US HIGHER EDUCATION A F O U R Y E A R PAT H WAY
INTRODUCTION FROM THE HEAD
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Here at Wycombe Abbey, planning for university starts early. The US and International Universities Office runs a four year programme that is designed to support outstanding applications. Our termly reviews ensure the process is manageable and we are responsive to every individual’s requirements. Importantly, a collaborative discussion which focuses on each pupil’s skills and experience ensures that applications are made to the institutions that will best meet their needs. The information in this booklet illustrates the pathway that we offer to set pupils up for success.
xcellence is central to Wycombe Abbey’s ethos and effective preparation is vital for success in the higher education process. Through our professional and personal guidance, pupils construct US application profiles that are tailored to produce positive outcomes within the most competitive and selective applicant pools in the world. The US university application system is perhaps the most demanding of all processes. Unlike the British UCAS system, there is an individual component to each university applied to in the USA. Far greater attention is given to developing an holistic understanding of each applicant by university admissions departments. Applications are composed of multiple elements to satisfy admission requirements, including a personal statement, supplemental essays, staff recommendations and grades, along with details of extra-curricular activities and achievements.
I hope you enjoy reading about our provision in this area and please do be in touch should you require further information. Best wishes,
Jo Duncan Headmistress
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LOWER FIFTH Autumn Term
Spring Term
This term serves as an introduction to the US application process. This will include whole year group presentations as well as parent talks. These will outline opportunities, differences to the UK system, admissions trends and the constituent elements required for a robust applicant profile. This final aspect will cover standardised test strategy, scholarships, extra-curricular achievement and academic trajectory. Interested pupils will be invited to connect with our US and International Universities Office. Parents are invited to a consultation and Tutors, Housemistresses, plus Heads of Section will provide information to the Head of US and International Universities that contextualises interested pupils.
This term includes whole year group participation with a range of synchronous and asynchronous tasks. All pupils will take Myers Briggs and learner-type tests online. They will examine and define their accomplishments and abilities. The goal is to develop an objective viewpoint of their accumulated achievements. This perspective will facilitate the targeting and development of areas of strength, as well as identifying gaps. From this, strategies can be developed, for example summer programmes, clubs and sports activities, as well as independent initiatives where appropriate. Tutors will also be engaged in this period for the pupils that have clearly stated their intention to apply to US universities and colleges.
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Summer Term
The Summer Term of Lower Fifth is designed to support both those that are committed to US study and those still deciding. Pupils will explore options for building a strong applicant profile, particularly outside of the classroom. Summer programmes, independent initiatives, school visits, clubs and societies will be discussed to ensure that applicants demonstrate commitment and consistency over time as well as elevated motivation, initiative and engagement. The philosophy here is to play to natural strengths rather than gathering a collection of accolades. This results in genuine and meaningful applications later on; the kind of applications that ultimately are the most successful. Sessions will be held within the Wellbeing curriculum and the Head of Upper School, Housemistresses and Tutors will be contacted for their insights and assistance in supporting pupils. Finally, one-to-one meetings with pupils and parents are also welcomed and encouraged.
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UPPER FIFTH Autumn Term
Spring Term
As pupils enter the Upper Fifth they will be introduced to different available pathways, exploring the full range of educational offerings in the US. These can be matched with their self-evaluation so decisions can be made. Standardised test strategies can also be considered, although these would not be implemented for the majority of pupils until completion of GCSEs. Global opportunities will be presented with a combination of internal and external speakers, with a view to creating diversity and breadth in university choices. Also included will be insights as to the different types of curricula available, for example research-based institutions versus liberal arts and sciences. Some US summer programmes open for applications this term.
This term is all about pathway planning, be it A level subject choices, summer programmes, volunteering or work experience. The focus moves from the whole cohort to keenly interested pupils. Recommendations are written and applications made to US summer programmes. This entails a detailed evaluation of aims and is supported through one-to-one meetings as well as parent and staff engagement for these individuals. These meetings can potentially provide candidates with global scholarship options, for example, identifying early leadership profiles.
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Summer Term
GCSEs take precedence this term. However, test preparation, summer engagement and application resources will be disseminated at this time. Meetings continue and the applicant pool is resolved. New incoming Lower Sixth parents and pupils are contacted and encouraged to connect with the Head of US and International Universities. For those who have fully engaged, a review of their current profile will identify gaps and opportunities to strengthen applications. Parent engagement is strongly encouraged if it has not happened already.
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LOWER SIXTH Autumn Term
Spring Term
Consultations are introductory and there is an opportunity for new Lower Sixth pupils to connect with the Head of US and International Universities. Early parent consultations are useful for understanding pathways and pupil insights. Pupil contact is more limited this term with the focus being on the Upper Sixth pupils. Whole cohort presentations are given, in addition to college visits and the annual Fulbright Commission College Fair, to introduce the full suite of US options. Research resources, such as a database of information, standardised test strategy and a list of suggested colleges, are also distributed and discussed.
Weekly whole group and individual meetings commence. An overview of data on previous applications is shared and the competitive nature of prestigious schools is emphasised. Research and developing a strong understanding of the necessary requirements underpin successful applications and pupils will explore variations in curricula, importance of location and class size, in addition to the programmes on offer. An open-minded approach is encouraged to ascertain the ‘must haves’ that would populate a final college list. Teacher recommenders are nominated this term and test preparation strategies are finalised for those that require it (timeline, test dates, resources etc). Each pupil’s activities list is compiled and annotated. Discussions focus on amplifying their strengths and maximising their time before application.
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Summer Term
Teacher recommendation questionnaires are completed to help inform nominated referees. Counsellor questionnaires are also completed as fully as possible, with room for additional information to be added post-summer. Refinement of college lists continues. Pupils are strongly encouraged to connect with Wycombe Abbey Seniors, professors and other students at destinations of interest. Contact with chosen schools, webinar attendance and social media interaction are also advised. This approach demonstrates interest, a factor considered by most institutions. Moreover, it builds a much deeper understanding of culture and facilitates a pupil’s ability to articulate ‘fit’ in their application. Summer plans are finalised and training sessions are given on essay writing and applying through Common Application and other institution-specific proprietary application platforms.
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UPPER SIXTH Autumn Term
Spring Term
Pupils are required to return to School this term with a robustly drafted Common Application Essay, as well as supplemental essay drafts. Consultations continue and editorial mainly, but also focus on finalising college lists based on Predicted Grade and Standardised Test profiles. Early cycle choices are finalised. All recommendations are completed and Common Application (or equivalent) accounts completed. Supporting documents from the US and International Universities Office and the pupil are reviewed and moderated (transcript, activities, essays and recommendations) in consultation with the Director of Sixth Form. Applications are then submitted. In exceptional cases, further consolidation is required so that a pupil may produce corroborative evidence by December to strengthen an application for the second phase of the early cycle or the regular cycle. Offers arrive mid-December and this may lead to a reconsideration of second-choice schools in the next application round.
Early Decision choices are confirmed. Letters of ‘Continued Interest’ are written to schools that deferred, with support and advocacy from the Head of US and International Universities. Applicants meet Lower Sixth pupils for an information session that shares experience and best practice. The US and International Universities Office communicates with destinations about offers and incoming applicants. Information is shared with relevant internal and external stakeholders, recommendation writers and parents regarding early cycle outcomes.
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Summer Term
Transition sessions are held for those preparing to move to the US. This includes advice on visas, travel, safety and emotional/social adjustments in what will be a new learning and cultural environment. The Head of US and International Universities keeps in touch with Seniors at overseas institutions gathering their feedback to help inform future applications. “Applying to every single US college takes a lot of time and may not yield any results, but being fully committed and consciously putting in the effort was worth it.” Wycombe Abbey Senior - Pomona College, California “Going through the US college application required my daughter to analyse her strengths and weaknesses, self-reflect holistically and figure out her long term goals.” Wycombe Abbey parent
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For more information, please contact the US and International Universities Office on USOffice@wycombeabbey.com
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