The Junior Year- Charlotte M Klaar, Director, College Consulting Services
Summer has arrived! The Seniors have committed to college, last year's Freshmen are no longer the youngest in the school and the former Sophomores have risen to face the daunting prospects of Junior year and the looming college search has many cringing in terror. They have watched their friends in the Senior class unravel under the stress, have their hopes raised and dashed, and ultimately made adult choices for the first time in their lives. Now it is the Juniors' turn. If you are the parent of a high school junior, you are beginning to feel the anxiety of the coming year. If you follow the tips below, it can be smooth sailing!
The key to getting through is to have a plan and to follow it carefully. Hopefully, the SAT was taken in May and the SAT II in June of the Junior year. It is worthwhile to have opted for Score Choice on the latter tests since this will allow you to ignore these scores if they are not up to par or if the colleges you choose do not require them. In addition, should your student be one who tends to freeze on tests like the SATs, I suggest that you look into having him or her take the ACT. This is a subject-based test rather than a skills-based test and my students often perform better on this test than they do on the SAT.
By now you should have a relatively short list of colleges which are still under consideration. At this point, this list should include no more than 10 to 15 colleges. In my work, I often hear parents and students say that they plan to visit only those colleges which have accepted the student. This is not a good idea for a number of reasons.
First, the college personality is only discernible if you have been there yourself. Colleges that may sound similar in college guides are often quite different once you have visited the campus and met some of the students there. You wouldn't buy a house because it sounded right on paper, would you? Of course not. You would want to walk through the rooms and see how it feels to you. Remember that your student will be living at the college for four years, and he or she needs to be sure that it is a comfortable environment in which to live.
Second, one of the great intangibles in the college admissions process is that of perceived interest in the institution. Colleges want to know that you want their particular school and that you are not simply using them as a "safety" or "back up" for a more prestigious college. They track the interest the student has shown by how often the child has visited, written to or otherwise made connection with the college. Unfortunately, it is only contact by the student that is measured, not contact by the parent.
Finally, keep in mind that many have gone before you and that this is a process that your family will survive! It is often helpful to have assistance from a qualified individual who will alleviate the parent-child stresses that are inherent at this time of separation and growth for both you and your student. Remember, in the final analysis, that your child's preferences are most important since it is he or she who will be acquiring growth, maturity and an education at the college that is chosen!
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The High School Freshman - Charlotte M Klaar, Director, College Consulting Services
Many of you are preparing to send your 14-year-old off to high school in the fall. This will bring your child one level closer to the inevitable leaving home. Although it may be difficult to think about, this is the ideal time to begin to plan for college. The high school years pave the way to the post-secondary experience. Plan these years carefully in order to ensure that your child has all options open to him or her. The following are some tips.
- Curriculum Planning: Make sure that your child is enrolled in the most challenging curriculum within which he or she can be successful. Being successful means receiving grades no lower than 'B' in that curriculum. Ensure, too, that by graduation your child completes the following course distribution: 4 years of English and Math, 3 - 4 years of lab science, 3 - 4 years of social studies, and 2 - 4 years of a foreign language even if this is not required by your high school for graduation. Don't let your child enroll in too many study halls. Colleges want students who have the intellectual curiosity to explore what courses are offered to them and who do not want to waste time in school doing what they can do at home, namely, homework.
- Grade Point Average (GPA): Keep track of your child's true GPA. Many high schools calculate GPA using all the courses which the child has taken. This can give the student a false sense of security. Although some colleges take whatever calculation is sent by the high school, most colleges do not do this. These schools recalculate the GPA using only the grades received in the core academic subjects and weights these according to their own formulas. I frequently have students come to my office and tell me that their GPA is in a much higher range than it actually is when we recalculate it using only the core academic subjects. Since this meeting most often happens in the junior year, little can be done to change the record.
- Student activities profile: It is important that your child be involved in his or her school and in the community at large. It is less important, and less impressive, to have a laundry list of activities to which little commitment has been given. I recommend that the student fully participates in a few activities which he or she finds meaningful. If possible, these should include athletics and/or the arts, student government, and community service activities sponsored either by the school or by your place of worship. If your child is involved in Scouting, encourage him or her to pursue the Eagle rank or Gold Award level. This is very impressive to college admissions counselors because of the leadership potential this achievement shows.
- Discipline issues: Impress on your child that it is not acceptable to have discipline issues on the high school record. This includes detentions as well as suspensions. One of the most heartbreaking situations I have witnessed was that of a youngster who had been suspended for an alcohol-related violation while in high school. This youngster desperately wanted to be admitted as an Early Decision candidate to a particular college. Unfortunately, this school asked on its application, as many schools do, "Have you ever been suspended or expelled from school." The student's academic record should have virtually ensured admission. The student was not only deferred as an Early Decision candidate, but was ultimately rejected. Although no one can prove that the suspension was the problem, nothing else was amiss in the application.
You and your child are facing four wonderful and memorable years. With careful planning and attention to some of the aforementioned areas, you can be positioning your student for a college experience that will be most gratifying.
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Application Tips - Charlotte M Klaar, Director, College Consulting Services
High School seniors are now in the throes of the last stages of the college application process and it seemed appropriate to answer some nuts and bolts questions that many of my clients have needed clarification about. So, here goes!
1. Recommendation Letters:
The teacher recommendation forms with accompanying envelopes should already be in the hands of those teachers who have agreed to serve as a reference for you. If possible, try to meet with the teacher and discuss the things about you that might not be seen in the classroom. This meeting need only last about 15 - 20 minutes but it can serve to make your recommendation letter a much more personal document. It is also helpful if you give the teacher a list of your extracurricular activities or a resume so that this will be available for reference when the actual letter is being written. These recommendation letters should be mailed as soon as they are ready and need not wait until your application has been mailed. Check with your guidance office to find out if they mail the teacher recommendations in the packet with the school transcript and counselor letter. If they don’t, be sure to give the teacher the appropriate forms together with a stamped envelope addressed to the college. Individual forms are required for each college. If the college doesn’t provide one, use a copy of the teacher recommendation form that is part of the common application to lend some structure to the process.
Your guidance counselor will automatically send a recommendation letter in the package with your transcripts. Since you have been working closely together over the last 3 years of your high school career, the letter that is written will accurately reflect you both as a student and as a person. If you have a new guidance counselor this year who may not know you as well, it might be in your best interests to make an appointment with your counselor and discuss those items which you want the colleges to know about you as a student and a contributing member of your high school community. Have no fear; guidance counselors have been writing recommendations for a long time and they have been well-trained to do a great job accurately describing you. New guidance counselors are always well supervised and will know what to do.
2. Standardized Test Scores:
Don’t forget to send official results of your SAT and ACT scores to each college. Carefully review the application information booklet to find out the requirements for each school. If one of your colleges is test optional, make sure that you meet the criteria to have them disregard your testing. Some colleges require either an additional essay or graded writing sample if you are not presenting test scores. Also, check to see if SAT IIs are also required and, if so, how many and which ones. Most colleges will accept either the ACT or the SAT so it may help you to take both tests and let the colleges decide which ones they choose to use. Remember that they want to find a reason to admit you not a reason to deny you!
The process seems complicated but, if you take your time and read all instructions very carefully, you will get it done!
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The Student Athlete - Charlotte M Klaar, Director, College Consulting Services
If you are the parent of a high school student who participates in athletics, I know how happy you are to see your son or daughter excel on the field. In addition to the pride we feel when our children do well in any endeavor, there is the side benefit that our child's accomplishment is visible to our peers as well without us having to brag. The concern I have with high school athletes is how often we forget that they should be students first and athletes second.
If your child is involved in high school athletics, it is imperative that you stress the importance of maintaining a balance between time on the field and time spent studying. We cannot expect children to discipline themselves to choose to do academic work rather than play. It is our responsibility to ensure that this happens. If necessary, keep a log of the amount of time devoted to sports each week and the amount of time devoted to study outside of school. If your student's grades are below what you know he or she can accomplish, make the right choice and help your child understand that playing is an earned privilege that comes after the work is done.
We, as a society, revere our athletes. We send the wrong message to our children when we put athletic performance above the development of mental prowess. How can we be shocked that students who have GPA's at the C level don't do well on the SAT's required for college admission? No matter how we may feel about standardized tests, the fact remains that they do measure the acquisition of knowledge. Students who don't read, do poorly on the verbal sections. Students who don't put time into math class, do poorly on the math sections. Although these are somewhat simplistic statements and other factors do play their part in the scenario, the fact remains that we have to let our children know that at least an equal amount of time and effort must be put into academic performance as is put into athletic practice and games. If this is not done, an academic deficit will accumulate over time in high school which will be very difficult to overcome in senior year. Ask yourself, would a coach allow a student who refuses to practice play in the game?
Another aspect to the problem is that the NCAA itself has standards of GPA and SAT levels that must be achieved before the student can be considered for varsity recruitment at the college level. It is too often shocking to the star of the high school team to realize that, after all the kudos which have been showered on him or her, college participation in the sport at the varsity level is not an option. Where are our coaches in this picture? Why are students and their parents not being given the information from freshman year on as to NCAA requirements? Don't get me wrong, in my personal opinion the NCAA standards are much too low, but at least they have some benchmark.
My suggestion to parents is that you make your child understand, from the first day of high school, that he or she is a student first and an athlete second. That you are proud of accomplishments made on the field, but what is accomplished in the classroom will follow your child through life. And, finally, that academic performance, at the highest level of which your child is capable, must be maintained or your child does not play no matter how good an athlete he or she is. This sends the right message to your child.
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Community Service - Charlotte M Klaar, Director, College Consulting Services
In the last 5 or 10 years, a new phenomenon has begun to have an impact on college acceptance. This phenomenon is the participation by the applicant in community service or volunteer activities. I am often asked why colleges look so closely at how the student has made an impact in his or her
community. I am going to attempt to answer that question here.
Your child is now a part of a close-knit community. His or her first community was that which you created within your home. It was then expanded to include the extended family, your place of worship, the school, and the town in which you live. When he or she joins the college community, that community wants a person who is committed to being a full member of it and who is dedicated to making it a better place. The primary reason for this, as I see it, is that students who take part in the life of the campus are happier and more fulfilled by the college experience than are those who sit in their rooms either playing computer games or watching television. Because they are happier, they tend to stay.
In addition to helping your child get into college, community service is an aspect of life that will enrich your child more than any class he or she will ever take. We are responsible to help each other and to share our talents with those less fortunate than we. One thing I have found is that the more time I spend in volunteer activities the more I gain personally. It is important for all of us to realize that no matter how bad we think we have it, there is always someone who is worse off than we are. This is a particularly important lesson in adolescence and young adulthood since children are so egocentric at these times of their lives.
Should you encourage your child to just do bunches of things he or she hates doing? Absolutely not! Help your child find one or two activities which are both meaningful to them and helpful to others. If you need a list of possibilities, go to your school guidance office for help. This involvement should start no later than freshman year in high school and can begin earlier. How much time your child gives is less important than consistent performance of the activity. One hour a week in a nursing home for four years is much more impressive than is participation in every charity walk that exists. This will not only help with college acceptance but is also a
requirement for induction into the National Honor Society.
The last item I would like you to keep in mind is that our children learn by our example. Are you helping make your community a better place? Are you sharing your time and talents with those in need? Take this on as a family project and watch the rewards both you and your child get.
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Alternatives to College - Charlotte M Klaar, Director, College Consulting Services
It seems that each year I have one or two students who determine that they are not quite ready to take the plunge directly into the college pool after high school. This may occur for many reasons, but the most common ones are either a desire to improve the record that will be presented on the college application or a lack of readiness to strike out on their own. I am happy to report that there are options for these students.
The student who realizes late in the high school years that it might have been advisable to study more consistently, or to participate more actively in the community, has choices. There are many wonderful private schools in this area that offer Post-Graduate programs. Many, but not all, of these are boarding schools that will assist the student to make up academic deficits and to become an active member of the school community both in athletics and in leadership roles. There is even one that is strictly for those pursuing a Post-Graduate year.
Another alternative for these students is to consider a two-year college. These range from community colleges to private two-year programs. Students taking the community college route can, in fact, complete the general education requirements for a more rigorous four-year college and save a great deal of money on the overall cost of the degree. With careful planning, it is often possible to complete the Bachelor's degree in four years even when the first two years are spent at a community college. Those following the private college alternative will find a more structured program geared to improving study skills and time management while the student completes the basic core curriculum offered at most colleges.
Finally, for those students who simply want a year to explore other opportunities, the options are many. Some of these are Dynamy Internship Year in Worcester (www.dynamy.org), Americorps (www.americorps.org), City Year (www.cityyear.org), National Outdoor Leadership School in Wyoming, Outward Bound, and the Student Conservation Association. For more information on this type of program, go to www.takingtimeoff.com, www.servenet.org, or www.nascc.org.
It is important to remember that delaying the start of college does not necessarily mean that the student will never go. It may mean that he or she will be better prepared to complete the program once it starts.
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What Colleges Are Looking for in 2002 Applicants - Charlotte M Klaar, Director, College Consulting Services
I have recently returned from a conference of the Independent Educational Consultants Association (IECA) of which I am a member. One of the most interesting topics of discussion related to the changes in what colleges are looking for in their students. The IECA has done significant research and published a list of these changes. I would like to share them with you here. Surprisingly, although most items on the list remain unchanged, some of the criteria for admission or exclusion from a campus have changed in their relative importance.
- A high school curriculum that challenges the student.
- Grades that represent strong effort and an upward trend. (These top two characteristics have remained unchanged in the ranking for five years.)
- A well-written essay that provides insight into the student's unique personality, values, and goals. (The essay moved up from 7th place in the last survey.)
- Passionate involvement in a few activities, demonstrating leadership and initiative.
- Solid scores on standardized tests. (The importance of test scores dropped from extremely to moderately important.)
- Special talents or experience that contribute to a well-rounded student body.
- Letters of recommendation from teachers and guidance counselors that give evidence of integrity, special skills and positive character traits. (Recommendations moved from 8th place on the last survey.)
- Demonstrated enthusiasm often exhibited in an interview, towards attending the college. (This is the first year this has appeared on the survey as a significant item.)
- Out-of school experiences, including work and community service that illustrates responsibility, dedication and development of areas of interest. (Work and volunteerism dropped from 5th in the last survey.)
- Supplemental recommendations by adults who have had significant direct contact with the student. (Dropped slightly from the last survey.)
One of the key things to remember when choosing a college is that it must be a good fit for your student. There are many wonderful schools where students can get an excellent education, coupled with the personal attention they want, that are not household names. Parents need to keep in mind that their role in the college selection process is an advisory one and the ultimate decision must remain with the student.
Over the next few articles, I will be discussing some of the criteria I have quoted above in greater detail. If you have a high school student of any age, this might be useful as you approach the college process in a few years. It is too late to correct deficiencies in some of these areas late in junior year.
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College Hot Buttons I - Charlotte M Klaar, Director, College Consulting Services
As I promised in my last article, I will deal with some of the items that colleges are looking for in their students in greater detail over the next few articles. Today, I will discuss the first three items on the survey.
- A high school curriculum that challenges the student. It is often confusing for parents to know where the fine line exists between challenging courses and those which are beyond their student. It is important to work in conjunction with your guidance counselor to determine the best academic course for your child. If you see that your student is achieving all "A"s in his or her courses, perhaps it is time to consider a move to Honors level courses. On the other hand, if your child is in all Honors classes and can't manage more than a "C" with intensive effort, rethink this course of action. This applies to students at all levels including LD students. In my practice I see LD students who are achieving great things academically even in Honors classes. This shows that these students can do it with the proper support being offered. Colleges look at them in a much more favorable light than those LD students who have made little effort to learn the coping mechanisms they will need to succeed in college and in the workforce. When you are tempted to treat your child's learning difference as an insurmountable disease, keep in mind that his or her employer will have little interest in it. The interest will be in whether or not the job can be accomplished.
- Grades that represent a strong effort and upward trends. Children often have difficulty with the transition from middle to high school. The colleges know this and are willing to understand if a student got a slow start. What will be a problem is if the "slow start" extends into Junior year. Similarly, some students do their best work in the first two years of high school and then slip down. This is not good either since it indicates a diminishment in intellectual curiosity. It is for this reason too that colleges do not want to see study periods as part of the curriculum. The question comes to mind whether the student was willing to stretch his or her academic muscles and take offered elective courses of interest.
- A well-written essay that provides insight into the student's unique personality, values and goals. It should go without saying that the essay must be the student's own work and ideas. There is nothing wrong with having the student brainstorm topics with a professional or with you, but there is a great deal wrong with handing the child an outline with things to write about. The edit point of the essay is also difficult. Parents should review the essay with a light touch and NEVER tell their student that it is too juvenile. Keep in mind that colleges expect the writing of a 17-year-old not a 40-year-old. It is particularly distressing to me to see essays from students with "C"s in English for three years presenting publishable pieces as their own work. You are not doing your student a service and this is unethical. The essay is valid and valuable only if the student is the only one who could have written it. It must be his or her unique story written in his or her own words.
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College Hot Buttons II - Charlotte M Klaar, Director, College Consulting Services
As promised, the following is a discussion on items 4, 5, and 6 of the survey.
- Passionate involvement in a few activities, demonstrating leadership and initiative.
If your child has a passion for an activity or interest that does not exist at your high school, encourage him or her to begin a club. Founding an organization shows initiative and leadership potential to the college. It is not necessary, or advisable, to belong to everything and really participate in little at the high school. Involvement is the key and, by being actively involved over four years, your student may take on leadership positions in the activity. I usually recommend that students try to be involved in some form of student government, either fine arts or athletics (although these are not mutually exclusive), and whatever else means a great deal to them. The involvement does not necessarily have to be at the high school. I have had students who have been heavily involved in scouting, church or synagogue youth groups, model cars, and even one student who raised cows!
- Solid scores on standardized tests. The good news is that there are a few hundred colleges in the country that make submission of the SAT or ACT optional and a few more that require them only after admittance for placement purposes. The bad news is that if your child wants to attend a top tier college, for the most part, these tests must not only be taken but the scores must be reasonably high. I often see students who have excellent GPAs and low SAT or ACT scores. The usual reason for this phenomenon is that the student "doesn't test well." Since the student is being measured against his or her peer group, it must be kept in mind that many of these students not only have excellent GPAs but also test well. It would be worth the effort to ask yourself if so much emphasis is being put on "THE TEST" that your student is paralyzed with fear. If this is the case, give your child the tools to feel more comfortable with the test. Pay attention to the areas of deficit indicated on the PSAT and actively work with your student, the appropriate teachers and/or a tutor to remove these academic deficits prior to the SAT. It is also advisable to emphasize to your child that grades on the transcript which show consistent effort are more meaningful than performance on one or even two Saturday mornings. Be aware of the possibility that grade inflation may be the reason for your child's grades and not true learning. Look at the work your child is doing and assess the level of competency for yourself. Encourage your child, particularly if he or she has a facility for science, to take the ACT which is often able to be used in lieu of the SAT.
- Special talents or experience that contribute to a well-rounded student body. There was a time when colleges were looking for well-rounded students. Now they are looking for students who will make a well-rounded student population. What this means is that colleges are looking for students who have distinguished themselves in a particular area. Has your student been published? Does he or she shine in an activity that is not usual? Has the student had unique travel experiences? Is your child multilingual? Does he or she play an unusual musical instrument and play it extraordinarily well? You get the idea. Sometimes it appears that what colleges want from a 17-year-old is a level of accomplishment that we adults would view as lifetime achievements but, unfortunately, that is the nature of the competition for college placement today.
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College Hot Buttons III - Charlotte M Klaar, Director, College Consulting Services
This is the last in the series of articles related to college hot buttons. Today's entry deals with those areas in which a student can help him/herself by generating good press and showing responsibility.
- Recommendations. These come in two kinds: the standard teacher and counselor recommendations, and supplemental recommendation letters generated by adults who know the student well (item 10 on the list). These supplemental letters may come from coaches, employers, religious leaders or others involved with the student in activities outside of school. There is nothing more damning to an application than a lukewarm or formulaic letter of recommendation. Be sure when you ask individuals to write for you that they are reasonably articulate, know you rather well, and can be enthusiastic on your behalf. I often advise my clients to take the time to present their activities statement to those who are going to serve as recommenders on their behalf and also to spend 15 minutes going over it with them. This helps to generate a more personal letter that will often show different sides of the student's personality. One more word on recommendation letters: If the college requests two, don't send 10! One or two more than the requested number is OK provided that each addresses different aspects of the student. For example, all should not say that you get your homework in on time and are a good student. Some should focus on leadership abilities, intellectual curiosity, other abilities and activities which makes your in-classroom performance even more remarkable.
- Demonstrated interest in the college. This intangible in the admissions process has become more meaningful over the last few years when competition for seats in college classrooms has become so much more intense. Colleges need to know that, if they offer you acceptance, you are reasonably certain to accept the offer. This translates to a high yield for them and is a good advertising tool. Part of what drives this is the various rankings of colleges which have taken on lives of their own. Higher yields indicate to those who rank an increased level of selectivity and, therefore, a higher ranking. It is also natural for the colleges to seek out students who want to be on their campuses and not students who are there because they were unable to gain admission to a "better" school. Some colleges turn down Valedictorians and those with perfect SAT scores because they know or suspect that the student will, in all probability, take the offer of an Ivy League school if it is given. This is not always the case. It is important, therefore, to candidly let your first choice college know that it is your first choice, cultivate a relationship with admissions officers or professors on campus, and visit more than once.
- Out-of-school experiences. Colleges want their students to be active outside the classroom as well as in it. Therefore, a strong record of successful work experience which shows responsibility and dedication is important. It is also important for students to be involved in community service or volunteer activities on a regular basis. Be careful of adding this in your senior year since it looks like an attempt to pad your resume. Find a volunteer effort early in your high school career about which you feel strongly and to which you can give even an hour a week consistently. This does two things. First, it shows that you are both aware of the needs within your community and, second, that you are willing to put yourself out to help others. To the colleges this means that you will be a pro-active member of their community and not simply a consumer of their academic offerings. To you, it will mean a lifetime of rewards since when we help those less fortunate than we are, we get more than we give.
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Choosing a College - Charlotte M Klaar, Director, College Consulting Services
I have just returned from a tour of a few selective colleges in New Jersey. At lunch one day, discussion turned to the topic of Early Decision and its effect on the choices students make. One of the people at my table was Dean Roberto Noya from Drew University. I found his perspective to be quite impressive, probably because it agreed with my own. As you all know both from reading this column and from reading the professional press, this issue has become a hot button over the last few years. It seems that the time we give to allow students to make a reasoned decision as to the colleges that will be fortunate enough to receive an application is becoming shorter and shorter. Students are now forcing themselves or are being coerced by their parents into a very unhealthy approach to college selection. Everybody is trying to play the odds and few are getting the point that choosing a college is all about fit.
One of the things Dean Noya said is that it is not totally the fault of the colleges that this situation exists. When the magazines that rank the colleges indicate that the chances for acceptance at highly selective colleges is enhanced by an early decision application, they neglect to add two important pieces of information. First, that this does not apply to all colleges and, second, that those who apply early are a self-selecting pool of usually more qualified students. If your student's qualifications for a college are at the lower end of the spectrum, please remember that in the Early Decision process, he or she will be compared to students who are the very top in their class. Further, parental eagerness to send the child to a college which will give them bragging rights among their friends is seldom conducive to the best choice for the child. In turn, the student internalizes that, if he is not accepted at one of the magic name schools, he has failed. The most heartbreaking thing about this scenario is that, given the current market, we are setting our children up for failure. I frequently hear from parents that although the student's GPA and test scores are not stellar, they know that he can do the work. My question is usually, "By what evidence do you know that?" If a student has been a leisurely learner throughout high school, not only has he cheated himself of a strong academic experience but he has also accumulated an academic deficit from which it will be difficult to emerge without substantial work. In addition, the colleges look at that record and do not see a student who is exhibiting intellectual curiosity or the willingness to work through the hard parts.
In my mind, it is of paramount importance to keep some simple rules in mind when helping your child choose a college.
- The student is in class about 15 hours a week. The rest of the time he has to live in the campus environment. Is the environment right for him?
- If you successfully get the student into a college at which his peers are significantly more attuned to the acquisition of an education, how will he feel in his classes? Will he be able to keep up if he hasn't exercised his mental muscles for a long time?
- Let your child know that you will respect his choices, and take your ego out of the process.
- Make sure that your child does not decide to apply Early Decision just to get the process to end. Early Decision should not even be mentioned until all the research has been done and the colleges have been visited. Then, and only then, if one school emerges as being much more desirable to the student than any of the others, should Early Decision be considered. Empower your child with your support!
One of the final thoughts from Dean Noya was that we should remember who this is about. If the student is admitted to a college Early Decision but that school is not the right fit in the long run, what have we done to the student?
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The Independent Educational Consultant: Perception vs Reality - Charlotte M Klaar, Director, College Consulting Services
One of the most difficult issues I deal with as an Independent Educational Consultant is the perception by some clients that I can influence the admissions decision colleges make. Not only can I not do this, but it would be unethical to do so. This is not my function. The only person who can get your child into a specific college is your child!
In a recent Boston Globe article (4/28/2002), the functions of an independent consultant are clearly defined. We help families to maintain deadlines, ensure that important information is not left out of the applications, work to lessen the stress on both student and parents, and provide as much support and guidance in the process as an individual student or family requires. Educational Consultants do not market students individually to specific colleges. We broaden the scope of the college list for students to ensure that they are not shortchanging themselves by ignoring lesser-known colleges that are a good fit for them. There are many wonderful colleges that provide outstanding educational opportunities to students while providing an environment within which the student can grow emotionally, intellectually, and socially. Consultants know about these schools because we continually research changes within individual colleges, regularly visit colleges around the country, and keep up with trends in college admissions.
In addition to providing a solid college list, educational consultants work hard to provide a buffer between students and their parents at a time when the push-pull between dependency and independence is at its strongest. A good consultant does not attempt to replace the parent in this role but acts as an interpreter between generations so that a more rewarding and smoother transition can occur. This can only be accomplished with the cooperation of the parent and student. The educational consultant will tell the student when deadlines are approaching, and the parents must reinforce the importance of the deadlines, but ultimately it is the student's responsibility to become engaged in the process and to provide information and documents such as the essay in a timely manner. When parents are committed to supporting the consultant's timeline, the result can be empowering, leading the student to truly "own" the process.
The other item in the college process with which consultants provide assistance is the essay. This in no way means that the consultant writes the essay. I often wonder at clients who expect that this is what will happen. In my practice, I spend time with students over the summer brainstorming specific topics for the essay. Once the student has produced the final draft, I edit it by making suggestions to further tighten the essay and help the student clean up grammatical and spelling errors. I once had a parent tell me that he did not believe the essay was sufficiently edited since it "sounds like it was written by a 17-year-old." I replied that it should sound exactly that way! Having a parent or consultant write an essay for a student not only sends the message that we consider the student's writing to be inadequate, but it also may send up a red flag to the college admissions counselor, especially in a case where a student who may earn B's or C's in English submits perfect publishable work.
When looking for assistance in the college process, hire someone who is an active member of organizations that are both dedicated to the college admissions process and have requirements for membership, such as the Independent Educational Consultants Association (http://www.IECAonline.com), the National Association for College Admissions Counseling (http://www.nacac.com), and the Higher Education Consultants Association (http://www.collegehelp.org). In order to belong to these organizations consultants must adhere to strict guidelines of Principles and Practices and continually update our skills. It is also helpful if the consultant you hire is a Certified Educational Planner with all the requirements necessary to earn that designation. Happy searching!
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Summer is College Search Crunch Time for Rising Seniors - Charlotte M Klaar, Director, College Consulting Services
For most sixteen-year-olds, summer is a time to relax by the pool, sleep late and hang out with friends. It is also a crucial time to begin finding the right college.
In a recent national survey, the members of the Independent Educational Consultants Association (IECA) listed ten things rising high school seniors can do to get a jump on the college search. According to the survey (see below), writing and reading are fundamental to the preparation. Students should keep a journal of the activities in which they participate, write colleges for information, create generic essays that can be used on admission applications, and, the most consistent response by the educational consultants polled, READ! Research shows that reading consistently is the best preparation for SAT testing. Students who read regularly not only improve their SAT scores, but also find the first year of college easier.
Top Ten Things Rising Seniors Can Do This Summer to Get a Jump on the College Search
- Write a generic admission essay
Applying for college can take up as much time as a regular class during the senior year. By preparing a generic essay in advance that can be tailored to different applications, the student can spend more time on studies and extra curricular activities once school begins.
- Complete one college admission application
This application can serve as the prototype for all other applications. The Common Application is accepted by hundreds of colleges and may be a good place to start.
- Collect reference letters
Normally reference letters come from junior year teachers who have taught the student for the last full year. Teachers usually appreciate having the extra time over the summer to write a reference when the memory of the student's achievements is fresh.
- Visit (or plan to visit) campuses
While summer is not the ideal time to visit campuses because there aren't many students there, this is the time high school students are free and parents' schedules are usually more flexible. These visits can also be made in the early fall and should include sitting in on a class, looking at the dorm rooms, eating in the cafeteria, and meeting with coaches and professors in areas of interest.
- Develop preliminary list of colleges
Call, write or use the Internet to request information. Some colleges may even give out names of alumni in the student's neighborhood who may be willing to share experiences. Use this information to create a list of colleges to which to apply.
- Participate in interesting activities
Summer is a time to act on interests through internships, volunteer work, clubs or paid positions. Try something productive and creative, preferably in an area of interest.
- Keep a summer journal
A journal can help students chronicle their activities as well as determine what they want and need for the next few years. Journals also serve to help improve communication skills, critical for later success.
- Plan to take SAT, ACT, SAT II
Rising seniors should have taken SATs and ACTs at least once by this point but may want to look at when they're offered again in the fall. Those taking SAT II subject tests will need to decide which subjects to take. If SAT prep courses are planned, sign up now for early fall.
- Begin scholarship search
Use books and web-based services to begin a search for private money.
- READ!
IECA experts point to reading as the best way to improve vocabulary and prepare for standardized tests. While reading, have a dictionary handy to look up unfamiliar words.
IECA is a professional association of full-time experienced independent educational consultants who work with families on school placement issues. For more information on IECA, visit www.IECAonline.com or call 703-591-4850.
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Planning for High School - Charlotte M Klaar, Director, College Consulting Services
I don't usually direct this column to students who have not yet begun their high school years but, I have found in my eight years of practice that many of my clients would have had an easier time with the college admissions process had they done some advance planning well ahead of time. As you have read many times, the demands on students applying to college in the last few years have become greater and this will continue to intensify over the next five or six years. In order to not be caught short, parents must begin planning for college very early on.
The difficulty through the teenage years is that we are often faced with a child who thinks he or she is an adult and, therefore, has all the answers. If you and your student begin discussing goals and develop a plan as to the means to achieve those goals before high school begins, you may have a fighting chance of engaging your student in the process and empowering that student to work for his or her own success. Some of the ways I see that you can help in this direction follow.
- Help your student understand that post-secondary education is not optional. That education can take place in a technical school, a two-year college program or a four-year institution. Since most of my clients are looking toward a four-year setting, I will discuss that one in more detail. I recently read an article which stated that a person who has earned a bachelor's degree increases lifelong earning power by one million dollars. One who has a graduate degree increases earning by four million dollars. Since youngsters tend to be a bit greedy, appeal to their sense of material needs. Remind your child that you will cease to be the provider of support after education is complete and that it is up to that child to decide when that will be.
- Encourage your student to accept the need to accept academic challenges. Colleges are very numbers driven. If your child is taking all Standard level courses in high school, that affects the class rank which he or she has in senior year. My rule of thumb is that if your child had all A's and B's in Middle School and did not spend hours studying each night or require a regular tutor, the child should be in an Honors level class. This might mean that he or she will be in some Honors classes and some Standard classes, but encourage the child to stretch as a student.
- Make sure that reading outside of school is a regular habit. If you can help your child develop a love of reading, he or she will have a much easier time with the SAT. I hear too often from students that they "don't test well" and that is why their SAT verbal score is so low. When I ask them how much time do they spend reading outside of school assignments, the response is often "none."
- Talk to your child's English teacher about writing skills. If your student takes pride in dashing off a writing assignment the night before it is due and proudly brings you home an A, discuss this with the teacher. Enlist the teacher's assistance in bringing your child's writing up to the level it can be with some training in editing techniques. An A on a paper does not mean that the paper is the best your child can do and receiving a high grade on shoddy work only reinforces laziness in the writer. On the other hand, when your child shows you work that has taken time and effort, do not demoralize him by editing to the point that the paper sounds as though it was written by a 40 year old. That is your grade not your child's and he or she knows it.
- Help your child assume responsibility for his or her own work. Arrange for your child to have a good study space that is relatively free of distractions and which has all the tools needed for completion of assignments. As you plan the family's weekly schedule, ensure that study time is a prominent part of the calendar. Just as you wouldn't miss sports practice or music lessons, daily study time is important. Schedule a minimum time for those nights when there is no homework and try to make your child understand that study involves more than simply getting those items ready that need to be handed in the next day. It also involves additional reading and work on long-term projects. I suggest that study time should be scheduled for a minimum of one hour a night and a maximum of whatever it takes.
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Crunch Time - Charlotte M Klaar, Director, College Consulting Services
Here we are in late March, and high school juniors and seniors both find themselves in an anxiety-producing time that often is reflected in their relationships with both their parents and their peers. Seniors are anxiously awaiting decisions from the colleges they want to attend. Juniors realize that two-and-a-half years' worth of their high school careers are behind them and there is now very little time left to improve their high school records. How to help our children deal with these issues is the question.
Our seniors are faced with a multiplicity of issues. Many of them are experiencing a number of feelings with which they may be unfamiliar. Among these may be jealousy toward a friend who has been accepted at a school that either did not accept them or from which they are still waiting to hear. Seniors are also conflicted over the desire to leave home and the fear of doing so. In the current state of world affairs, these issues are more frightening for them. They also are dealing, for the first time in their lives, with the sense of opportunities missed and outcomes that cannot be changed by parental intervention. These feelings are frequently mirrored by their parents' reactions to the good fortune of other students and the results of their own child's college search. This is the time for parents to be adults and to set the example for their children. Support your child in her disappointment or joy without tearing down the success of other students. It does no good to have your child hear you say that so-and-so "only got in because of ………." In fact, what this does instead is take away from your child both the sense of his own accomplishments and the personal responsibility for outcomes that may be less than he had hoped for.
This is not to say that the college acceptance game is somewhat whimsical. There is often no clear-cut reason beyond grades and scores why one student is accepted and another denied. At times it is dependent on the amount of interest the student has shown in the college. This interest must be demonstrated by the student and not by the parent. I have heard admissions officers joke that the student gets one point for every contact and loses two for every time his mom or dad calls for him.
The juniors have been watching their predecessors change from carefree students to a mass of anxiety related to the college process. In some cases, formerly caring and sensitive individuals have become hyper-competitive with their peers because they are vying for spots in the same colleges. At the same time, the juniors are beginning their own college search and, in many cases, now wish that they had studied harder and taken the more challenging courses available in their high schools.
For these students, there is still time to correct some of the damage. It is difficult to improve a GPA in the last three semesters when five semesters of perhaps spotty performance have preceded them. The good news is that colleges look at trends in academic performance and many students come late to the party. The colleges realize that students mature at different rates, and therefore look more seriously at those students who now have an awakened sense of intellectual curiosity than at those students who still show no interest in working at their academic development and enrichment.
The bottom line is to encourage your child to do the best he can academically, ensure that she knows the outcome is primarily in her hands, and finally, support your child in the results without being petty. The good news is that 70% of college students report that they were accepted by and are attending their first-choice school. Have a Happy Spring!
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When to Begin Thinking about College - Charlotte M Klaar, Director, College Consulting Services
It may come as a shock to you that the time to begin thinking about positioning your child for college is the same time that he/she is entering high school. Although this may seem overly compulsive or that you may be risking your child's enjoyment of the high school, I can assure you that laying a solid foundation now will not only ensure high school success but also allow for an easier transition into college.
One of the first things that your child needs to understand is how critical it is to properly choose courses that will both challenge him/her and in which success is attainable. This does not mean all Honors classes for students not able to achieve at least a B in these classes nor does it mean all Standard level classes for students as a ploy to graduate with an A average. Colleges look at both the intensity of the curriculum and the grades accomplished in the classes which are chosen.
If your child takes all Standard level classes and has an A or B average, the admissions officer will wonder why he/she did not reach a bit higher and try some Honors or AP classes. The B in a higher level class is looked on more favorably than the A in a Standard level class. In addition, I believe we should be less concerned about higher level classes being too stressful for our kids. Why is it that we give them so little credit that we do not want for them the benefits of expanding their intellectual horizons? Learning can be fun if we present it in the right light. We did it. They can too!
Can you imagine yourself telling your child that playing a difficult sport would be too stressful because of the hours of practice that would be necessary to be any good? Is it inconceivable that an equal amount of time should be applied to academic achievement? I frequently hear from students that they spend anywhere from 30 minutes to 90 minutes on homework a night but spend 2 to 3 hours on sports practice a day. Am I the only one who sees an issue with this disparity? I believe that if we honestly look at this scenario we will see that we are putting our emphasis on the wrong kind of achievement and our kids ultimately suffer from our adult preoccupation with athletic achievement.
Do your kids a favor and REQUIRE that study time be a minimum of 2 hours a night. This should include homework, transcription of the day's class notes, work on long-term projects or simply reading ahead or studying. If none of these things are available to do, your child should simply spend the extra time reading. I find entirely too many children who proudly announce that they "never" read. Then they are amazed that their verbal SAT scores are abysmal. How do we expect our kids to develop a vocabulary appropriate to their age if we do not expose them to reading? Do we model the joys of reading for them? Do we read to them or have them read to us? We are never too old to do either of these.
Do your kids a favor. Hold the achievement expectations bar high! They will thank you someday.
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How to Succeed in High School - Charlotte M Klaar, Director, College Consulting Services
Now that your freshman has come almost to the end of his/her first semester, it is time to discuss those things that are going right and what areas might need some help. I do not say this in regard to academics alone although that obviously is the place to start the discussion. When the report card arrives, I believe you should explore the following areas with your child.
- Academics: If the grades on the report card are inconsistent either with each other or with the performance you have seen from your child in middle school, find out why. If you hear statements such as, "The teacher doesn't like me" or "I can't get extra help from my teacher" be sure to do two things. First, explain to your child that the grade is not the teacher's but it belongs to him/her. Second, contact the teacher, if necessary without your child's knowledge, and find out what the teacher's perception of the problem might be. Do your child a service and DO NOT INDICATE that you do not support the teacher. Remember that education is a tripod: parents-student-teacher; each leg of the tripod must support the entire system. If the authority figures are in conflict, the child ultimately suffers.
If your child is having transitional academic difficulty, check his/her study habits. Is the student spending at least 1 to 1.5 hours a night on homework and study? Does your student know how to manage time? Does your student know how to study for different subjects? These are skills which can be coached. If you can't help your child perfect them, reach out to your school or to an outside tutor for help early in your child's high school career.
- Extracurriculars: Ask your student what activities he/she has chosen to become involved with in school. Make sure that your child is neither overextended nor under involved. The parameters for judging this will depend on your child not on your energy level. Don't make the mistake of thinking that your child does not need to rest or to spend time with friends. Over involvement is as much of a problem as under involvement and, in some cases, more of an issue since children do burn out.
- Athletics: It is very flattering for parents and for their child to be at the top of the athletic heap in our communities, which are so driven by athletics. Name, if you can, how many local kids are now playing in the NFL, NHL, or NBA. Don't discourage your student from participation or from working hard to excel but do keep it all in perspective. Academic achievement must come first since this is the area which will help your child have a successful life. Have your student think about the number of hours of practice necessary to achieve athletic success. Compare the time spent on the field to the time spent studying. Remind your child, and yourself, what the term student-athlete means.
- Other activities: Allow your child to have time for social involvement and outside of school activities. A paying job should take up no more than 10 - 15 hours of the week. Ensure that your child is not spending too much time in front of the TV or the computer. Encourage your child to read material in addition to that which is assigned in school. This is the surefire means to a better SAT verbal score. If you need help keeping your child on track, call on a professional Educational Planner for assistance.
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College Visits - Charlotte M Klaar, Director, College Consulting Services
In the ten years I have spent preparing students for college, one of the most interesting things I have observed is the wide spectrum of reactions to making that all-important college visit. These have varied from so much enthusiasm that the parents are left exhausted by the increasing demands to see "just one more school," to a refusal by the student to leave the car after having been driven to a college, often at some distance. How do you handle these issues?
- Remember that transitions are hard for all of us but so much more so for our youngsters. In spite of the bravado with which they may discuss the rapidly approaching departure from home, they are frightened to death of the unknown. If you can discuss this as a family with openness and understanding, the child will be much more comforted and potentially more willing to be involved in the process by which a college is chosen.
- Students who refuse to get out of the car are being given too much power. If you have arrived at a college which the student has chosen to see and this happens, you must address the behavior as you would have addressed any other unreasonable behavior. This should be handled much as you handled tantrums when the child was a toddler. There is not an option to inconvenience you without taking part in the visit. If you engage your student in the process of choosing which colleges to see and make a plan together on what to see when, it is more likely that you will meet less resistance. If you are making all the choices and discarding out of hand suggestions your child is making, then don't be surprised if he/she disengages. As I said in my last article, this is not your turn!
- The overly enthusiastic student, although a joy to behold, is often sending the message that he/she is afraid to commit to any particular school. Although it is not only advisable but also necessary to visit colleges to which you will apply, there is a rational number to which you should agree. That number is not two. If you plan to file applications to 8 schools, you should plan on visiting about 12 colleges. I have written before about how the colleges factor "perceived interest" into admissions decisions. Don't ignore that fact. No matter how qualified your student may be for a particular institution, if that college believes that it is not toward the top of the list under consideration, an acceptance letter is unlikely.
The bottom line is that this whole process should be driven by an engaged student who leads the way but is supported by parents who are listening to the signals the student is delivering. If you, the parent, are removing all the decisions from your student or if he/she believes that you have taken control of the process and what he/she wants is being ignored, that is when the problems become worse. Don't expect adult reactions from your student when you may be treating that student as though decisions are beyond their capability.
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Myths about College Admissions - Charlotte M Klaar, Director, College Consulting Services
There are many myths surrounding the college admissions process. I would like to address just a few of them today.
Myth #1: The most important thing for students to know is what the colleges are looking for.
Truth: The most important thing students should look for is which colleges provide the best fit for them academically, socially and emotionally. Ask yourself the standard questions about how far from home you are willing to be, what climate you like best, do you perform better in a small or large class? Also, do a reasonable assessment of your learning style and acknowledge honestly if it is important for you to know your teachers and for them to know you. Is athletic involvement important to you and at what level? Into this discussion should come a frank discussion about family finances and how the college years are to be funded.
Myth #2: Students should know exactly what their career plans are.
Truth: How many of us at the tender age of 18 knew what we wanted to do with the rest of our lives? Few, I would imagine. Although it is important for the student to be in the process of exploring career options and opportunities with a particular eye on areas of interest, it is not important that career goals be set in stone when the student begins college. The most important thing is for the student to know what he/she enjoys and what environments make him/her happy.
Myth #3: The college rankings tell the whole story about schools and students should look to colleges with the highest rankings first.
Truth: At best the college rankings are unscientific and give little weight to those factors which enhance the educational experience at a particular college. At worst, they force colleges into manipulating their own numbers so as to rise in the rankings. In my opinion, this is one of the reasons that the Early Decision controversy has become so heated. When rankings judge the quality of a college on the admissions yield (how many students who are offered admission actually attend), it becomes important for the colleges to increase that yield with little regard to how detrimental it might be to a student.
Myth #4: There are millions of scholarship dollars that go unclaimed which your child could use to pay for college.
Truth: While it is true that there are many scholarships available to students, in most cases those that go begging for a recipient have obscure and stringent guidelines attached to them which few students can meet. It is never a good idea to pay for scholarship information even if the offer is "guaranteed." Go to www.fastweb.com and the same information is yours with a click of your mouse.
Myth #5: Guidance offices have the time to spend helping all their students through a thorough and thoughtful college search.
Truth: Although guidance counselors do a wonderful job with some of their students, it is impossible given what they are being asked to deal with in a regular school day to spend the time necessary to effectively help all in this process. In addition, we don’t allow them the luxury of visiting colleges regularly except, perhaps, those colleges which are very local. It is critical that students explore all their options in this process. This is of particular importance given the cost of a college education in the Northeast right now.
Myth #6: Students should be able to get into any college they want because, once there, they can do the work.
Truth: If students don’t perform to their optimum during high school, their choices in colleges will be lessened. This is a fact that gets harder to swallow each year as the volatility of the admissions process continues to grow. Today’s students and those through the year 2010 will have a difficult time choosing where they want to go and get into that place. The problem is exacerbated by the fact that most people recognize the names of the top 100 colleges and most students want to stay fairly close to home. There are many wonderful colleges that would provide a perfect education for our students if we would be willing to explore options outside the Northeast or be more open to looking at schools beyond that top 100.
The good news is that about 70% of students nationwide do, in fact, attend their first choice college. Stay calm, explore and ask for help if you need it!
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Myths about High School - Charlotte M Klaar, Director, College Consulting Services
Starting High School is an exciting and anxious time for young people. During their high school years they will grow from childhood to young adulthood and learn a great deal about themselves along the way. Some of the myths surrounding the high school years and their related truths follow.
Myth #1: Freshman year doesn't count.
Truth: Given the volatility of both college admissions and the job market, every second spent in high school counts. The GPA that is presented to colleges includes the core academic subjects for all four years of high school and many employers ask for that information on the first job application to determine how reliable the prospective worker is. Therefore, it is imperative that the student work hard for four years.
Myth #2: It is important to take only courses in which I can get an 'A'.
Truth: Colleges look at the strength of the curriculum as well as the grades earned within it. If your high school offers many Honors and AP level courses, the colleges will want to see that the student has challenged him/herself to take these courses and received at least a 'B' in them. A 'B' in a higher level course is more valuable than an 'A' in a standard level course. Grades of 'C' are not acceptable and some colleges require a written explanation from the student for every 'C' earned in high school.
Myth #3: Disciplinary action early in high school doesn't count or can be explained away.
Truth: If the action is the result of drugs, this will affect the possibility of receiving federal financial aid since this is a direct question on the FAFSA. If the infraction is related to drugs, alcohol or violence, many colleges will shy away from the student fearing that the student will bring these issues to college and colleges are trying to maintain safe environments for their students. This question is becoming more and more a part of college applications.
Myth #4: Parents should fight teachers and the school when their child is not meeting expectations, either in grades or behavior, so that the child's record stays clean.
Truth: You damage your child each time you do not hold him/her to the highest standards of achievement and behavior. Children are very astute and, if they know that you will step in and that they are personally accountable for nothing, two things happen. First, they develop a fear that they are not capable of surviving without you, and second, they have no limits and this produces a young adult who has no self-control. I recently heard the term "Helicopter Parents" to describe the parents of this generation of kids. Helicopter parents hover over their children and do not allow the child to fail in any endeavor. At first blush, this may seem admirable until you think about it more thoroughly. Without the opportunity to fail, how does the child ever get to fully experience the thrill of success? This does not mean that parents should be completely hands-off in their child's educational endeavors. Rather, it means providing the encouragement and tools for the child to do his/her best. It does not mean demanding that a teacher give the student an 'A' because the student studied. It does not mean doing homework with the child throughout high school. It means recognizing the difference between the times when your child is really working to capacity and simply gliding through. It means not allowing your child to avoid foreign language courses because they are hard. It means working together with teachers and others in authority to empower your child to succeed in life.
Myth #5: The GPA my high school gives me is all I need to know to determine what colleges are right for my child.
Truth: The GPA your high school provides needs to be examined to decide if it is made up from those elements for which colleges are looking. Many high schools report weighted GPAs which are misleading. Some report both a weighted and unweighted GPA, but the latter is composed of all courses taken as opposed to the core academic subjects only. Many colleges, particularly the most competitive ones, tend to recalculate the GPA to a basic 4.0 using only the core subjects (English, Math, Science, Social Studies, and Foreign Language). They then look to ensure that these subjects are part of each year's curriculum and that the student has taken advantage of an increasingly challenging course of study each year. This means Honors and AP courses with a grade no lower than a 'B.'
Myth #6: The second semester of senior year doesn't count and students can take it easy then.
Truth: More and more colleges are rescinding offers of admission for students who do not do well in the end of their high school careers. The acceptance letters received in the spring are conditional on successful completion of high school with grades and courses reflective of the curriculum on which the college based its original acceptance.
High school is hard and is not the last step for students. Rather, it is the first step to the life of an adult. Just as we each have to go to work each day and earn our keep, students have the responsibility to work equally hard to prove their worth to both colleges and prospective employers. Your child needs to know not only that you love him/her no matter what but also that you are not so blinded by that love that you do not perceive those areas in your child's life where he or she is not performing to the highest level of achievement possible.
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Educational Planners: What They Are and What They Are Not - Charlotte M Klaar, Director, College Consulting Services
WHAT AN EDUCATIONAL PLANNER IS:
You might ask, "What is an Educational Planner?" An Educational Planner (sometimes also called Educational Consultant or College Consultant) is someone who provides families with educational options for their student. This field of work has existed for about 30 years but has grown tremendously in the last decade. A good educational planner has visited hundreds of colleges across the country, is a member of professional associations with high criteria for admission, is familiar with the current trends in college admissions, and knows students.
Organizations such as the National Association for College Admissions Counseling (NACAC) and the Independent Educational Consultants Association (IECA) are two of the groups in which many educational planners are active. An example of active involvement is as a trainer of new consultants in the IECA Principles and Practices Institute held each summer. This institute is one of the premier training programs for those hoping to enter the field and a consultant must have high qualifications to even attend this Institute as a student. When you are interviewing educational planners to work with your child(ren), ask whether they are members of these national organizations, whether they have attended the P&P Institute, and whether they have presented at national conferences.
WHAT AN EDUCATIONAL PLANNER IS NOT:
The educational planner is not someone who will "market" your child to a college. Beware of those who trade on their former positions as admissions counselors at elite schools and give the subliminal message that they have contacts or can "pull strings" to help your child be admitted to a particular college - not only is that message false, but it is also unethical. The only one who can or should get a student into a college is the student.
The educational planner is not an essay writer although (s)he will work with your student to get the best possible essay out of that student. The college admissions essay is a crucial part of the application package and must reflect the student's best work. Parents who write the student's essay because "(s)he's just so busy" or because "the one (s)he wrote sounded like it was written by a 17-year-old" - both statements I have actually heard from clients - are, far from helping the student's cause, actually doing the student irreparable harm, especially in this electronic age when it is so easy for an admissions counselor to compare the quality of the essay with the student's English grades or SAT scores.
The educational planner is not a secretarial service that fills out and types applications, although many of us both monitor this process and review student-prepared applications to ensure that important information is not missed.
The educational planner is not a replacement for your high school guidance counselor. The student, even when working with an educational planner, is responsible for meeting all the deadlines and requirements of the high school for filing applications.
A WORD OF ADVICE: Ask good questions when you are interviewing educational planners. For a list of qualified local consultants, go to IECAonline. If you are considering a consultant who does not have professional links, find out if that person has the qualifications to belong to these groups.
Know that there is a difference between Certified College Planners (CCP), who are financial advisors, and educational planners. Know that a Certified Educational Planner (CEP) is a true certification in Educational Planning and requires steps even beyond those required for admission to IECA or NACAC. Know that "career planners" are not educational planners, although many educational planners know a great deal about career planning and how it properly meshes with educational planning.
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Educational Planners: To Hire or Not to Hire a CEP - Charlotte M Klaar, Director, College Consulting Services
WHY SHOULD YOU HIRE AN EDUCATIONAL PLANNER:
In this age of usability professionals (those who make technology and the information glut more understandable), the educational planner is the person who can differentiate for you the particular personalities of colleges about which you have either never heard or know little current information. The college admissions process can be daunting as families try to unravel all the information available to them.
The publication of college guides has been a growth industry in the last decade, as has the explosion of information on the Internet. How does a family separate the chaff from the grain? Colleges have huge marketing budgets and often blanket the market, giving the false impression to a student that (s)he is virtually "in" even though, in reality, that particular college may be out of reach for that student.
The role of the educational planner is to be a silent partner in the process and to make the appropriate information available to and manageable for the student. In the words of Dr. Steven Antonoff, author of "College Finder" and "College Match," "If they (parents) want a perspective about colleges based on months of travel to colleges annually and (hopefully) a keen understanding of the process, then I am here for them." This is the sentiment most often expressed by good educational planners.
WHEN YOU SHOULD NOT HIRE AN EDUCATIONAL PLANNER:
Do not hire an educational planner if you believe that you know more about the college admissions process or about colleges in general than the consultant. Don't hire an educational planner if you believe that your list of colleges for your child is better than the one the planner puts together for him/her. This is like "knowing" what is wrong with you and disbelieving the doctor when (s)he tells you that you are wrong.
The list of colleges represents the most important part of the process and should reflect colleges that are a good fit for your student based on the parameters the family has laid down for the consultant to work with. If you have in mind a list of "acceptable" colleges, and will consider no others, don't waste your money or the consultant's time by hiring him/her.
If you are not willing to share ALL pertinent information about your child and family with the consultant, you should not be working with one. To continue the medical analogy, this is like hoping the doctor can intuit what is ailing you without your having given him all the facts or symptoms.
Don't hire an educational planner if you want someone who is available 24/7. Although most of us have liberal appointment times and will return phone calls and email in a reasonable amount of time, we do also have lives. You would not expect other professionals to be instantly available to you, so please extend the same courtesy to the educational planner.
A FINAL WORD:
The average fee in the Northeast for a Certified Educational Planner to take your family through the process is between $3000 and $6000. Remember that you are hiring a professional with a particular and highly specialized field of expertise. Educational planners are small businesspersons who personally finance the travel, professional memberships, training, and conference attendance which enhance their knowledge of current admissions trends and which enable them to perform this important function properly and ethically for your student and your family.
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College Fairs - Charlotte M Klaar, Director, College Consulting Services
This spring, many of your children will attend College Fairs in the area. This can be a wonderful opportunity to get to know different colleges, many of which may not be familiar to your youngster. It is unfortunate that students are not often given the tools to properly navigate these events and that some students therefore miss this valuable opportunity to make an impression on an admissions representative. I was recently involved in a college expo (fair) and was surprised at what I saw and heard. Some of the following information may help you to prepare your child to maximize the college fair experience and not to make it merely an excuse to take a day off from school.
- Plan Ahead: Would you go house hunting without any idea of the kind of house you want to live in? Your child should no more go to a college fair without some idea of what kind of college would be a good fit for him/her. Look carefully at the list of colleges that will be present at the fair and narrow down or prioritize the college booths your child will visit and make his/her interest in that college known. Use this opportunity to have at least a preliminary discussion about size, location, campus environment and the other factors which are important in the decision. Have your child do some Internet research on the colleges that will be represented at the fair and use this information to round out the list. If possible, you will have a targeted list of colleges from the guidance office or from an outside counselor to work with while at the fair.
- Dress Appropriately: This is your child's chance to make an impression on the admissions counselors taking part in the fair. Think about how you would recommend that your child dress for a college visit to his/her first choice school. That is exactly how (s)he should dress for the college fair.
- Speak Intelligently: If your child has done the research on the schools to be visited at the fair, use that information to impress the representative. Ask intelligent questions about the school and its environment and students.
- Don't Travel in a Pack: Assure your student that this is his/her chance to shine and to gather information. This is done much more effectively if (s)he is alone with the representative rather than approaching with an entourage whose other members may not be as serious about this venture as is your child. It is particularly not a good idea for your child to approach a college booth with his/her significant other draped all over him/her.
- Gum: Get rid of the gum! First, a person can be more easily understood without a mouthful of gum and second, (s)he will look more adult without it.
- Go as a family: Most college fairs offer evening hours which give you the opportunity to attend the fair with your child. This will impress on your student that, although the choice and process belongs to him/her, you will be there to act as a coach and cheerleader through it. Encourage your child to ask questions and be sure that you don't undermine his/her confidence in front of the admissions reps.
College Fairs can be very informative venues. Don't only focus on the colleges whose names you know. There may be some hidden gems in attendance that would provide your child with just the right fit. Try to put aside notions such as ‘party school’ and to ignore the person you know who attended a particular college and was not happy there. Remember that any school is a party school if that is what your child is looking for, and that your child is unique and what did not suit someone else may be perfect for him/her.
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Which Activities Are Best?
- Nancy Federspiel, Associate Director, College Consulting Services
Several parents have asked me, "What activities should my son/daughter do to get into college?" The question sits a little funny with me and so I probe more to find out what they really mean. The reply is something like, "You know, would colleges rather see the debate club than the ultimate Frisbee club on Johnny's activities resume?" Or an equally unsettling response of, "What I really mean is what activity should Johnny do to ensure that he will get a scholarship?"
This is when we take a step back and start with the big issues. Colleges are not measuring a candidate's worth by the length of her activities list. A candidate with a list that fills an entire page is not necessarily the winner...in fact that could do more harm than good. What an astute college admissions officer is really looking for is an activity list that shows dedication to a few activities with depth. They want to see commitment and passion to a select set of activities and not evidence that the student is trying everything under the sun to make that list look impressive.
This is the key to the answer. Your son or daughter should do whatever activity they love to do because that is what s/he will stick with. It will be tough for Johnny to endure four years on the Debate team if he dreads talking in public but you can bet he will gladly stay on the Ultimate Team for years if he loves to throw a Frisbee. A student's interests should drive the process, not the schools' interests.
Trying to predict what the "hot activity" is for your school of choice could make you crazy (not to mention your poor kid who is flopping from activity to activity). Last year BC's marching band may have needed a tuba player but this year they are all set in the tuba department but their oboe player just graduated. Do you try a new instrument at this stage of the game? Granted this example is extreme but you get the point. Letting the school drive the process is just not practical, whether you're aiming for an acceptance letter or a scholarship award.
Of course it would be great if your student's interests lead to some sort of leadership role within that activity or if one of her activities had some sort of community service component to it. This would be a nice side effect of her involvement in her activity of choice. As long as the genesis of the idea to get involved stems from a genuine interest in that activity, you have a better chance of avoiding burnout. And let's face it, if your student is doing what s/he enjoys, then everybody is happier in the end.
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Visiting Colleges
- Nancy Federspiel, Associate Director, College Consulting Services
Visiting colleges can be an overwhelming part of the college selection process for both parents and students alike. With over 3,600 colleges in the country how do you know where to start and what do you look for? There is so much to know about each school - even if you had some incredible database in your mind about what each school offers, does your seventeen year-old even know what her preferences are anyway?
Ideally, you would have a list of schools that you are interested in and you would methodically tick off the list as you visit away. But what about all of you who don't have a list yet? It is a bit of a catch-22. How do I know what schools to visit if I don't have a list yet but how could I possibly have a list if I haven't visited any schools yet to learn what I like? My advice is to start off visiting schools that fall into very different categories that could help you identify some broad preferences. For example, visit an urban school and a rural school, a large school and a small school, a private school and a public school. (Some schools will overlap and fulfill more than one of these requirements and that is just fine.) By identifying your student's preferences for these broad categories you can start whittling down the possibilities for your list by process of elimination.
In order to gain the most benefit from a campus visit, be sure to sign up for a campus tour and information session. They are truly informative and provide a perfect opportunity to ask whatever questions you may have about the institution. Beyond this, there are some other college visiting tips to keep in mind. First of all, try to avoid visiting campuses during the summer. Even though this is when you probably have the most free time, you want to see the college in action with students to see and talk with. There is more to a campus than the physical buildings. You want your student to be able to see if she thinks she would fit in with the students she sees walking around campus.
Second, try to experience some of the college life away from your tour group. Have lunch in the dining hall or the student union before or after your tour. Hear what people are talking about and watch how they act - ideally you can wind up chatting with a student or two at lunch to see how they like it there.
Third, take notes about what you see. After fifteen visits and a year and a half of time passes, the details will start to blur. Make sure that those notes are the student's impressions of the college and not Mom and Dad's - ultimately they will be the one living through their college years at this institution and some one else's impressions may not ring true for them.
Fourth, ask a ton of questions. Tour guides are almost always students and they know first-hand what life is like on campus. Be particularly mindful to ask questions about the activities you hope to participate in if you were to attend college there. Questions like; "Do many underclassmen ever get parts in the theatrical productions?" or "Is the study abroad program competitive to get into?" can go a long way in managing a student's expectations.
Lastly, enjoy yourselves. The college search process is such an exciting time of examining possibilities. Take your time with it and do whatever you can to relieve stress throughout the journey.
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