results of some standardized testing reported to them directly from the appropriate testing agency to consider an application complete and act on it. The two major standardized test are the ACT and the SAT Reasoning Test. Until March 2016, the SAT Reasoning Test consists of writing, critical reading, and math sections. Each is scored on a scale of 200 to 800. Beginning March 2016, the SAT will consist of two section scores: reading/Writing and Math. Each section will be scored on a scale of 200 – 800. The ACT contains four sections: English, math, social studies, and science reasoning. Each section is scored on a scale of 1 to 36 and a composite score is reached by averaging the score on the four sections. An optional writing section was made available in February 2005. For students who take this section, the essay is graded on a scale from 2-12. This “subscore” will be incorporated in the 1 to 36 score for the English section of the exam. Schools will typically require either the SAT Reasoning Test or the ACT and most will accept scores from either test. Most ESA students take these tests at least twice, once in the spring of their junior year and again in the fall of their senior year. The College Counselor strongly advises all students take the ACT in April of the junior year and the SAT Reasoning Test in May of the junior year. Students are responsible for registering for the tests themselves; however, the College Counselor is available to assist with any questions or clarify any points of confusion. Registration material is available in the College Counseling Center. In addition to the ACT or SAT Reasoning Test, some colleges require the submission of SAT Subject Tests scores. The SAT Subject Tests, formally known as the Achievement Tests, is designed to measure a student's knowledge in a particular subject. Student should take these tests as close to at the conclusion of the appropriate course as possible. It is strongly recommended that students sit for an SAT Subject Test the first Saturday in June after the completion of the course. It may not be appropriate to take the SAT Subject Test if the student did not experience a relative amount of academic success in the course. The following is ESA's suggestions as to when students should take the following SAT Subject Tests: English Literature: after English III Math IC: after Algebra II Math IIC: after Pre-calculus When colleges require specific SAT Subject tests, they most likely request the students to take an English and a math test. Some specialized schools such as engineering or architecture may request a third test in a scientific area such as physics or chemistry. It is not uncommon for students to take this test in more than three areas, and because the scores are used in the admissions decisions at highly selective schools, students often retake exams trying to increase their score. 91

Scores on the SAT Subject Tests are also used by some schools as a factor in course placement, course credit, or course exemption decisions.

Some notes on the SAT Subject Tests •

You MAY NOT take the SAT Reasoning Test and SAT Subject Tests on the same testing date. This requires you to plan your personal testing calendar carefully.

•

You may take up to three SAT Subject Tests on one testing date.

•

The Biology E/M SAT Subject Test is peculiar. The test lets you choose between an emphasis on ecological or molecular biology. The test consists of 60 core questions that are common to both fields followed by 20 questions in the specialized section.

•

You may change which SAT Subject Test you take right up to the time you take your tests – the one exception to this is the language with listening. If you register for one, you may take additional tests that test date and you will be billed for additional tests. If you decide not to take all of the tests you registered for, you may take only one and request a refund.

The Writing Sections Both the SAT and ACT Programs introduced writing sections to their exams in early 2005 though the SAT will retire this section when the New SAT is administered in March 2016. On the SAT Reasoning Test, the writing section must be taken. On the ACT, the writing section, as of the writing of this, is optional so a student must specifically register to take this section. This makes it critically important for you to understand exactly which tests are required for admission at each individual school to which you are applying. Colleges are still deciding if and how they will use the new writing section and if they will require a student to take the “optional” part of the ACT. If you are unsure what standardized test a college requires – call them and ask before you register.

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College Board Score Choice Designed to reduce student stress and improve the test-day experience, the College Board has approved Score Choice, an important change to the current SAT score-reporting policy. This new policy will give students the option to choose the SAT scores by sitting (test date) and SAT Subject Test scores by individual test that they send to colleges, at no additional cost. This will allow students to put their best foot forward on test day by giving them more flexibility and control over their scores. Score Choice is optional, and if students choose not to use it, all scores will be sent automatically. The new score-reporting feature will launch in spring 2009, and will be first available to students in the class of 2010 participating in the March 2009 test administration. After implementation, students will have the ability to send scores from tests taken prior to the launch. For example, a student who took a Biology Subject Test and a World History Subject Test as a sophomore in June 2008—and who then takes the SAT in spring 2009—can choose whether or not to include the Biology and World History Subject Test scores and/or SAT score on the score report. Colleges will continue to set their own test requirement policies. These policies may vary from college to college. The College Board will work with colleges to provide them with best practice information and guidance on how best to formulate, clarify, and/or communicate test requirements policies, given the new SAT score report policy. Students will be encouraged to follow the different score-reporting requirements of each college to which they apply. Fast facts • Students will be able to select which scores they send to colleges by sitting (test date) for the SAT and by individual test for SAT Subject Tests™. • Scores from an entire SAT test will be sent—scores of individual sections from different sittings cannot be selected independently for sending. • Students can send any or all scores to a college on a single report—it will not cost more to send one, multiple, or all test scores. • Students will be instructed to follow the different score-reporting requirements of each college to which they apply. • Score Choice will be optional—if students do not use it, all scores will be sent automatically. • Score Choice can be used on any score report that students send: • The four score reports available through online or phone registration (applying to already scored tests) and additional score reports • Score Choice functionality will be available to all students via the Web or by calling Customer Service toll free (within the United States)

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Review Courses Many parents ask about the benefits of taking the professional testing review courses offered in the area. These courses spend time familiarizing students with standardized test forms and teach them test taking skills that may help them improve scores in addition to reviewing verbal and math skills. Ultimately it is each individual family's decision as to whether or not this would be a benefit to the student and a justifiable expenditure of time and money. For those who believe it is, there are two different schools of thought. The first is to take a review course before the student's junior year to prepare them for the PSAT/NMSQT that fall. For students who earned an index of 180 or above on the sophomore administration of the PSAT, this may make sense if the student can improve his or her index (the sum of the scores received on the verbal, math and writing sections) their junior year to 210 or above, they will greatly improve their chances of being selected as a National Merit Scholarship Semifinalist. Please note: the National Merit Semifinalist selection index for Louisiana has been right around 210 for the past few years, but as the qualifying index is recalculated every year, there are never any guarantees as to what exact index will be needed to qualify as a NMS semifinalist. The second school of thought is to take the review course during the winter of the junior year so the student completes the course just in time to take the ACT and SAT. Test Prep computer programs have also proved effective.

Testing Accommodations for Students with Disabilities Both the ACT and the College Board make special testing situations available for students with disabilities. The most common accommodation is extended time testing for students professionally diagnosed as ADHD or LD. In order to qualify for extended time testing, "a currently active diagnosis by a qualified professional (ordinarily completed in the last three years)" must be on file at ESA. The College Board states, "The documentation should state the specific disability, describe functional limitations, describe specific testing accommodations requested, and establish the professional credentials of the individual making the diagnosis." Typically students who receive extended time are able to test at designated testing centers and receive an additional 90 minutes for the test. It should be noted that these scores are reported as "Nonstandard Administration" to ESA and colleges. All inquiries regarding registering for standardized testing as a student with a disability should be directed to the College Counselor as special registration material is required.

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Tips for Taking Standardized Tests Mental Preparation 1. eliminate previous test taking experiences (do not think about the past) 2. control anxiety by knowing what the test is about 3. you can study, practice, scrimmage (12 to 20 hours) study: a. do one test section b. no clock c. check for errors d. re-do errors e. check for explanation f. know how many you need to achieve your score practice: same as study but you use the clock scrimmage: (several times if possible - extremely valuable!) a. actual situation b. follow all administrative procedures (time, straight back chair, all sections at once) 4. Know the directions. It will save you about 4 ½ minutes of test taking time a. How many items? b. How much time? c. How is it scored? The night before: 1. get your test materials organized and ready to go the next morning: a. 3 #2 pencils sharpened b. your calculator c. a watch - time on each section is important d. lay out comfortable clothes - the test is long e. bring a jacket or sweater - the test center could get cold f. your admission ticket that the SAT sent to you g. identification 2. GO TO BED EARLY! Statistics prove rest improves performance The morning of the test: 1. Get up early and eat a good breakfast - food improves brain function 2. Read the comics in the paper and RELAX 3. Arrive at the test center with your materials about half an hour early. 4. Sit in the front row in a corner seat, least number of distractions. 5. Know your rights as a test taker. You may find information pertaining to this at: www.fairtest.org 95

SAT - ACT Concordance Tables Concordance between ACT Composite Score and Sum of SAT (Through March 2016) Critical Reading and Mathematics Scores SAT CR+M (Score Range) 1600 1540 – 1590 1490 – 1530 1440 – 1480 1400 – 1430 1360 – 1390 1330 – 1350 1290 – 1320 1250 – 1280 1210 – 1240 1170 – 1200 1130 – 1160 1090 – 1120 1050 – 1080 1020 – 1040 980 – 1010 940 – 970 900 – 930 860 – 890 820 – 850 770 – 810 720 – 760 670 – 710 620 – 660 560 – 610 510 – 550

ACT Composite Score 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11

SAT CR+M (Single Score) 1600 1560 1510 1460 1420 1380 1340 1300 1260 1220 1190 1150 1110 1070 1030 990 950 910 870 830 790 740 690 640 590 530

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Concordance between ACT Combines English/Writing Score and SAT Writing Score (Through March 2016) SAT Writing (Score Range) 800 800 770 – 790 730 – 760 710 – 720 690 – 700 660 – 680 640 – 650 620 – 630 610 590 – 600 570 – 580 550 – 560 530 – 540 510 – 520 480 – 500 470 450 – 460 430 – 440 410 – 420 390 – 400 380 360 – 370 340 – 350 320 – 330 300 - 310

ACT English/Writing Score 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11

SAT Writing (Single Score) 800 800 770 740 720 690 670 650 630 610 590 570 550 530 510 490 470 450 430 420 400 380 360 340 330 310

In 2005, the College Board added a required Writing test to the SAT and ACT added an optional Writing test to the ACT. Before 2005, the ACT and the College Board had periodically produced concordance tables to assist admissions officers who wanted to understand how students of comparable ability would score on the two college entrance examinations. Given the changes to both respective tests, the College Board and ACT are now providing updated concordance tables that are appropriate to the current versions of the two tests. Students who take the SAT receive three separate test scores: Critical Reading, Writing and Mathematics. Students who take the ACT receive a Composite ACT score and four subscores (Reading, English, Math and Science). Students who take the ACT Plus Writing receive the ACT Composite with the corresponding four subscores (Reading, English, Math and Science) and also receive a Writing subscore and a Combined English/Writing subscore. Two separate concordance tables have been developed: 97

 Table 1 provides a concordance between the ACT Composite Score and the sum of SAT Critical Reading and Mathematics scores for 300,437 students.  Table 2 provides a concordance between the ACT Combined English/Writing Score and the SAT Writing Score for 190,148 students who completed the ACT Plus Writing. Both tables are based on scores from students who took both tests between September 2004 (for the ACT) or March 2005 (for the SAT) and June 2006. Students in the sample represent the first high school graduating cohort since the introduction of the SAT with Writing and the optional Writing section on the ACT. The sample includes students who completed both tests and were matched across ACT and SAT files. While the ACT and the SAT are different tests, these two tables are provided to help the education community better understand how students of comparable ability will score on the two tests. NOTES TO CONSIDER A research report describing the sample, methodology and results will be published by ACT and the College Board in the coming months. Additional information and updates will be made available on the Web sites of ACT (www.act.org) and College Board (www.collegeboard.org). The following notes and cautions should be considered before using the tables. - Because the SAT score scale has more score points than the ACT, a single ACT Composite score concords to a range of SAT scores. In each of the tables, a range of SAT scores is concorded to a single ACT score. For example, in Table 1, the Page 2 of 4 SAT (Critical Reading plus Mathematics) scores of 980 to 1010 are all concorded to an ACT Composite score of 21. For those users who want to concord an ACT score to a single SAT score point, the most appropriate SAT score point within the range is provided. In this example, an ACT Composite score of 21 is concorded to a single SAT score of 990. - Many students do not take the ACT Plus Writing. Consequently, the sample used for Table 2 is more restricted than the sample for the other table. Students who took the ACT Plus Writing appear to differ from the total group of ACT test-takers in terms of ability and other relevant factors. - Concordance tables are dependent upon the sample used to establish the relationship between the two sets of scores. The ACT-SAT tables are based on an entire cohort of students who completed both tests, but this sample is not representative of either all ACT or SAT test-takers. The tables, therefore, may not be appropriate for use with scores from students who take either ACT only or SAT only. Overall, a student who receives a score on one test will not necessarily obtain the concorded score on the other test. Source: http://professionals.collegeboard.org/data-reports-research/sat/sat-act

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Estimated Relationship between ACT Composite Score and SAT CR+M+W Score (Through March 2016)

In addition, ACT is providing an ESTIMATED Relationship Table for institutions that also use the SAT (Critical Reading + Math + Writing) Score. This table provides a score on the SAT that is similar to an ACT Composite score. The values given are a very accurate representation of what you might get from a concordance table.score from the ACT, but when converting from the SAT to the ACT you should focus only on your Math and Reading Scores.” Source: http://www.act.org/aap/concordance/estimate.html

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ACT Composite Score

Estimated SAT CR+M+W

36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11

2390 2330 225 2180 2120 2060 2000 1940 1880 1820 1770 1710 1650 1590 1530 1470 1410 1350 1290 1230 1170 1100 1020 950 870 780

Estimated SAT CR+M+W (Score Range) 2380 – 2400 2290 – 2370 2220 – 2280 2140 – 2210 2080 – 2130 2020 – 2070 1980 – 2010 1920 – 1970 1860 – 1910 1800 – 1850 1740 – 1790 1680 – 1730 1620 – 1670 1560 – 1610 1510 – 1550 1450 – 1500 1390 – 1440 1330 – 1380 1270 – 1320 1210 – 1260 1140 – 1200 1060 – 1130 990 – 1050 910 – 980 820 – 900 750 – 810

ACT Composite Score 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11

Suggested References for Standardized Testing The College Board – http://www.collegeboard.org/ Contains useful information regarding the SAT I, SAT II - Subject test, and Advanced Placement exams as well as college search information The ACT Homepage - http://www.act.org/ Useful information on the ACT. It also contain a page of links to colleges Official SAT Practice - https://www.khanacademy.org/sat Introduced to help student prepare for the New SAT launch in March 2016, this free site is beginning to receive positive feedback from educators Revolution Test Prep - https://www.revolutionprep.com/ A highly recommended online test prep course that is taught via virtual classroom Flexible scheduling of classes, reasonable cost, very much worth a look Free Test Prep - http://www.number2.com/ The internet’s first source for completely free test preparation for ACT & SAT Princeton Review Online - http://www.princetonreview.com/ The famous review service offers test taking tips, topical stories, and some college search information. Even has a Counselor-o-matic! Kaplan Educational Centers - http://www.kaplan.com/ Very similar to Princeton Review's site. Test Prep - http://www.testprep.com Free downloadable software to help you study for the SAT and ACT Fair Test - http://www.fairtest.org/ The National Center for Fair & Open Testing is an advocacy organization working to end the abuses, misuses and flaws of standardized testing and ensure that evaluation of students and workers is fair, open, and educationally sound.

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THE COLLEGE-BOUND STUDENT ATHLETE Beginning August 1, 1996, new guidelines were imposed by the NCAA that require graduating seniors to "qualify" to participate in Division I and Division II programs as freshmen. In order to qualify, a student must achieve the minimum required standardized test score on a national testing date for his or her GPA in the core courses specified by the NCAA. This is determined on a sliding scale and specifics may be obtained from the College Counselor. The NCAA established the NCAA Clearinghouse in Iowa in order to ensure prospective student-athletes qualify. If you hope to participate in college athletics at the Div. I or Div. II level, you must register with the NCAA Clearinghouse. Failure to register and obtain certification will result in you being declared ineligible to participate in NCAA sanctioned competition your freshman year. NCAA Initial-Eligibility Clearinghouse forms are to be completed online at: www.eligibilitycenter.org 1. 2. 3. 4.

You will need to register with the site to establish an account. Complete the required information and submit your registration fee. Print the transcript release forms and bring them to the College Counselor. ESA will mail a copy of your current transcript to the Clearinghouse to begin the eligibility process. In June, ESA sends a copy of your final transcript to the Clearinghouse to complete your eligibility requirements.

After the Clearinghouse reviews your initial transcript and standardized test scores (you must send the Clearinghouse your test scores directly - their code is 9999) the Clearinghouse will send you an initial eligibility report. It will state that you are not eligible for Division I athletics. Do not worry. Division I participation requires four years of English. You have only completed three by the end of your junior year. More detailed information regarding recruitment policies, contact periods, and national letters of intent may be obtained from the College Counseling Center. NOTE: Clearinghouse requirements only apply to Division I and II schools. Division III schools are currently not governed by these requirements. Institutional, conference, and other NCAA regulations govern eligibility for financial aid, practice, and competition.

Suggested References for Student Athletes Durso-Finley, Jeff & Stivall, Lewis. Understanding Athletic Recruiting: Guide for the High School Student-Athlete (Durso-Finley & Lewis, 2014) NCAA – http://www.ncaa.org

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JUNIOR YEAR COLLEGE COUNSELING CHRONOLOGY August/September  Begin thinking about developing your activities resume this year  Set goals for grades, activities, leadership, and community service  Make a commitment to yourself to do the very best you can academically this year. October  PSAT's - the School will have a meeting with all students taking the test to sign you up  Review the PSAT practice test in booklet/ review last year's PSAT test  Attend meetings with college representatives visiting ESA November  Begin preparing for your college search • watch/listen, talk to seniors, find the College Counseling Center December  Prepare for fall final exams - strive for your very best performance  Enjoy the holidays! January  Discuss possible college choices with counselor, family, friends, relatives. Shoot for a list of 10-20 schools  College Night with all juniors and their parents  Complete College Counseling Questionnaire and College Preference Sheet and return to College Counselor as soon as possible.  Consider signing up to participate in the Summer College Tour run by the College Counselor February  Time to start individual family meeting with College Counselor for assessment and planning - Questionnaire and Preference sheet must be submitted before meeting  Write, call, e-mail colleges for brochures, course catalogs, videos, and forms  Set up files for materials, notes, etc.  Registration for April ACT March   

Establish list of 12-15 schools for major research over the summer Preliminary contact with service academies and congressional offices for those interested Registration for May SAT Reasoning Test 102

April      

May   

Entire class sits for ACT Spring visits to ESA by college representatives begin Talk to your College Counselor - begin planning college visits - call admission offices to schedule tour and interviews Think about class registration for Senior year - sign up for the most challenging and appropriate course load you can take Gear up for AP Exam - note the dates and prepare in advance Talk to the College Counselor first Saturday of the month - entire class sits for SAT Reasoning Test AP Exams Prepare for interviews by reading as much as you can about each college; tour and "practice" interview at nearby colleges

June & July  First Saturday of June - SAT Subject Tests (foreign language tests given in November)  First full week of June – College Tour  Compare standardized test scores and GPA w/ those the college recommends for admission  Additional ACT test date if interested  Think about topics for your application essays, drawing on important life experiences, personal beliefs or values, or people who have influenced you. Do a draft and review with family and friends  Visit colleges for interviews and tours

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SENIOR YEAR COLLEGE COUNSELING CHRONOLOGY August  If you missed the spring meeting with the College Counselor, be sure to schedule one immediately and have it completed before school begins.  Gather information for your activity and honors resume for use on general applications and scholarship or honors program applications  Revise your college list; eliminate unrealistic choices and talk to your College Counselor  Review some applications for essay questions. Start on your essay!  Consider possible early decisions/early action if you have a CLEAR first choice school  Note specific standardized test requirements and deadline dates  Register for October SAT  FIRST SEMESTER GRADES are VERY IMPORTANT! September  Review plans with College Counselor; work to narrow your list to 4-6 schools. Make sure two choices are safe admission schools.  Obtain any applications you have not already received  Begin your outline for your personal statements/essays - Have your English teacher review it!  Attend meetings with college representatives visiting ESA  Register for October ACT  Register for November SAT Reasoning Test or SAT Subject Tests  Register with NCAA clearinghouse if considering being a collegiate athlete at a Div I or II school  Make copies of all college applications and work only from copies. File your original college applications in a safe place and DO NOT forget where they are.  Plan any fall campus visits - check with College Counselor. You must receive school permission to go. Remember: do not hurt your academic performance because of too much travel.  Scholarship competitions announced  Pick up a copy of the CSS Profile from the College Counseling Center and file it immediately if your school requires it. October  MAKE SURE YOU KNOW YOUR SCHOOLS' APPLICATION DEADLINES!  Complete early deadline applications and those for schools that have rolling admissions  OCT 15 - Some scholarship and early action deadlines  Submit completed state university applications to College Counselor unless awaiting new standardized test scores.  Visit College Counselor regularly to discuss plans  SAT test date  ACT test date  Attend meetings with college representatives visiting ESA 104

    

Scholarship competitions underway Arrange for teacher evaluations as needed. Speak to your College Counselor about teacher evaluations. Work on your essay SAT registration for December test date Complete rough drafts of applications and have College Counselor review them

November  NOV 1 – All applications to public universities with rolling admissions due  NOV 1 major deadline early decision  NOV 15 major deadline early decision  SAT test date  Scholarship deadlines  Financial Aid forms expected in College Counselor's office soon  Attend meetings with college representatives visiting ESA  Rolling notification applications should be completed unless being held for new test scores  Complete a few applications BEFORE Thanksgiving December  DECEMBER 1 - Deadline for some applications  Last day of fall semester classes - Deadline for submitting applications to College Counselor for January 1st through 5th college deadlines  SAT test date  Complete applications  Confirm official test scores sent to colleges of your choice January  January 1 MAJOR DEADLINE  January 1 – File FAFSA FORM 

 

January 15 FINAL DEADLINE – All applications due to the College Counselor

Rank your college choices from first to last in order of priority to you and submit to College Counselor. Mid-year reports mailed to colleges

February  February 1 - FINANCIAL AID DEADLINE  All official test scores have been mailed or requested March  

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Colleges begin to announce decisions Financial aid preliminary response appears

April     

May 

  

Most admissions decisions arrive this month- BE sure to notify your College Counselor of all college decisions immediately Financial aid awards announced Visit colleges again if necessary. Attend Accepted Student Receptions. If you get on a favorite school's wait list, write back expressing eagerness to attend and send recent grades or honors that you have received MAY 1 - MAJOR DEADLINE - NATIONAL REPLY/ DEPOSIT DATE (Only Wait Lists will be pending after this date. Otherwise, students will need to choose a single offer of admission by May 1) Wait Lists begin to be resolved though this lasts through the summer AP exams Graduation!

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TIDBITS & ADVICE FROM THE INSIDE

Richard Whiteside, Former Vice President of Enrollment Management and Institutional Advancement, Tulane University There is more than one good college choice for every student who wants to attend college. The task is to find at least one appropriate match. The college selection process can be an enjoyable one for both the student and the parents. If you aren't having fun, stop what you are doing and try something different. Getting in may be your biggest concern at the moment. Getting out successfully should be the issue. Select a college that can demonstrate a high retention rate and on-time graduation rates. Failure, at any price, or at the world's best college, is simply too costly to consider. The college decision carries a very large price tag. You have a right to be apprehensive. You have an obligation to be discriminating. Take care and time in making the right choice. Through the application process, the applicant should demonstrate to the college that he or she is ready, willing, and able to attend the college and that he or she is likely to make a significant, positive contribution to that institution if admitted. College admission personnel are primarily concerned with making the "right" decisions; right for the student and right for the institution they represent. You should expect tactful frankness in all discussions with college personnel. Nobody attends college to study with the Admission Office. In selecting a college, select the college whose faculty and programs best meet your needs, not the college with the best admission program. The college decision is, most likely, the last major decision that parents will make jointly with their sons and daughters. It should be a time when parents demonstrate trust in the ability of their sons and daughters to make good decisions. It should be a time for sons and daughters to demonstrate responsibility and common sense. After determining that a college has the "right" faculty and the "right" program, make sure that it has the "right" feel as a place to live; make sure that you will feel comfortable at that college. The college with the biggest name may not provide the best educational opportunity or experience for you. Carefully assess what you want and what you need and match it against what colleges have to offer. For some students, the best choice is a less competitive environment; for others the academic pressure cooker.

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21 TIPS FOR PARENTS 1. 2. 3. 4. 5. 6. 7. 8.

Be realistic. Look for the "right fit" - chemistry between child and college is critical Be optimistic Be supportive and caring. Nagging helps no one. Celebrate your child's accomplishments Listen to what your child is saying - be a sounding board Listen to what your child is not saying - often fears are not verbalized. DO NOT DIRECT - Let your child take ownership of this process. You've had your turn. (99% of the time, the student makes the right choice) Find a comfortable place between running the college search process and remaining at a comfortable distance. 9. Check many sources - go beyond US News and World Report and other media sources. Check the accuracy of the information you will be relying on. 10. Set the limits at the beginning that are important to you (eg. Cost, distance from home, etc.) 11. Visit campuses with your child. 12. Fill out financial aid forms and read about financial aid. 13. Press to get straight answers from admissions and financial aid officers so there are fewer surprises. 14. Encourage your child to take control. This builds responsible decision-making. 15. Help your child think about who he/she really is. What are his/her values? How has he/she changed during the high school years? 16. Communicate. It is a family decision at many levels. 17. Be honest about your aims and aspirations for your child. Agree to disagree. 18. Recognize that your child will have his or her own timetable for considering college options, filling out applications, etc. It is not your timetable. 19. Keep a perspective on the process as well as a sense of humor. 20. Don't bypass the College Counselor. Stay on top of deadlines and attend all programs that are offered. 21. Use the College Counselor to act as an independent observer of your child, referee potential disputes, and provide objectivity when you or your student cannot. Originally written by - N. Nieuwenhuis

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HELPFUL HINTS FOR WHEN YOU GET TO COLLEGE l. Go out of your way to make friends. Some of them will last a lifetime. 2. Do your work now! Procrastination will make you worry. 3. Join an organization, at least one, during the first month of school. It will enable you to make friends outside of class and the dormitory, and to pursue something you may be good at, such as journalism, sports, or music. 4. Remember, college professors are different from high school teachers. They won't chase you for your work. Ask questions of your professors in and out of class. Find out their office hours and drop by to see them. 5. Be honest with your roommate, especially about the habits he or she may have that bother you. Remember, you have your habits too. Don't brood. Discuss your differences and similarities openly and early. 6. Take care of your physical health. Avoid staying up all night to talk or finish a paper. Plan your work. Watch your diet. Good nutrition helps reduce stress. Engage in some kind of physical exercise every day - throw the Frisbee, jog, ride your bike, rollerblade. Mental activity goes better when there is physical activity to complement it. 7. Try not to indulge feelings of homesickness. They are natural, but also a part of the normal process of breaking away and establishing your own independence. Write home or call; stay in touch, but remember, college is the period of greatest freedom that you will ever know. 8. It is very natural to have self-doubts, especially after the newness is gone; do not get alarmed! You are making a lot of changes and CHANGE is very difficult at times! Good Luck! Don't hesitate to write or call if there are problems, and come back to visit soon and often! Please know how proud we are of you!

Suggested References for Surviving the Transition Worthington, Janet F & Farrar, Ronald. The Ultimate College Survival Guide (Peterson's Guides, 1995) ISBN 1-56079-396-1 This lively "get-real" guide to campus life covers everything college-bound students want and need to know, from dealing with roommates to managing time and money. Light, Richard, J. Making the Most of College: Students Speak Their Minds (Harvard University Press, 2001) ISBN 0-674-00478-7 This is an excellent book that offers practical advice to students on how to make the most of their higher education experience. The product of a ten year study, it is an excellent account of the college experience through the eyes of undergraduates and recent graduates. This should be required reading for every individual who plans to attend college.

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GLOSSARY ACT - Examination normally taken by high school juniors and seniors that test a student's ability in English, mathematics, reading and science used by colleges and universities to rate a student’s eligibility for enrollment. A writing section is optional as of February 2005. Admission Testing Program - Name given by the CEEB to the array of tests used in the college admission process. Advance Placement Program - The Advanced Placement Program is administered by the College Board and is designed for strong students who would like to attempt college level course work in high school. Each AP course has a proscribed and demanding syllabus of college-level work. The AP tests are given in specific subjects in May, and scored on national norms on a 1-5 basis (5=strongest). Colleges determine if a student may receive advanced credit by these scores. Alternative loans - See Commercial loans AP - See Advanced Placement Program ATP - See Admissions Testing Program Award letter - An official document, issued by the financial aid office that lists all the financial aid awarded to the student. This letter generally provides the expected family contribution, cost of attendance and the terms of the aid awarded. B.A. - See Bachelor of Arts B.S. - See Bachelor of Science Bachelor of Arts - A four-year degree awarded by a college or university that indicates the student has studied one or more subjects in depth and has taken a wide distribution of courses in addition to the courses required in the major field. Bachelor of Science - A four-year degree awarded by a college or university that indicates the student has studied one or more subjects in depth Typically, a BS degree has more course requirements to complete a major than a BA. An individual’s study of non-major courses is thus more limited, but the student is exposed to a greater depth of material in his or her major. Board score - A student’s score on the SAT Reasoning Test, SAT Subject Tests, or ACT. Candidate notification date - The date by which a college notifies a student of the admission decision. 110

Candidate reply date - The date by which you must inform the college of your intention to enroll, usually May 1. By use of the common reply date, students may evaluate all offers of admission before enrolling at any one college. CEEB - See College Entrance Examination Board. CEEB code - College Entrance Examination Board code number. ESA’s CEEB code number is 191419. COA - See Cost of Attendance College Board - See College Entrance Examination Board College Entrance Examination Board - The College Entrance Examination Board, most commonly referred to, as the College Board is a not-for-profit organization that administers many standardized tests including the PSAT, SAT, SAT II, and AP tests. The College Board offers official test prep materials, a scholarship search, a personal inventory tool, and educational loans. College Scholarship Service - An organization that processes financial aid information and distributes this to the colleges. Commercial loans - Commercial loans, also known as private or alternative loans, are available through several financial services providers. To qualify, you must pass a credit check, and the interest rate will be higher than that of a Direct or FFEL Stafford or Perkins loan. For these reasons, it is wise to investigate such lowinterest, federally sponsored options before applying for a commercial loan. In addition, beware of scholarship scams that are simply commercial loans in disguise. Common application - More than 500 colleges and universities--both public and private--now accept the Common Application for admissions. This standard application is on-line (www.commonapp.org). Some schools that accept the Common Application may also require supplementary materials. Check with the college. The Web site noted above also indicates whether supplementary materials are required. Consortium - A group of colleges/universities that agree to share resources and opportunities, such as libraries, athletic facilities, and course offerings for no additional cost to the students who attend these schools. Co-op - Cooperative education (co-op) integrates classroom study with paid, supervised work experiences. These jobs are part- or full-time and may lead to academic credit. Core curriculum - A group of courses, in varied areas of the arts and sciences, designated by a college faculty as requirements for a degree from that school. 111

Cost of Attendance - The total cost of an education - usually expressed as a yearly figure. COA includes tuition and fees, room and board, an allowance for books and supplies, transportation, and miscellaneous expenses and is determined by the financial aid office of the institution. Course load - The number of hours the student is permitted to schedule in a given semester or quarter. For full-time students this is usually 16-18 hours on a semester system, and 15-16 hours on a quarter system. CSS - See College Scholarship Service CSS Profile - The CSS/Financial Aid PROFILE is a customized financial aid needanalysis form required at certain colleges for non-federal aid. It collects additional financial information to determine eligibility for institutional aid and process by the College Scholarship Service (CSS). Data Release Number - Your Data Release Number is unique to you and can be found on your SAR. It is issued by the federal processing center. Deferred - If a student is not accepted early, the file is reviewed again in the regular process. Deferred admission - Many schools will offer this option to its newly admitted students. The student may defer admission to college for one semester or one year for personal reasons (work, travel, personal hardship etc.) Two stipulations usually apply: that the student not enroll in a degree program at another institution during that year, and that the student must pay the commitment deposit before the deferral will be granted for the following year. The student does not have to reapply for admission. Dependent student - For financial aid purposes, an undergraduate student is usually classified as a dependent and is expected to have access to parental financial resources if he/she is not married, does not have legal dependents, is not a veteran, and is not an orphan or ward of the court. Direct loans - Direct Stafford Loans are low-interest education loans made by the federal government to students and parents. These loans may be either subsidized or unsubsidized and several repayment plans are available. Distribution requirements - See Core Curriculum DNR - See Data Release Number Early action - A program that allows students to submit an application at an early date (usually November) and be notified of an admission decision in December rather than April. This is NOT a binding agreement; students are required to notify the college by May 1 of their intention to matriculate. 112

Early admission - Through this program, qualifying high school juniors with outstanding academic records may forego their senior year in high school and enroll in a college or university. Early entrance is most often supported in cases where the secondary school is not equipped to provide a challenging academic program for a particularly well-qualified student or when a student has exhausted the opportunities in high school. Early decision - Under this plan, a student applies to his or her first-choice college early in the fall of the senior year, with a binding commitment that, if admitted to that college, he or she will enroll. A student may usually apply to other colleges simultaneously, but may file only one Early Decision application. At the time of an offer of admission under an Early Decision Plan, the student is expected to withdraw all other applications that have been filed. Note: Some colleges are now offering TWO Early Decision plans, one in November and a second in December or January. The second deadline allows students more time to select a first choice school and get materials in; and it permits first quarter grades to be included with the "package"--which is valuable if a student's performance has improved. Early notification - This is the same as Early Action. Educational Testing Service - An agency employed by the College Board to produce and score standardized tests. EFC - See Expected Family Contribution Electronic applications - An alternative to traditional paper applications, electronic apps can take several forms. Some schools allow you to print application forms from their website or a CD-ROM which you can fill in by hand and send to the admissions office. Other schools support online applications that you can complete and submit over the Web. ETS - See Educational Testing Service Expected Family Contribution - Determined by a formula, this figure indicates how much of a family's financial resources should be available to help pay for the student's education. The EFC is used in determining eligibility for financial aid. Both FM (federal methodology) and IM (institutional methodology) use the EFC concept, although the calculated EFC under the two methodologies may differ. A family’s EFC is recalculated each year after the FAFSA is filed. FAFSA - See Free Application for Federal Student Aid FDSLP - See Federal Direct Student Loan Program Federal Direct Student Loan Program - Under this program education loans are made available directly from the U.S. government. Participating schools serve as agents for subsidized and unsubsidized Stafford Loans and Parent PLUS loans. 113

Federal Family Education Loan Program - Education loans made by private lenders and guaranteed by the state designated guaranty agencies on behalf of the federal government. Subsidized and Unsubsidized Federal Stafford Loans and Parent PLUS loans are included in this program. There are several repayment plans available. Federal methodology - This is an eligibility formula, mandated by the U.S. Congress, that determines the student's and the family's "expected family contribution" (EFC). This formula is used in making allocations of federal aid and, at some colleges and universities, for making institutional aid decisions as well. Federal school code - The code number assigned each college and university by the U.S. Department of Education that participates in Title IV student aid programs. The FAFSA instructs students to enter the name and the Federal School Code for the colleges and universities that should receive their information. You may look up an FSC on the web or in the College Counseling Center. Federal Supplemental Educational Opportunity Grants - FSEOG’s are governmentsponsored, college-administered loans awarded to exceptionally needy students. The federal government determines eligibility for FSEOGs and the program gives priority to students receiving federal Pell Grants. Each school awards FSEOGs from available federal funds. There is no guarantee that each school will have enough funding to award an FSEOG to every eligible student. Fellowships - Fellowships and scholarships are available to students in most disciplines, and colleges and a broad range of organizations and institutions sponsor them. Fellowships offered by organizations are often allocated in monthly stipends and can usually be used at any university. Fellowships are more common at the graduate level, but some undergraduate scholarships do exist. Additionally, there may be grant and fellowship money available for specific research projects or study abroad. Contact your major department, financial aid office, or career center for more information. FFEL - See Federal Family Education Loan Program FFELP - See Federal Family Education Loan Program Financial aid - The term "financial aid" is used to describe the combination of loans, scholarships, grants, and work-study that will help you pay for college. Financial aid package - The total financial aid a student receives to meet educational expenses is called the "financial aid package." It may include federal, state and private aid such as grants, loans, work-study, and scholarships. Financial need - This is the difference between the Cost of Attendance (COA) and the Estimated Family Contribution (EFC) and is used in determining what the student's aid package will be. 114

FM - See Federal Methodology Free Application for Federal Student Aid - The Free Application for Federal Student Aid (FAFSA) is used to apply for federal student financial aid, including grants, loans, and work-study. In addition, it is used by most states and schools to award non-federal student financial aid. The form is a snapshot of your family's financial situation including income, debt, assets, etc., for both the parents and the student. You will have to fill out the FAFSA every year that you would like to be considered for need-based financial aid. FSEOG - See Federal Supplemental Educational Opportunity Grants Full-time student - Student enrolled in classes whose credit hours meet the given school's requirements for full-time status, generally four or more classes per semester Grace period - Period of time when a borrower leaves school or drops below half-time and the borrower is not obligated to begin repayment of his/her loans - usually six or nine months. Grant - Financial aid awarded on the basis of need or merit that the student is not obligated to repay. It may come from your school or the federal government. Federal grants include the need-based Pell and Federal Supplemental Educational Opportunity (FSEOG) grants. Honors program - An honors program is specifically designed to encourage independent and creative learning. Some school may have honors programs by department while others have a designated Honors College. Acceptance to an honors program is usually by invitation. Some programs have students apply; others simply select the strongest applicants from the general pool and offer them the honors option. Honors programs are characterized by small classes that are discussion oriented, enhanced learning opportunities, and close work with encouraging faculty. Hope Credit - A nonrefundable federal income tax credit equal to all of the first $1,000 "out-of-pocket" payments for qualified tuition and related expenses and 50% of the second $1,000, for a maximum $1,500 per student, per year. The Hope credit applies to the first two years of post-secondary education. You may not claim both the Hope Credit and the Lifetime Learning Credit (see below) for the same student. Please note, as with any tax law, this is subject to change and you should review the current law to ensure up-to-date information. Humanities - The humanities are usually classified as art, the classics, dramatic art, English, general and comparative literature, journalism, music, philosophy, religion, and language. Many colleges divide their offerings into three divisions: humanities, social science, and natural sciences 115

IM - See Institutional Methodology Independent student - For financial aid purposes, a student is classified as an independent student if at least one of the following applies: he/she is 24 years old or older, is married, is enrolled in a graduate or professional educational program (beyond a bachelor's degree), has legal dependents other than a spouse, is an orphan or ward of the court (or was a ward of the court until age 18), or is a veteran of the US Armed Forces ("veteran" includes a student who attended a US military academy who was released under a condition other than dishonorable). In-state Student - A student whose permanent residence is in the same state as the college or university he or she attends. In-state students pay lower tuition than do out-of-state students at public universities. Institutional methodology - A particular school’s method for determining the financial need of a family. Very often information obtained from the CSS Profile is included in this need-analysis formula. Some postsecondary institutions use it for awarding institutional and private financial aid. Liberal arts - A broad course of instruction for undergraduates that typically requires students to take courses in the humanities, social sciences, and natural sciences to increase understanding and appreciation of the interdependence of thought and the development of ideas. Lifetime Learning Credit - The Lifetime Learning Credit may be claimed for the qualified tuition and related expenses of the students in the taxpayer’s family who are enrolled in eligible educational institutions. Through 2002, the amount that may be claimed as a credit is equal to 20 percent of the taxpayer’s first $5,000 of out-of-pocket qualified tuition and related expenses for all the students in the family for a maximum of $1,000. Individuals with modified adjusted gross incomes of $50,000 or more and joint filers with modified adjusted gross incomes of $100,000 or more are not eligible for the Lifetime Learning Credit. Please note, as with any tax law, this is subject to change and you should review the current law to ensure up-to-date information Major - The subject of study in which the student chooses to specialize; a series of related courses, taken primarily in the junior and senior year of college. Matriculation - This is a process whereby students are accepted, pay their fees and enroll for classes. At this point, they become freshmen students at the college. Mean-median - Colleges generally use the median when figuring the average ACT or SAT scores. Listing all scores in rank order and selecting the one that falls in the middle of the listing determines the median. The mean is determined dividing the sum of all the numbers by the total number of scores. The mean is less accurate because one or two very low or very high scores can significantly alter the result. 116

Merit-based aid - In general terms, merit-based aid is any form of financial aid not based on demonstrated financial need. Each school and/or its alumni associations and wealthy benefactors generally grant merit-based aid, which can take the form of grants, scholarships, or loans on favorable terms. You may qualify for it by meeting certain academic requirements, such as grade point average, test scores, or career goal. Alternatively, you may qualify through an essay competition or the like. Your financial aid package may include both need- and merit-based aid. Mid-Year Report - A record of first semester grades submitted to an admission office prior to their making a decision. These forms are to be submitted to the College Counselor's office along with the main "secondary school report" form. Minor - Subject in which a student takes his or her second greatest concentration of courses National Merit Scholarship - A distinction awarded upon the basis of a high school junior's score on the NMSQT/PSAT (National Merit Scholar Qualifying Test/PSAT). Those scoring at or above certain level are eligible to apply for a limited number of National Merit Scholarships. NOTE: The test may be administered for practice during the student's sophomore year, but only the junior year score counts. Need - The difference between a student’s Cost of Attendance (COA) and the expected family contribution (EFC). Need-based aid - If the Cost of Attendance (COA) for your college exceeds your Expected Family Contribution (EFC), you will be eligible for need-based aid to cover the difference. You may be awarded a financial aid package that consists of a combination of grants, scholarships, loans, and work-study. The total amount of your package will be determined by a combination of demonstrated financial need, federal award maximums, and your school's available funds. Need-blind admission - A philosophy followed by schools that adhere to the policy that the student’s ability to pay would in no way affect the admission decision. Needs analysis - This is the process of reviewing a student's aid application to determine the ability of the family to contribute to the cost of attendance. Completing a needs analysis form (e.g., FAFSA or PROFILE) is the required step in applying for most types of financial aid. Online applications - Online applications are electronic applications with which a student submits personal and academic information to the admission office over a secure Internet site. You will be required to supplement your online app with hard copies of your transcript, letters or recommendation, etc.

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Origination fee - This is a fee charged by the federal government and deducted from the loan before disbursement to offset part of the administrative costs of the Federal Family Education Loan Program (FFELP). Out-of-state 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-ofstate students generally pay higher tuition than do instate students at public universities. Pell grants - Given by the Federal Government, these grants are awarded to those students demonstrating exceptional financial need. Pell grants do not need to be paid back. The Pell Grant may be applied against tuition, fees, room and board and many other expenses. Perkins loans - Awarded by the student's college, these low-interest loans are given to students (both undergraduate and graduate) that demonstrate exceptional financial need. Repayment of this loan begins 9 months after the student graduates, leaves school or drops to less than half-time student status. PIN - Your Personal Identification Number serves as your electronic signature and provides access to your personal financial aid records. For more information about the PIN see www.fafsa.ed.gov. PLUS loans - This is an unsubsidized federal loan for parents or legal guardians of dependent undergraduate students. This loan allows parents to borrow all or some of the difference between financial aid received and the cost of attending the school, including room, board, and other charges. The PLUS is not based on need, so the FAFSA is not required. Principal - The initial amount of the student loan. Interest is charged on this amount, and guaranty and origination fees are deducted prior to disbursement. Priority filing date - Date by which the processors must receive financial aid applications in order to be considered on time. Profile - See CSS Profile PSAT/NMSQT - Designed for juniors as a practice test for the SAT I and used as the qualifying examination to identify top scholars for the National Merit scholarships competition. Regular admission - The most common admission plan used primarily by more selective colleges and universities. Students apply by a specific deadline date determined by the college and receive response to their applications on specific published notification dates. Regular notification - See Regular Admission 118

Retention rate - The percentage of students who begin at a college freshman year and return for their sophomore year. Rolling admission - Colleges using a "rolling" calendar will review the application as soon as the file becomes complete, and will respond with a decision within four to six weeks after the date of completion. Rolling decision - See Rolling Admission SAP - See Satisfactory Academic Progress SAR - See Student Aid Report SAT Reasoning Test - Usually taken in the junior year (May) and again in the senior year (October or November). Scores on each of three sections (writing, critical reading, and mathematics) range from 200-800. The national average is now approximately 500 on each test. This is one of the standardized tests that many colleges and universities may require for admission by most private colleges and universities. A new revised version of this exam will begin being administered in March 2016. SAT Subject Tests - These are subject-specific tests offered by the College Board, designed to evaluate a student’s level of knowledge in a specific subject (e.g. biology, US history, Spanish, math, etc.). Only the most selective colleges require the SAT Subject Tests for admission. Such colleges usually ask for two or three tests, including a quantitative subject, and one of the student's choice. Satisfactory academic progress - A student must be making satisfactory academic progress in order to continue receiving federal aid. Each institution develops its own satisfactory academic progress standards for financial aid eligibility. Scholarship - A form of financial aid given to students on the basis of need or merit (or a combination of both) to help pay for their education expenses. Some scholarships have community service requirements and geographic, institutional or academic major restrictions. Most scholarships require the student to maintain satisfactory academic progress for renewal. School profile - A document that outlines ESA's curriculum, including graduation requirements, and our method of grading. It also details statistics of our academic achievements and records that help put our students' individual records in the specific context of ESA. Secondary School Report - The SSR is the form colleges use to gather academic information about the candidate and the secondary school. The top portion of the form should be completed by the student, signed, and given to the College Counselor as soon as possible. 119

Selective Service registration - A male student must register with the Selective Service to receive federal and/or state student aid. The requirement applies to males who were born on or after January 1, 1960, are at least 18 years old, are citizens or eligible non-citizens, and are not currently on active duty in the armed forces. SSR - See Secondary School Report Stafford loans - These loans, both subsidized (need based) and unsubsidized (non-need based), are guaranteed by the federal government and available to students to fund education. Federal Stafford Loans are the most common source of education loan funds. They are available to both graduate and undergraduate students. See also Direct Loans and Federal Family Education Loan Program. Student Aid Report - After the student submits the FAFSA to the federal processor, this form is returned to the student. The SAR reports the information that was processed and indicates federal eligibility. It may also be used by the institutional financial aid office in determining a student's eligibility for other state or private programs of financial assistance. Students may be required to submit this document to the financial aid office at the college they decide to attend. Student Search Service - A service provided by the College Board and ACT. Students who agree to participate in this service on their registration form give the testing agency permission to release personal information about themselves to agencies that pay the testing service for the data. It is an excellent way to quickly begin receiving unsolicited information from a many colleges, universities, and other programs. Subsidized loan - This is a need-based loan on which the interest is paid by the federal government while the borrower is enrolled in school or during grace and deferment periods. Title IV School Code - See Federal School Code Unsubsidized loan - This is a non need-based loan for which borrowers are responsible for interest from the date the loan is disbursed although you can waive the payments and the interest will be capitalized. Verification - This is a review process to determine the accuracy of the information on a student's financial aid application. If a student is selected for verification, he/she is required to submit documentation (such as federal tax returns) to support information on his/her federal aid application within 90 days of receipt of request.

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Wait list - A list of applicants who, though qualified for admission at a particular school, are not initially offered admission. Wait listed candidates are usually given the opportunity to decide whether or not they wish to wait for a final decision. Those who elect to stay on the "wait list" are still need to accept another school’s offer of admission, since there is no guarantee of being admitted from the wait list. Students eventually moved from the wait list to the admit list have the opportunity to decide which college to attend. Work-study - An institutionally or federally-funded employment program that provides student with part-time jobs–generally 10 to 15 hours per week–for students who are in need of earnings to help meet a part of their educational cost.

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ou are what you are, and you are not greater if you get into your first-choice school or less if you do not. You will make the best of life’s opportunities and your own gifts – if you believe in yourself. If you do not have confidence in yourself and respect yourself, you will be defeated by disappointment. …Go to the school that both accepts you and most closely resembles the sort of school you want…Withhold judgment until you are admitted, and then take seriously the schools that want you. I have spent my entire career in Ivy League universities. Believe me, they have no monopoly on great scholarship – far from it. They have no corner on good teaching or happy student life. They offer a good education. So do a great many other colleges and universities. That is a simple fact. Please accept it from me. If you are not admitted to the school you really thought you wanted, but you are admitted to one lower down on the list, go to that school with respect for the school and regard for yourself. Greatness comes from within. Achievement is what you do, not what other people say. Lives of worth and service take shape in every kind of circumstance. We are what we do, and not what people say about us. If you are disappointed, pick up your life and go on. You are better for it. So too will the many people to whose disappointment you can relate because of your own, the many whose lives will be better and richer because of you. Jacob Neusner How to Grade Your Professor and Other Unexpected Advice (Boston:Beacon Press, 1984), pp. 87-88

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