The Three Most Frequently Asked College Admissions Questions Answered!

I recently added a new element to my available college advisory services.  College Conversations or Everything You've Always Wanted to Know about College Admissions* (but were afraid to ask) can bring the college admissions process into the light for those new to the experience. Families with students about to dive into admissions who may not want to incur the expense of a college advisor gather with friends in a home, and I come and speak for about 45 minutes. At $100 per family for up to five families, this is the most cost effective way to get those pressing questions answered. My introduction to the nuts and bolts of the admissions process is followed by an hour of questions from the families.  I have done 7 of these sessions so far in the three months since I began to offer this service and here are the 3 most popular questions and my responses:

1. Do colleges prefer a high GPA with less challenging classes, or a lower one with more rigor? This may well be the most pressing issue for many families trying to do some academic planning early in high school. Say your student is selected for the most rigorous math track at your high school. Earning top grades in that class may be very tough and the slightly less rigorous class might be one in which he or she could earn a good grade without too much difficulty. There are variables of course, like if both would yield a completed AP or equivalent calculus class before graduation, but the bottom line is colleges like rigor. They want students who are not afraid of pushing themselves intellectually, and work hard to achieve goals. As we know, some of the biggest state flagships may not have the luxury of time for a close examination of transcripts so may not appreciate a 3.6 with a lot of rigor versus a 3.8 with less rigor so that is a consideration.
2. What extracurricular activities do colleges like to see students engage in? I like to say that the karma of admissions dictates that phoniness is easily detected. If your student doesn't care deeply about Tibetan independence, he shouldn't join the Free Tibet club. If she isn't interested in robotics, joining the Robotics Club because she might want to apply to engineering programs is just silly. Depth and consistency in interest is what is viewed positively. Example: A student who is interested in medicine should volunteer at a local hospital, join the local volunteer ambulance corps if available, or work with a NGO that raises money and collects supplies for a rural clinic or similar. For a student interested in photography, photo editing for a school based publication, displaying work at a local nursing home for the benefit of the residents and interning with a local photography studio are all consistent with having photography classes on a transcript. This depth and passion is what colleges like to see. They want to build a class with diverse interests and passions. That makes campus life better for all. Be sincere and genuine and your student's unique profile will be hard to miss.
3. How important is the application essay? I often tell students that if he or she is a highly qualified candidate, a boring essay probably won't get him or her denied, and if he or she has stats significantly below the middle 50% of accepted students, a brilliant flawless essay may not get him or her admitted. That doesn't mean a student shouldn't commit to creating a thoughtful well-constructed essay that isn't a regurgitation of the extracurricular list. Tell the admissions officers something they don't know about you! Make sure it makes for compelling reading and watch out for typos especially after you have pasted your essay into the Common App. Commas can move, spacing can disappear and paragraphs magically merge together. Take the time to brainstorm, ask parents or friends to help you be a little introspective and don't pick a prompt first. That comes later!

The conclusion I drew from these first several meetings is that both parents and students hear lots of misinformation about the process, what's involved and why students gain admission to or are denied by their top choices. 

This admissions round was a frenetic one for me, and likely frenetic for admissions officers too, given the increase in numbers of apps at most schools. NACAC reports that more than three-quarters of American colleges and universities, and almost all of the 100 schools with the lowest admit rates, reported a marked increase in applications over the past five years. This can affect who is admitted in more than the obvious ways; deferrals of highly qualified candidates, many admitted but just a little later in the admissions round, are commonplace, more so far this year than in recent years.

Now that the dust has settled somewhat, it's time to start thinking about the Class of 2017! The Common App admins recently made their annual pronouncement regarding the essay prompts for the 2016-17 admissions round. I also have some thoughts about the report released a few weeks ago by Harvard's Graduate School of Education regarding how admissions officers should be evaluating applicants in the future. I will address that topic and the related interest in the idea of having students build an application portfolio next week.

The Common App admins have decided to keep all the prompts from last year's round. Almost 50% of those who submitted a Common App selected the first prompt: "Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story." 22% chose the 5th prompt: "Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community or family" and less than 5% chose the third: "Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?"

While I am glad the admins have elected to keep the prompts from last season, I think the reason the first prompt is the most frequently chosen is that some students feel compelled to use the essay to provide more information about a specific accomplishment because there is inadequate space elsewhere in the app, especially in the extracurricular section. Forced brevity in the EC list section requires students to leave out what might be compelling details. A student who participated in a science research project and wishes to share details about that work but also unwinds at the end of a stressful day by constructing buildings with Legos will have to choose one to write about. I think bringing back the 250 word essay on the most meaningful extracurricular activity would free up students to write about something a bit more personal in the main essay. The essay is not meant to regurgitate elements found elsewhere on the app. Rather, it is meant to give students a chance to share something that sets them apart from the other thousands of applicants with the same scores, rigor and GPA.

Students need to stop thinking of themselves as "boring", or that they "haven't really done anything interesting." Everyone has a story to tell. It's just a matter of finding it. So, I am happy to have the same familiar prompts with which to work this next round but if I could change the Common App in another way, I think it would help students enormously with showing all their facets. I wish the Common App didn't require students to try and capture 17 years of life in such a limited space. There's always next year...

A Must-read While You Shop For College This Spring

Two and  a half years ago, when I dropped my 18 year old son off at his new home, a small liberal arts college in a town known for its "cows, colleges and contentment" on the prairie in Minnesota, it was a leap of faith. I had a feeling that the community he would become part of was unique and special, but wasn't sure why. I promote my business on the premise that fit matters most, but until last Friday, I had no tangible proof that this fit wasn't just a good one, it was an extraordinary one, for my son and for me.

As any reader of my blog and my Spotlights in WilsonPrep's newsletters knows, great schools can come in many shapes and sizes, can be found in many settings and can offer many different experiences and opportunities. College isn't just for getting an education. It is also for growing up, learning to screw up and then fix that screw up without a parent's help, and managing life's challenges more independently. It's also for having fun, making lifelong friends, falling in and out of love, and as I discovered last week, can also include grieving and loss. Amazing, life changing communities can be found at many different schools. A giant student population doesn't mean there aren't hundreds of remarkable communities within. A tiny school doesn't guarantee a wonderful cohesive community either. Finding that right fit, regardless of name or ranking, that element of the college search that is so very important, should be every student's number one priority. 

Last Friday, three young men in my son's class were killed and two were critically injured on their way to the airport to fly to an Ultimate Frisbee tournament. The details are irrelevant except that this tragedy did not involve alcohol, recklessness or a fool's errand in the middle of the night, but instead an icy road and an 18-wheeler in the middle of the afternoon. Carleton has only 2000 students so you can just imagine how close each class of 500 becomes over four years or even in just the first month. Over the past two weeks, I have had a taste of just how amazing, unique and remarkable the Carleton community is- parents, students, faculty and administrators- and have been moved to tears many times by the generosity, love, concern and compassion demonstrated by every single member of that community. 

The college immediately arranged a vigil the following day in the Chapel with the campus clergy- rabbi, minister and priest- present. Carleton has a parent listserv comprised of current students' parents, some faculty and administrators, and a surprisingly large number of parents whose kids have already graduated. That group immediately shared information on the accident, began collecting funds for memorials, offered lodging, food, and transport to the families of the students in the hospital, and  shared feelings of tremendous sadness and grief, and concern for how we can help our Carls, as Carleton students are known, cope with their pain. The other college in town, St. Olaf, sent flowers to every Carleton student as well as notes and cards. Professors, who prefer to be addressed by their first names by students, reached out any way they could to get their students through a very rough patch. Graduates the world over wrote notes of support on Carleton's Facebook page, and reached out in other ways to this community that is clearly still dear to them.

Every member of this community was touched by this tragedy. Even those who had never met these students felt the weight of a terrible loss. Those who were close to the students who died and were injured were drawn into the protective embrace of the entire community. It was a remarkable response, in so many ways. I still receive daily updates on the injured students' conditions and offers of help still stream in.

Some schools close ranks when a tragedy occurs on campus for fear of bad press or assumptions about bad behavior, a too stressful environment, or lax alcohol policies. I believe schools that choose that route do their students a disservice. Carleton chose to do the opposite and while the community will never ever forget the loss of these three young men, destined to change the world, the community will eventually heal and move forward. They will be able to do so thanks to the willingness of this community to embrace the sadness, grief and gravity of such a loss. So, remember when you visit and consider, evaluate and ponder and eventually decide where to apply, this new home for you (or your student) should provide good educational value, and a chance to grow up and embrace new challenges. Many schools can provide these things, but only some can offer a  community that can support and embrace its students when tragedy strikes.  Picking up the pieces for an entire student body is no small feat. Find a school that can do that and you will sleep better for it and so will your kid. 

Deciphering Your FinAid Offers-CAVEAT EMPTOR!

Students will be receiving their financial aid packages soon from schools to which they submitted a FAFSA (and possibly the CSS Profile, depending on the school's requirements). Comparing the dollar value of your package requires a close examination and comparison of several factors.

Cost of Attendance (COA): this number is what it will cost including tuition, room, board, transportation, books and miscellaneous student fees for one year.
EFC: this is the amount your family will be expected to contribute based on the FAFSA figure calculated from your family income and assets.
Pell Grant: a federal grant to extremely low income families. It is a grant and need not be payed back.
Institutional grant: Money from the college's coffers that need not be repaid. It is not a scholarship, which is based on other factors, like merit or athletic talent.
Work/Study: a federal program that requires students to work on-campus for the college and payments are typically sent directly to a student's account to fulfill a component of the package.
Federal Student Loans: Provided by the Federal government to the student, these loans are available to everyone who files a FAFSA, even if they do not qualify for aid.  Currently both subsidized for students with demonstrated need and unsubsidized loans for students with no demonstrated need carry an interest rate of 3.86% when disbursed between 7/1/13 and 7/1/14. There are maximum and yearly limits. A good source of info is available here: Federal Student Aid

PLUS Loans: These loans are also provided by the Federal Government but are made to parents, not the student. They are also available to students in graduate school. The current interest rate is 6.41% and there are also maximums and limits. Parents must also have a good credit rating as these loans consider credit history when evaluating applications, unlike loans made to students which do not consider credit history.
Perkins Loans: These are for students with significant financial need only. These loans are made by the institution, not the federal government. The interest rate is currently 5%.
Scholarships: This money, which need not be repaid, is made from the school's coffers and standards are different at every school. Some schools require students maintain a certain GPA, or expect participation in an activity. The NCAA oversees the requirements and rules for athletic scholarships. Many schools will offer merit scholarships to attract the best students and those with test scores and GPAs above the typical admitted student's. Merit money can make attending a certain school a more attractive choice.
State Aid: Some states offer loans or scholarships for students and require attendance within their home state. For New York State residents, more info is here: NYS Higher Ed Services Corp


While many expect that public colleges and universities will be cheaper than privates, if there is significant demonstrated need as evidenced by FAFSA and CSS, a student may find a private a better deal. Why? Private schools with more competitive admissions often have large endowments from which they draw money for grants for students with need. This money which does not have to be repaid can replace loans in an aid packages and often allow students to graduate with no debt. Unfortunately the list of schools that can meet all need without loans is shrinking every year. That list is here: Princeton, Davidson, Amherst, Harvard, Pomona, Swarthmore, Haverford, University of Pennsylvania, Bowdoin, Stanford, Wellesley, Columbia, Claremont McKenna and Vanderbilt.
Williams, Dartmouth, Yale, Cornell, MIT and Carleton have recently modified their no loans policy to include modest loans in packages for students with household incomes over $75k or so.

In order to compare the real cost of attendance including debt incurred, be sure to consider the money you may have to borrow to meet the cost of attendance. While your aid package may show a number that matches the COA, be sure to read closely how much of the package is student loans, PLUS loans and private loans which can be very costly and should be a last resort. Incurring debt over what a student might expect to make his or her first year out of college can be a costly mistake so borrow judiciously. Student loans are not dismissed in bankruptcy either. Be wary of private education loans too as many begin accruing interest when they are disbursed, not upon graduation. And lastly, if your package is not generous enough to attend but a small increase would make it so, call the financial aid office and ask if you can discuss the package. Many schools will find the additional dollars to make up for a shortfall, especially if you call as soon as you are admitted. Do this earlier rather than later as most schools have finite resources for financial aid and you want to appeal before they exhaust their budgeted amount. Any questions? Drop me a note at athenaadvisors@optimum.net. 

Post-season Wrap Up, Sort of...

Now that the last RD deadline has passed, I have time to sum up what this application round was like. I worked with 63 students, from as far away as Canada, Mexico and China, on essay development and editing, and walked many students through the complexities of the new and purportedly improved Common App, a challenge all its own, as if the admissions process isn't stressful enough! I also experienced the sheer pleasure of hearing students I worked with were admitted to their first choices. One especially grateful student sent me an orchid! I also helped a lot of students find that one last likely school just to make sure every sleeps well between now and April. All in all, it was a VERY busy six months, but I loved almost every moment of it. I loved meeting so many super kids, many of whom focused their energies on writing thoughtful essays and meeting deadlines, staying on top of all the details that needed to be attended to, and never hesitating to ask a question if they just weren't sure. I was also happy to field more than a few phone calls, emails and texts from nervous parents, and help them find some measure of peace!

So, as in the past few years, the schools with the lowest admit rates were even more selective this year. ED/EA/REA/SCEA acceptance stats dropped again for the Ivies, Stanford, UChicago and their peers. Those with slightly less competitive admissions also saw increases in their numbers of ED/EA applicants, and lower admit rates. Overall, the top 50 or so schools all saw increases in the number of applications, even those that had seen slight declines last year.  As predicted, admissions are not getting any easier at the higher ranked schools and are getting even more competitive at the less competitive schools.

The Common App was a major headache for hundreds of thousands of students. I received many panicked phone calls, texts and emails asking me why PDFs were blank, why the Common App was crashing or not recognizing previously used login info, and that Naviance was not showing any recommendations or transcripts had been requested or sent! I spent hours sitting with students as they filled out the Common App, if only to assure them they were doing it right. I suggested filling everything out and setting the alarm for 4 AM to submit, hoping that less traffic on the site would enable proper submission. Almost every school that had an ED/EA/SCEA/REA deadline extended it for a week or more in recognition of the problems students were having. Many also extended their RD deadlines, aware that there is even more traffic the days before 1/1/14. Let's hope that Eric Furda, UPenn's Dean of Admissions and the incoming President of the Common App will sort out these issues before the next admissions round!

Here are the lessons learned from this round of applications:

• Do NOT wait until the night before the deadline to submit your Common App!
• Start thinking about and drafting your essay in August before you are overwhelmed by the start of school
• Finish your junior year with the best grades you can muster!
• Ask your favorite teachers, or those for whom you have produced great work, if they will write you a letter of recommendation BEFORE the end of the year, instead of in September, so they have time over the summer to think about how they can highlight what makes you an outstanding applicant. 
• If your standardized testing outcomes are disappointing, check out www.fairtest.org and see how many great schools do not require SATs or ACTs. 
• Take advantage of your counselor's relative free time now and make an appointment to review your plans for next year. Remember they will be writing a recommendation for you too!
• Start visiting if you haven't already! Make a list of your possible schools and do some day trips and plan an overnight or two.
• Create a list of your ECs so you have something to work from when completing the Common App next fall. It goes live on 8/1!

How to be Authentic in Three Easy Steps!

As I race around this month, meeting with students to help them craft their Common App essays and supplements, I have noticed that students seem to struggle with the same issue. Many feel they have to have a dramatic story or momentous experience to write about in order to write a good essay. Some of the new Common App prompts seem to provide the perfect framework in which to share a significant experience, but what is a student to do if he or she hasn't had that defining moment yet? What if the moment of realization that that student is no longer a child hasn't happened yet? What if there is no story central to his or her identity that is worthy of note?

The default prompt for kids without a compelling story to tell seems to be writing about a place where the writer is content. If a student chooses this prompt, he or she should remember that the place need not be geographical, e.g. a ski mountain or Tel Aviv, and an even better more personal and moving essay can be developed if a physical place isn't the place of contentedness. It can be an emotional "place", chilling with the family dog after a rough day, or spending time with an elderly relative, hearing stories about the old days, doing chores for them or sharing a meal.

Students should think outside the box when crafting the essay. It's the only opportunity an admissions officer will have to really get to know the applicant beyond the data elsewhere on the application. Seize the opportunity to do so. Be authentic and the essay will make sense.

Of course the most important consideration when preparing an essay for submission is to have someone else read it! Whether it is a paid essay expert, a trusted teacher or counselor, or even a parent or friend with an eye for grammar and usage, have someone read it through and mark it up with a red pen. It is hard to spot mistakes in your own work and there is no more awful feeling than realizing there is a huge typo in the middle of your essay AFTER you have pressed the submit button!

DIII and the Student Athlete

Many parents dream of athletic scholarships for little Susie, starting perhaps when she is four years old and dominating the soccer pitch. About 2% of high school athletes receive athletic scholarships and this includes partial scholarships as well as those that may only cover one year. Only DI and DII schools may award scholarships to athletes. DIII is another kettle of fish. Read on for some simple tips to keep in mind as your student considers playing at DIII.

• While DIII schools do not award athletic scholarships, students who qualify can receive generous financial aid packages including grant or gift money that need not be paid back. Anecdotally, it is suspected that a desirable prospective DIII athlete who qualifies for aid may actually receive a package that includes more grant money and fewer loans than a non-athlete. 
• There is no such thing as a commitment from a DIII coach- there are no guarantees in this division.  A DIII coach and an athlete have a handshake agreement at best. An email from a coach is not a commitment no matter how enthusiastic.  There is no Letter of Intent, no signing ceremony and nothing but good faith between a coach and athlete.  Every high school and independent counselor has a story to tell about the kid who had a "commitment" from a DIII coach, and was not admitted. 
• Coaches at DIII have a certain number of slots for their team. They will reserve those slots for the most talented athletes. Other students who may be attractive applicants can be lobbied for or supported in admissions by a coach BUT another slightly more attractive applicant can appear out of the blue and a coach may throw his weight behind that student instead. 
• It ain't over 'til it's over...Until a student has an acceptance in hand and an aid package, if applicable, that works for his family, that student should not consider him or herself admitted. Students should strive to have a back up plan- applications for other schools should be completed before the ED notification date. EDII is a good option for student athletes who find themselves in this situation.  
• While almost all coaches are genuinely interested in helping students, and are well-intentioned, a handful are known to manipulate the system or worse, lead students to believe the deal is done when the opposite is true. Caveat Emptor.
• NCAA has a set of rules and guidelines with which students are required to apply. Check those out here: DIII NCAA Guidelines
• NESCAC, an athletic conference that includes many top ranked liberal arts colleges in the Northeast, has its own set of recruiting guidelines and rules. They should be reviewed for compliance and can be found here: NESCAC Prospective Student Guidelines