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AMHERST REGIONAL HIGH SCHOOL College Advising ProgramINTRODUCTION TO COLLEGE ADMISSION HANDBOOK FOR JUNIORSThis handbook has been created by the ARHS college advisor to help you and your family begin navigating the college admissions process. Please read it thoroughly and share it with your parents/guardians. It is power-packed, with great articles for you to read and lots of information for you to absorb. Regarding your next steps after high school, planning and communication within families are more important than anything that can be learned from these pages or other sources. Almost all of you will enroll in some kind of post-secondary educational program in the next few years. Think about: What are your personal goals? What steps do you need to take to get there? What are your family’s goals? Should you enter a technical school, community college or four-year college? Should you take a year off first or should you go directly after high school? What is your goal for the year off if you’re thinking about one? If you are going directly to college, do you have a good idea about why you want to go? Are there any family rules regarding your choices? How will your next steps be paid for? What path seems best? Is there an alternate path? Have fun thinking about this. It is exciting even if a little scary to consider your next steps and to see what kinds of opportunities are out there for you. The junior year is about expansion and research. The senior year will be about narrowing and taking action. Here are some suggestions about how to get started: Detach the calendar of important events for juniors from the back. Hang it on your fridge or bulletin board. Put the informational events and important testing dates in your calendar. Read the pages about Naviance (connection.Amherst) and learn what that comprehensive Guidance program can offer. Open your Naviance account and look around the site. Read about careers that interest you. Try a college search or two. Want to get help from Ms. Ross, the ARHS college advisor? Complete the Junior Questionnaire for College Conference (under About Me) in Naviance. After February 1, go to room 101 to make the appointment for your one-hour Junior college meeting. Parents/guardians should attend; know when they are available. Meetings begin February 9. Study the pages regarding things to do in your junior year. Are you doing those things? If you are an athlete, carefully read “Things Every Athlete Should Know” and begin outreach to coaches. Don’t expect them to reach out to you first, particularly in D III. Prepare for and sign up for standardized tests ASAP. Take the ACT and/or SAT (and subject tests if required) as a junior. Worried about testing? Read the section of this handbook about how to plan and prepare for your standardized tests. Check your calendar. Decide when you will take tests and figure out what kind of preparation will work best for you. Use free programs at for the SAT, for the ACT, or Method Test Prep, a free SAT/ACT prep program (link on Naviance home page) for both.Need financial aid? The financial Aid Overview will answer many questions and the site will answer more. Planning college visits soon? Read the documents about what to do. If you have questions or special circumstances that make post-high school planning particularly challenging for you, be sure to get help ASAP from your guidance counselor and Ms. Ross, the college advisor. Here are some suggestions for your from former ARHS seniors:Sign up for the challenging classes that colleges will want you to take.Start studying effectively; it matters, no matter what kind of college you will attend. Don’t DO THINGS just to add to your resume—do them because you want to.Start researching and visiting Colleges ASAP. It’s never too early to start.Find schools you like but be flexible and willing to add/remove. Don’t look mostly at reach schools. Discover the type of environment you like (rural, city large, small, coed…).Apply early to as many of your early action/rolling schools as possible. This will help you get things done early and reduce December stress.If you want to do interviews, set them up early. Plan ahead.Prepare well for SAT or ACT; get the best scores you can; take them early; plan ahead for subject tests.Start the Common Application over the summer, including essays and supplements. Find people to read and critique your writing.10096507181850REMINDER…Complete your Junior Questionnaire and make an appointment with the College Advisor.00REMINDER…Complete your Junior Questionnaire and make an appointment with the College Advisor.National Association for college Admission counseling (NACAC)CHARTING YOUR COURSE FOR COLLEGE“Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler…I took the one less traveled by,And that has made all the difference.” ---Robert FrostFew decisions that you will make in your life will seem more important than your choice of a college. In fact, the career paths open to you, many of the friends you will maintain for a lifetime, even the area of the country in which you are likely to live and work will be strongly influenced by your college decision. But it is important to remember that choosing a college—or even a list of colleges to which to apply—is not an exact science. There is not "one perfect" college for anyone. Instead, there are many colleges that would be a fine match for every college-bound student. The trick is to identify your unique priorities for selecting a college, carefully research the characteristics of a range of colleges and universities and, finally, make a match of several options to which you will make application.GETTING STARTEDAs you begin planning for college selection, take stock of your priorities. You will be sitting in the classroom at your final choice, not your parents and not your best friend. Although it is a good idea to seek advice, especially from teachers or counselors who know colleges well, in the end, no one can tell you where you'll be satisfied and happy.A good place to start is by considering what you have and have not found important and rewarding in your high school experience. Ask questions like:How do I learn best? In large or lecture-style classes, or in small discussion/seminar settings?Do I prefer being one of the best in a class, or do I need the competition of equally bright peers in order to challenge myself?Do I learn better when structure is clear and uniform, or does freedom to make choices about how I spend my time for a class fit me better?What extracurricular activities have been most important for me? Which will I want to continue in college?What have I learned about my academic interests and abilities that will influence what I might study in college?Who are my friends? Do I want my relationships in college to be similar or different?Answers to these questions will help you apply what you have learned about yourself during high school as you set priorities for your college experience. Before you begin picking college possibilities, it is also a good idea to have a candid conversation with your parents. Are there limits to what they can or will contribute to your college finances? (If your parents are separated or divorced, ask this question of both parents since many colleges will expect a financial contribution from both.) Are there colleges which they hope you will consider? Are they comfortable with allowing you to travel a great distance for college?If you and your parents are on the same page—great! If not, it is better to negotiate differences of opinion at the beginning of the selection process rather than at the end, when you have selected a college which your parents will not support as a final choice. If you find your parents too narrowly focused on colleges close to home, or those with "name-brand recognition", your counselor or the college consultant may be able to educate them about the wide range of quality colleges. If they are worried about paying for college, your counselors can help them understand the financial aid process.CONSIDERING COLLEGE TYPES:Colleges aren't all the same. Different colleges and universities have different missions (or functions, or goals). While no two are exactly alike, most fit into one or more of the following categories:Liberal Arts Colleges focus on the education of undergraduate students. Classes are generally taught by professors who see teaching as their primary responsibility. Because most liberal arts colleges are smaller than universities, classes tend to be smaller and more personal attention is available. As opposed to preparation for a specific career, students who attend liberal arts colleges are exposed to a broad base of courses in the humanities, social sciences and sciences. In addition, they select at least one area of in-depth study which is their college "major". Many employers look for graduates of liberal arts programs, valuing well-rounded preparation.Universities are generally larger and include a liberal arts college, as well as some professionally-oriented colleges and graduate programs. Universities offer a greater range of academic choices than do liberal arts colleges. They will likely provide more extensive resources in terms of library, laboratory, fine arts and athletic facilities. At many large universities class size will reflect institutional size, with most introductory classes being taught in a lecture format. Some classes will be taught by graduate students. Professors at major universities will be involved in research which adds to the vitality of the academic community, but may also draw energy, focus, and resources away from undergraduate teaching.Technical Institutes and Professional Schools enroll students who have made clear decisions about what they want to study and provide preparation for specific careers, for example in music or fine arts, engineering or technical sciences. You will want to be sure of your future direction before selecting one of these options.Historically Black Colleges and Universities find their origins in the time when African-American students were systematically denied access to most other colleges and universities. Students at HBCUs have a unique opportunity to experience an educational community in which they are a part of the majority. They find committed faculty mentors who encourage their expectations of success.Similarly, Women's Colleges, with their larger numbers of female faculty and administrators, offer college women confidence-building role models, greater opportunities to serve in a full range of student leadership positions, and a heightened awareness of career possibilities for women. Women's colleges graduate a high number of science majors, as well as students who continue on to graduate school and/or professional munity or junior colleges generally offer the first two years of a liberal arts education, in addition to specialized occupational preparation. An associate degree is awarded at the end of a two-year program of studies, following which many students continue at a four-year institution.Here are some other important things to consider in selecting colleges:INSTITUTION SIZE: The size of a college or university will have an impact upon many of your opportunities and experiences. The range of academic majors offered, the extracurricular possibilities, the amount of personal attention you'll receive, the number of books in the library, will all be influenced by size.In considering size, however, it is essential that you look beyond the raw number of students attending. Consider instead, average class size for both first year students and upperclassmen. Investigate not just the number of faculty, but also how accessible faculty is to students. Perhaps you are considering a small department within a large school, or vice versa. Large schools may offer extensive support services for students with special needs or those who are experiencing difficulty. Smaller schools may not be able to fund similar programs. On the other hand, extra support may not be necessary if faculty work closely with individual students.LOCATION: Distance from home may be important to you. Is it important to you to be able to visit home frequently, or do you see this as a time to experience a new part of the country? Some of you will prefer an urban environment with access to museums, ethnic food, or major league ball games. Others will hope for easy access to outdoor activities or the serenity and safety of a more rural setting.ACADEMIC PROGRAMS: If you have a good idea of something specific you want to study in college or a career for which you want to prepare, look for well-respected academic departments in this discipline at the colleges you explore. Talk with professors and students in these departments. Research relative reputation by surveying adults already in the field and using printed resources which rank academic departments.You should not limit your selection process to academic program issues alone. Studies show that a majority of college students change college major at least once during their college years. Therefore, it is important to pick a college or university that will offer you many appealing possibilities. Look for unique options such as study abroad, unusual academic calendars, or cooperative education plans which enable you to include several paid internships with your class work, as ways of enhancing your education.If you are undecided, relax and pick an academically-balanced institution which offers a range of majors and programs. Most colleges offer expert counseling to help the undecided student find a focus.CAMPUS LIFE: Be sure that you consider what your experience will be like at a college beyond the classroom. In order to grow in all ways, you will want a reasonable balance between academic rigor and an active social life. Find out what is available in terms of extracurricular activities, athletics, and special interest groups. Does the community surrounding the college offer attractive outlets for students? Are students truly welcomed by the community? Is there an ethnic or religious community in which you can participate? What influence, do fraternities and sororities have on campus life?Colleges will often require that you live in campus housing for one or more years. So, in considering social life, be sure to look carefully at the quality of life in the dormitories. Many colleges now offer residential-life options such as substance-free dorms and special interest floors for students who share academic, recreational or community service interests. Others will offer dormitory-based study assistance, computer facilities, and counseling services. Ask if housing is guaranteed to be available to returning students. If so, how are dormitory assignments made after the first year?COST: Today's price-tag for a college education has made cost an important consideration for most students. At the same time, virtually all colleges work very hard to ensure that academically-qualified students from every economic circumstance can find the financial aid that will allow them to attend. In considering cost, look beyond the price-tag to financial assistance that may be available. Decide the value of a desired educational experience and how much sacrifice (in terms of work and loan) you are willing to make to obtain your goals. Work closely with financial aid officers at colleges to which you apply.Two factors that are less obvious to many students, but very important in predicting the kind of experience you will have in college are:DIVERSITY: You will learn much from your college classmates every day—in the classroom and in activities. Many graduates tell us that this was an important consideration in their college choice. Consider geographic, ethnic, racial, and religious diversity of the student body as ways of assessing your future learning opportunities.RETENTION AND GRADUATION RATES: One of the best ways to measure the quality of a college or university and the satisfaction of its students is by learning the percentage of students who return after the first year and the percentage of entering students who remain to graduate. Comparatively good retention and graduation rates are indicators that:A college and a majority of its students are well-matchedSufficient classes and academic programs are available, and that Responsible academic, social, and financial support systems exist for most students.Copyright 2004: Mary Lee Hoganson (past president, NACAC). Taken from “Guiding the Way to Higher Education: Step-by-Step to College Workshops for Students”AMHERST REGIONAL HIGH SCHOOL COLLEGE ADVISING PROGRAM College Advising Program OverviewARHS has a College Advisor who meets with juniors and seniors in classroom groups and individually with juniors and seniors and their parents/guardians. She also plans workshops that provide a comprehensive view of the college admission and financial aid application processes. The overall goal of the College Advising Program is to help each student and his or her family with major aspects of the college planning and admission processes. In conjunction with school counseling staff and community resources, the college advisor assists students and their families with a broad range of activities including: early college planning; academic preparation for college; identifying appropriate colleges; application and financial aid procedures; essay planning; testing; recommendation requirements; and transition issues.College planning strategies are designed to meet the individual needs of each student as s/he explores higher education options. This is done primarily via individual conferences with students and their families that are held during the junior and senior years. After-school or evening workshops for students and their parents explore a variety of college admission topics such as early college planning, SAT/ACT preparation, early decision options, essay writing, athletic recruitment, financial aid, services for students with disabilities, etc. The college advisor e-mails group informational “Tidbits” to juniors and seniors and their parents/guardians as needed during the admissions cycle. Comprehensive college admission handbooks are distributed to juniors in January and to seniors in early September.College admission and financial aid information is posted on the ARHS website (arhs.academics/guidance_office/college_and_career_planning/ ).ARHS PGO posts reminders of important dates in their weekly newsletter.Annual Information Events:Grade 11: Group ActivitiesFall college fairs: at WNEU in September and at a Hampshire County high school each September/OctoberAthletes and College Recruitment panel (with Athletic Director) (every fall).Distribution of the ARHS College Admission Handbook for Juniors (late January). Classroom presentations (in science classes) on the college admissions process (early February).NACAC College Fair at the Eastern States Expo. (every March/April—for all grades).College Admissions Process evening presentation by MEFA (Massachusetts Educational Financing Authority) (every spring).ARHS “Seniors Talk to Juniors” evening Workshop for Juniors and Parents (every spring). Distribution of teacher recommendation packets (after April vacation-necessary for all juniors who will apply for college admission within five years of graduation).Panel presentation about college programs for students with learning and other disabilities (occasional) appropriate for students in all grades).Grade 12: Group ActivitiesDistribution of a large college admission handbook in early September. It contains a complete list of college admission and financial tasks for the senior year and information on workshops. College fairs: at WNEU in September and at a Hampshire County high school each September/OctoberARHS Early Decision/Early Action Workshop (every September/October).Classroom presentations in science classes about specifics of applying to college (every September).Over 100 College Admissions Office outreach visits to ARHS (from Sept.-Dec.).Smith Club College Essay Writing Workshop (every September/October).Athletes and College Recruitment panel (with Athletic Director) (every fall).ARHS evening College Admission Workshop for Seniors and Parents or Guardians (October).ARHS Financial Aid Workshop for Parents or Guardians of Seniors (November/December).FAFSA completion evening workshop (January).“Instant decision” sessions at ARHS with HCC, GCC and STCC Admissions officials (early February).Distribution of local scholarship information and application packet to all seniors (mid-February).Field trips to HCC, GCC and/or STCC for interested seniorsMEFA presentation Paying for College -- comparing financial aid awards, decision-making (April).Individual College AdvisingGrade 11: Individual Meetings Individual sessions with the College Advisor are offered to juniors and their parents or guardians from February to June of the junior year reviewing career goals, major areas of study, testing, financial aid, teacher recommendations, interests, extracurricular activities, work experience, summer activities, specific academic or personal needs/preferences, etc. Students are assisted in generating a list of colleges to research during the spring, summer and early fall.To arrange an appointment with the College Advisor, students must complete the online junior questionnaire in Naviance Family Connection and then see a Guidance secretary (in room 101 or 309). Grade 12: Individual MeetingsIndividualized college advising sessions are held with all seniors and their parents or guardians from September to late January to assist in finalizing the list of colleges, to provide answers to specific questions/concerns of students regarding applications for admission/financial aid and to ensure that each student includes one or two financially secure options in the final list of schools. Students who wish to arrange a senior year appointment with the College Advisor must complete the online senior questionnaire in Naviance Family Connection and then see a secretary in 101 or 309. Guidance counselors also use this information to write letters of recommendation, which are required by most four-year colleges. Follow up individual meetings are scheduled with seniors/parents or guardians, as needed to assist with financial aid forms and a wide range of special circumstances. College Visits to ARHSRepresentatives from over one hundred colleges visit ARHS each fall. A schedule of these visits is posted in Naviance and on the Guidance bulletin board as appointments are made. Students who have a class must inform the teacher in advance. They must bring a pink college visit pass (available in the Guidance Office), to notify the teacher of the planned absence. Parents are welcome to attend. Students can attend three visits without attendance policy penalty. College Applications: School PortionSeniors work closely with the Guidance secretaries in rooms 101 and 309, who send transcripts, teacher and counselor recommendations, mid-year reports and other documents to the colleges to which the students apply. Seniors must complete many Naviance tasks including listing their colleges and separately requesting transcripts (at least three weeks before an application deadline). If they are applying to Common Application colleges they must also list their colleges on the Common Application, and must complete our release form authorizing us to send their materials. We charge a fee for each application.Application Deadlines:Students should make sure that they meet all application and financial aid deadlines. They are very strict. Students who are applying to colleges with “rolling admissions” (often state colleges and large private universities) should apply as early as possible. The published deadlines are not target dates. Under “rolling admissions,” spaces are offered on a space-available basis, and the program desired can close before the deadline. Scholarships:In mid-February, seniors receive an e-mail PACKET with information on local scholarships and an application form to use to apply for them. This document is also posted in Naviance and on the ARHS college planning website (arhs.academics/guidance ). Some of the winners are determined by a committee of ARHS teachers and counselors. Other winners are chosen by the local donors. Many students are eligible for these scholarships, as the criteria are designed to include a wide variety of needs and achievements. Students and families are encouraged to read the packet carefully and pay attention to the strict April 1 application deadline. We encourage students to put some effort into these applications, as there is quite a bit of money available. In addition to these local scholarships, the Guidance Department keeps students informed about various Massachusetts and national scholarships. Students should pay careful attention to listings in Naviance and the morning announcements to keep informed about these. Deadlines are strict. AMHERST REGIONAL HIGH SCHOOL College Advising ProgramThings To Do In Your Junior YearGeneral TasksBe sure you are on track to meet all graduation requirements. Review your transcript for accuracy, particularly regarding attendance waivers. If you are in doubt, check with your guidance counselor.Keep the focus on school attendance and academics. Continue studies in all major disciplines and take the most challenging program you can handle. Plan a strong senior year and get the best grades you can. It matters! Consider extending your learning beyond the classroom. Through internships, community service, work study, or college classes, you can have valuable experiences and networking opportunities. Meet with your guidance counselor to discuss these options.Participate in extra-curricular activities in school or the community. Depth or leadership in a few activities is better than superficial involvement in many.Think about getting a part-time job. Colleges suggest ten hours per week. Think about what you will be looking for in a college. Consider your interests, abilities, goals, academic, social/cultural/ political/religious preferences, and personal qualities. Carefully read all materials you receive from the high school about college admission. Share them with parents/guardians. This includes handbooks, the College Collage and the many “tidbits” that the college advisor e-mails to students and parents. Sign up for blogs/emails from , , Be open and flexible. Students grow and change a lot between their junior year and April of the senior year, when most college decisions are made. It is not uncommon for a student to choose a college that wasn’t on the radar in the junior year. Important! Make sure your name is consistent on all official forms -- your transcript, SAT and AP registrations, college applications and particularly financial aid forms (next year). Match everything to your Social Security card. Be careful with spacing, and with compound and hyphenated names. Avoid nicknames.Discuss college financing with your family. Don’t be deterred by sticker price. It’s often greatly reduced by financial aid. Comprehensive information from the Massachusetts Education Financing Authority is provided at . is another excellent source of financial aid information. Look through for written information and videos. Calculators that estimate your Expected Family Contribution (EFC) are available at all three sites as well as at fafsa4caster.. Look for the “Net Price Calculator” on every college website to get a sense of your financial obligations at that college. (this estimator may or may not include merit scholarship aid offered by colleges.)Make a file system to manage your college search, testing, and application data. INCLUDE A PLACE FOR RECORDING DEADLINES, USER NAMES, PASSWORDS AND PINS as well as your impressions. Beginning in early February, after completing the Junior Questionnaire for College Conference, make an appointment with the ARHS College Advisor to plan your college-preparation and selection processes.If you are considering military academies, tell your counselor this winter. A congressional recommendation is required; contact Massachusetts senators and representatives in the spring. This does not apply to the Coast Guard Academy. If you want a four-year ROTC scholarship, begin the application process the summer before your senior year. If you are considering specialized fields, such as nursing, visual and performing arts, engineering, architecture, business…, but are not sure, investigate them thoroughly. It is usually easy to transfer out of specialized programs without loss of ultimate graduation credit. It is often difficult to transfer into these programs without needing extra time. If you are interested in theatre, music, dance, art, athletics, etc., start to prepare material for a portfolio, DVD, audition program or résumé.If you are an athlete, reach out to coaches and follow up. Don’t expect that they will find you! If you hope to play at the Division I or II level, register with the NCAA Eligibility Center () during the spring of your junior year. Ask us to send your three- year transcript to the NCAA. Fee waivers are available to students on free/reduced lunch. Send your SAT/ACT scores officially as well (code 9999). Watch for the ARHS teacher recommendation packet in late April. Think about which junior year teachers you will want to ask for recommendations. They should be teachers who know you well. Find a full-time or part-time summer job, volunteer opportunity, or internship, or participate in a camp or summer college program. Create a résumé—a record of your high school accomplishments, activities, and work experiences. Try the resume builder in Naviance. Look at the Common Application () after August 1 and begin filling it out. Read the prompts for the personal statement and think about how to best represent yourself through your essay. Determine what you want colleges to know that they would not learn from your transcript, test scores and recommendations. Draft an essay over the summer. You’ll regret it if you don’t! Standardized TestingSign up to take the SAT, and/or ACT once in the spring. (ACT given in Feb, April and June; SAT given in March, May, June and August). Register online. Fee waivers for two SATs and two subject test dates as well as two ACTs are available for students on free/reduced lunch. IMPORTANT!! Prepare for the tests. Take two SAT Subject Tests in the spring if you are likely to apply to highly selective colleges or if your MCAS scores are high. These scores may qualify you for MCAS-related tuition discounts at Massachusetts public universities. It is best to take these tests while course material is fresh in your mind (particularly true for biology or Chemistry). You can also take them in the fall of your senior year. If you are in AP classes, register in February for AP Exams, given in May. Take tests for which you are eligible; you can earn college credit for your scores. They may qualify you for MCAS tuition discounts to Massachusetts public institutions. Learn About Different College OptionsJunior year is for college research. Make good use of your Naviance account (see information sheet), and use the College Board’s “Big Future”. Do the Naviance interest inventory, and explore careers and colleges that match your goals and personal qualities. Many students enjoy using these features. Research is invaluable in finding post-secondary programs that are a good fit for you. Attend a college fair; there are several in the Pioneer Valley: April at the Big E, September at Western New England University and one in October that rotates through Hampshire County high schools. Use February vacation to visit some local colleges—large, small, public, private, coed, single sex and community. Eat in the dining hall. Get a feel for the similarities and differences. Talk to friends, family, teachers, and recent ARHS grads now in college. It is important for juniors to expand the range of possibilities. Do not narrow your focus or “specialize” too soon. Be open to places you are just hearing about for the first time. It’s best to look for best fit. Don’t concentrate on reach and name brand schools; find colleges you like that are likely admissions for you. Don’t be deterred by sticker price. It’s often greatly reduced by financial aid. After looking online or in guide books, develop a list of 15 or 20 colleges that attract you. Visit their websites. Look for information about programs that interest you and financial aid. Read student blogs. Check “Prospective Students” or “Admissions” sections of websites for visitor information. Demonstrated interest is very important! Visit colleges of interest over your spring break and in the summer. Pick up the campus newspaper. Go to classes. Are they right for you? Even if there are few students around, you can get a sense of whether you should continue to consider a college. Identify features that you like and do not like. Continue to search for colleges with features you like.Arrange summer or fall interviews at colleges that interest you. Some colleges require them. They can be on campus or local, with alumni. Some colleges do not take applicants seriously if they do not interview. Know each college’s interviewing policies. Make appointments with people in departments that interest you including professors and coaches. If you make a good impression, they might just talk to the Admissions Office about you! Meet with financial aid officials, if indicated, at colleges you like. This is easiest in the summer or fall. Determine foundation schools -- those you like, can afford, and to which you will likely be admitted. Look at community colleges, state schools, or less competitive private schools, where you may get a large merit scholarship. Consult for information. Source: Adapted heavily from College Times? (published by the College Board)From: 1/6/16Student-Centered Solutions for College Planning(This is an excellent blog to read)January College Planning Tips: Getting StartedIn many households around the country, the start of a new calendar year marks the start of the college planning process. After much holiday talk about possible college destinations, high school Juniors now gird themselves for the inevitable rush of activity that will culminate in college applications less than a year from now. And many younger students will soon find themselves on the “college trail” as well. Wherever you, the student, are in the process, keep the following in mind as you engage in college planning.Stay student-centered. Quite often, students (and their parents) focus on the "answer" without first addressing the "question." They know the "what"—college is the predetermined outcome—before they have carefully considered the "why." This can lead to uninformed choices and, eventually, a sense of aimlessness once in college.Before starting to draft college lists, contemplate important questions such as: “Why do you want to go to college?” “What do you want to accomplish by the time you graduate?” “In what type of academic environment do you function best?” In other words, put yourself—and your needs—first in all deliberations.Resist the temptation to start with a list of destination or target colleges. You still have plenty of time for that. Instead, take advantage of the opportunity to see what is “out there.” Go window-shopping. Check out colleges of all sizes, shapes and locations. The more you know—the broader the perspective you can gain now—the easier it will be to make critical distinctions later.Keep rankings and reputations in perspective. We’ll talk about rankings in later missives, but know this: by allowing yourself to be strongly influenced by rankings and reputation at the start of your search, you risk denying yourself an awareness of options that might be more viable for you in the long run.Focus on fit. Student-centered decision-making means that the optimal solution (college choice) will be the one that fits you best. It will:Offer a program of study to match your interests and needs.Provide a style of instruction to match the way you like to learn.Provide a level of academic rigor to match your aptitude and preparation.Offer a community that feels like home to you.Value you for what you have to offer.As you consider different college possibilities, be deliberate about making sure that each passes the “best fit” test before moving them into "preferred" status. Establish a hierarchy of importance. As you sort through the various factors that seem to influence your decision-making, i.e. location, distance from home, presence of a top-ranked athletic program, etc., consider their importance in your choice of colleges. Are they “essential,” “very important” or do they fit in a “would be nice” category? Be honest in your assessments. Don’t let the “would be nice” factors drive your decision-making.Road trip! While the Internet provides a ready opportunity to search for colleges from the comfort of your home, now is a good time to start visiting college campuses. Take tours. Participate in information sessions. Record your visits—take notes (and pictures).Don’t rush to judgment. There is plenty of time before you need to worry about focusing on specific schools. Allow your list to grow. As you do, reflect on what you are learning about yourself and the factors that define a good fit for you. Later, as you begin working toward a short list of colleges, utilize the hierarchy of importance” to make sure you are targeting the places that make the most sense to you.Get on colleges’ radar screens. As you learn about colleges, make sure you get credit for the contacts you are making at college nights, information sessions at your school and campus visits. Fill out information cards and registration forms whenever possible. Many places are keeping track and will eventually, when you become an applicant, try to predict the likelihood of your enrollment based on the nature of your engagement with them.Talk with your parents about cost and affordability. You need to go into this process with your eyes wide open. It is no secret that a four-year college education can be very expensive. Try to get a sense as to what your family can or is willing to afford relative to college costs. Consider yourself lucky if you are fortunate to be able to afford four years of college out-of-pocket. On the other hand, if you need assistance, realize that hundreds of millions of dollars of institutional funding is available to students each year. In order to tap into this support, you will need to manage your expectations and direct your attention to places that will value you for what you have to offer.Develop a strategy for testing. On which test, SAT or ACT, do you want to focus? It’s generally a good idea to take a test at least twice—but not more than three times—over the next twelve months. It is important to remember, though, that you own the results and that means that no results should be released to colleges, universities or scholarship-granting organizations without your authorization.Make good choices. Every day, you have the opportunity to make choices that have a domino effect on how you live the next day. Now, more than ever, the choices you make in school—and in life—will have a bearing on how you will compete for admission. Like it or not, everything counts. So, make choices that will give admission committees confidence that you are well prepared and best suited for their environments. Don’t wait to become a college applicant—you are already one now!AMHERST REGIONAL HIGH SCHOOL College Advising ProgramImportant ConsiderationsThere are many things to consider when creating your list of colleges. As you go through this process, you will begin to figure out which are most important to you. Keep good notes or a chart so you can keep track of your observations and preferences. Think about:College and class size.The vibe: Does the college feel right to you? Could you see yourself enjoying being there?Selectivity: will you be admitted? Choose primarily likely admissions and just a few reaches.Academic environment/rigor of institution. Is it right for you?Availability of majors/minors that interest you. Particular course offerings in the departments of interest. Cost -- likelihood of receiving need or merit-based financial assistance.Ease of access to professors.Quality of support programs.Distance from home. Access to public transportation.College setting (urban, suburban, rural).Extracurricular and athletic opportunities. Study abroad or domestic exchange programs offered.Availability of special programs, internships and undergraduate research opportunities. Your weather preferences.Diversity of student body and faculty.Political or religious profile of student body.On-time graduation ratesPost-graduate statistics (employment rates, graduate school attendance)WELCOME TO NAVIANCE FAMILY CONNECTIONWebsite: connection.amherstARHS subscribes to an online research and information management service that will facilitate career exploration and college searches as well as the college application process itself. You will become very familiar with it over the next year. You can use it now to research careers and colleges, and you will use it to manage your teacher recommendations and college applications as a senior. To begin using the program students and parents must use an individualized access code. Registration codes were emailed to students and parents/guardians in the fall. If you need help opening your account, see Mrs. Cappelli in Guidance or Mrs. Tracy in room 309. Below are the Naviance assignments for juniors. You must complete the Junior Questionnaire before making an appointment to meet individually with Myra Ross, the ARHS college advisor. Make your appointment after February 1 for meetings beginning on February 9 —see a Guidance Secretary in room 101 or 309 to make your appointment.On your Home Page, Select “profile.” Update the information and click UPDATE. You must use an email address that you will check frequently. I will use Naviance often to communicate important college admission information to plete the “Junior Questionnaire for College Conference” under “About Me.” This will take about thirty minutes and will provide information that will help me guide you in the admissions process. OPTIONAL, (but useful to you):Complete the Do What You Are personality-type survey. It is fun and valuable for most students. Work on “resume under “Interesting Things About Me.” Prepare for the SAT or ACT using the Method Test Prep program accessible from your home page.Begin to investigate colleges:Begin to build a list of colleges you are already interested in under “Colleges/Colleges I’m Thinking About.”Begin to narrow the college search by completing the survey under “College Research.” As you complete this section go through each of the following tabs so you have a complete search: Type, Location, Students, Admission, Athletics, Majors, Costs, and Special Programs. PICK at least 5 colleges then click ADD TO “COLLEGES/Colleges I’m Thinking About.” Gather information about colleges through “College Lookup.”NAVIANCE WEBSITE: connection.AmherstBelow are descriptions of some of the site features:“ABOUT ME” Tab:Success PlanGoals: Establish and track your goals To-Do List: Create a to-do list of the important steps you need to take throughout the next two yearsMy AssessmentsStrengths Explorer: Assesses 10 talent themes for individuals and identifies each student's three strongest emerging talents. (Note: Assessment may only be done one time, and cannot be reset.)2. Interesting Things About Me:Favorite Colleges: Generated when you list colleges in the “Colleges” section.Favorite Careers and Clusters: Generated when you complete activities in “Careers” section.Resume: Provide information about your accomplishments and talents, and help us get a better understanding of how to help you effectively describe yourself to colleges.Journal: Place to chronicle your thoughts and pleted Surveys: Lists any completed surveys. Click on the name to view your responses. Documents3. Official Things:Account: If you would like to change your password, you can do so here. Profile: Includes basic biographical data and grade point averages.Test Scores: uploaded from testing companies; ARHS does not send scores to colleges; sending scores officially from test companies is a student responsibility.“COLLEGES” Tab 1. My CollegesColleges I’m Thinking About: best place to make a list of colleges that interest you. If representatives visit ARHS next fall, you will receive an e-mail reminding you of the visit. Colleges I’m Applying To: As you apply to colleges, you will request that your school materials be sent to colleges and will track the status of your applications here. Letters of Recommendation: Once a teacher has agreed to write for you, formally make the request here so that the teacher will see your list of colleges and deadlines.Upcoming College Visits: More than 100 college admission representatives visit ARHS in the fall to meet with interested students. Click “sign up” or add the school to Colleges I’m thinking About to receive an e-mail reminder of the visit. 2. College ResearchCollege Search: Answer questions regarding your priorities and preferences. If the search yields too many schools, select more factors. If you end up with too few schools, deselect some factors.SuperMatch Search: finds your “best fit” colleges based on your preferences in multiple areasCollege Lookup: Research any college. Visit links to college websites for current information.Scattergrams: Graphical representation of Admissions history for ARHS students Acceptance History: college enrollment data for ARHS students College Resources: A listing of quick links on many pertinent college topics3. Scholarships and MoneyScholarship List: A listing of current scholarships with application instructions.Scholarship Match: personalizes the scholarship list “CAREERS” Tab:Explore careers. Get information about thousands of careers.What Are My Interests: Find career interest inventory and career cluster finder which relate careers to your interests.Roadtrip Nation Interview Archive - Interview archive is a digital career exploration tool that enables students to discover new pathways, interests, and ambitions. The archive includes more than 3,500 full-length video interviews chronicling the diverse personal stories of leaders who have turned their interests into their life's work. AMHERST REGIONAL HIGH SCHOOL College Advising ProgramCOLLEGE ADMISSIONS TESTSOverview:Most four year colleges require some kind of standardized admission testing. Most ARHS students take the SAT and/or the ACT once in the spring of the junior year and again the next fall. Each test is about three hours long plus an optional essay. The SAT Suite of Assessments made its debut last March. It yields scores in Evidence-based Reading and Writing, and Math. There are four separate sections -- Reading Test, Writing and Language Test, Math, with and without calculator Tests. There is an optional Essay. For the first time, there will be an August (26) SAT. Other dates will be in October, November, December, March, May and June. Note that the January test has been eliminated after 2017. The SAT is offered at ARHS except in May. The ACT is an equal alternative that many ARHS students take in addition to or instead of the SAT. It yields a composite score and individual scores in English, Reading, Math and Science. . It also has an optional essay. The ACT is offered in September, October, December, February, April and June. It is not offered at ARHS. For both the SAT and ACT, the optional essay is not required by many colleges, even some of the most selective. If a college recommends it, you should do it! The College Board website has a cumbersome comprehensive list. For best information, check individual college websites. Massachusetts public universities do not require it. . Given that students usually do not know which colleges they will apply to when they begin their testing, it may be a good idea to write the optional essay. Register for SAT tests at . Register for the ACT at . What’s the Difference between the tests?The SAT Yields two scores, “Evidence-Based Reading and Writing” (EBRW) and “Math.” Although the reading section is almost twice as long as the writing section, the two sections figure equally into the EBRW section score. Reading passages cover literature, history and science. The writing section asks you to read passages and fix contextual mistakes in grammar, organization and punctuation. The SAT minimizes the importance of geometry. It is reading-intensive, requiring synthesis of concepts. It tests realistic problem-solving, concentrating on the use of algebraic concepts . There are some open response questions. There is a section where students cannot use a calculator as well as a longer section in which they can. The ACT yields four scores --– English, Math, Reading, and Science, which are averaged for a composite score. The sections are equal in length. There are many questions so speed is very important. The math section has only multiple-choice questions, and allows calculators for all problems. It covers algebra, geometry and trigonometry and is straight-forward. The science section requires synthesis of written information and charts and graphs. What do the tests cost? SAT and ACT reasoning tests cost just over $50 if you register on time. Consult the test company websites for registration deadlines and waiver policies. A major credit card or fee waiver is required for online registration. Print registration materials are discouraged, but are available for the SAT in the Guidance Office. Full fee waivers are available for SAT and ACT testing and college applications to anyone who is registered for the free/reduced price lunch program. Students can get a total of two ACT waivers, two SAT waivers and two subject test date waivers while in high school. Students should see a Guidance secretary for a waiver. What about accommodations for students with disabilities? Students with an IEP or 504 plan who use extended time or other accommodations at school and who wish to have these accommodations on the PSAT, SAT Reasoning or Subject Tests or the ACT need to apply directly to the testing companies. They should complete our information packet so we can apply at least three months before a test date to ensure adequate lead time in case an appeal is needed. They can get a packet from their special education liaison or a Guidance secretary. The testing agencies make the final determination regarding accommodations. Students with diagnosed disabilities are usually entitled to a waiver of the testing requirement at MA public universities if they submit diagnostic documentation and their IEP or 504 Plan. Are tests required for admission? This varies from college to college:Most colleges, including almost all public universities, require either the SAT or the ACT. (UMass Boston and Lowell and Salem and Bridgewater State Universities do not.) Many private colleges at all levels of admission selectivity are now “test-optional,” meaning that they place no importance on an applicant’s test scores. These colleges have differing policies regarding testing so it is important to read their websites carefully. Students should prepare for and take appropriate tests; then they can decide whether to send the scores. See for a complete list of test-optional colleges. Highly selective colleges often require either the ACT or the SAT and two or three SAT Subject tests, rarely 3! Many of them including Amherst, Columbia, Haverford, Vassar and Williams have dropped the requirement. It is wise to check the requirements of colleges in the junior year to ensure that you take the appropriate tests. When do students take the SAT/ACT? Juniors generally begin their testing with the March SAT or the April ACT. Students who wish to also take SAT Subject tests usually take the SAT in March and two Subject tests in May or June. It is possible to take up to three Subject tests on one day, but two is the optimal maximum. It is not possible to take both Reasoning and Subject tests on the same day. Many seniors retake the SAT and/or the ACT in the fall. SAT Subject tests are rarely repeated by ARHS students.Which Subject Tests are best?ARHS students most commonly find success with Subject tests in Math (level I or II), literature, foreign language or a science (Biology or Chemistry). Sophomores earning a B+ or better in Honors Biology or Honors Chemistry should seriously consider taking that subject test in June. Students should wait to take other tests until the junior year. Our history curriculum does not align with the tests very well, but students with a high interest who read a lot about history on their own sometimes do very well on either the U.S. or World History tests. Students who are considering a major in engineering should consider taking a Subject test in math and also chemistry or physics, as a physical science Subject test is required by a few highly selective engineering programs. What happens to the scores? Once a student has taken an SAT Reasoning or Subject test, an official cumulative record is created. (The PSAT is not part of the cumulative record.) Students will be able to choose to send the best SAT Reasoning administration or individual Subject test scores to most colleges. Some colleges will require that all scores be sent. Almost all colleges will consider a student’s highest Reasoning Test sub-scores (super-scoring) so it is usually wise just to send all of them. Sophomores and most juniors should not send scores to any colleges on test registration forms. Seniors should send them, when college choices and scores are better known. Four SAT reports can be sent free within a week of the test administration. There is a fee for each additional college. Students on free/reduced lunch get eight colleges free. If students take the ACT more than once, they can choose the score that they would prefer to send to colleges. The ACT record is not cumulative so there are separate fees for sending scores from each administration. Super-scoring is not as common for the ACT. Students can send scores free to four institutions when registering for each test. How do students prepare for the tests?As with athletics, academics, music, theatre and many other pursuits, standardized test performance improves with practice for most students. It is in your best interest to be well-prepared. These tests are challenging. Students who prepare for them know what to expect and know how to plan their time. Twenty hours of preparation is a good idea for most students. There are several ways to prepare free.Khan Academy has partnered with the College Board to provide comprehensive free SAT test preparation. You can link to it from , or go directly to sat. Download the free, official SAT QOTD Mobile App from the Apple App Store or Google Play. Make practice a part of your routine, any time any place! Take a practice test and score it using your phone’s camera. Kaplan has partnered with the ACT. See for details and live online test preparation. Use the official ACT Online Prep, which includes a mobile app for $39.95 for one year. If you prefer paper, you can purchase study books for all tests. We have some donated study materials for the ACT and subject test. Borrow one! Through your Naviance account, you can link free to Method Test Prep for comprehensive test prep with both the ACT and SAT. It is a series of short modules. Start now and you can cover everything before your test! Kaplan offers free test prep for both tests at kaplanatschool/Amherst.Method Test Prep, Kaplan and Princeton Review offer comprehensive “live online” and classroom-based prep courses. See or . Visit for materials and local preparation courses and events at various prices.The best way to determine which test will better match your strengths is to take free untimed practice tests, available on each of these sites. TOEFL: The Test of English as a Foreign Language is for non-native English speakers. It tests reading, writing, listening and speaking. Some students may need to take it in addition to the SAT or ACT. Because testing requirements differ from college to college, students should always read college websites for international students, even if they have a green card or are U.S. citizens. Discuss whether you should take this test with the college advisor and the ELL teachers before registering for it, best in the fall of twelfth grade, because it costs $190. Fee waivers cover only half. The Internet-based TOEFL (IBT) is given at various sites in Massachusetts, Holyoke being the closest. Registration materials and information about the test are available at . TEST OPTIONAL COLLEGES:The colleges named below are SAT/ACT Optional or Flexible, meaning that they minimize or eliminate the importance of standardized tests in the admissions process. ARHS students regularly apply to these colleges, which are excerpted from a longer list at . That website also contains many religious colleges, art schools, music conservatories and many state campuses. Consult the website for the complete list. Some colleges will consider scores if you send them and others will ignore them if they do not enhance your application. Visit websites from individual colleges to learn about their particular test-optional policies. Due to NCAA requirements, athletes hoping to participate at Division I and II colleges must submit SAT or ACT scores to all colleges.Key:3 = SAT/ACT used only when minimum GPA and/or class rank is not met4 = SAT/ACT required for some programs5 = Test Flexible: SAT/ACT not required if submit SubjectTest, Advanced Placement, Int'l Baccalaureate, other exams or graded writing samples. American International College, Springfield, MAAmerican University, Washington, D.C. Assumption College, Worcester, MABaldwin-Wallace College, Berea, OHBard College, Annandale-on-Hudson, NYBates College, Lewiston, MEBeloit college, Beloit, WIBenjamin Franklin Institute of Technology, Boston, MABennington College, Bennington, VTBowdoin College, Brunswick, MEBrandeis University, Waltham, MA;5 Bridgewater State University, Bridgewater, MABryant University, Smithfield, RIBryn Mawr College, Bryn Mawr, PACastleton University, Castleton, VTCazenovia College, Cazenovia, NYClark University, Worcester, MAColby College, Waterville, ME: 5Colby-Sawyer College, New London, NHColorado College, Colorado Springs, CO: 5College of Saint Rose, Albany, NYCollege of the Atlantic, Bar Harbor, MECollege of the Holy Cross, Worcester, MAColumbia College, Chicago, ILConnecticut College, New London, CT; 5Culinary Institute of America, Hyde Park, NYCurry College, Milton, MA: 4Denison University, Granville, OHDePaul University, Chicago, ILDickinson College, Carlisle, PADrexel University, Philadelphia, PA: 5Drew University, Madison, NJEarlham College, Richmond, INElmira College, Elmira NYEmmanuel College, Boston, MaEndicott College, Beverly, MA; 4Fairfield University, Fairfield, CTFashion Institute of Technology, New York, NYFranklin and Marshall College, Lancaster, PAFranklin Pierce University, Rindge, NHThe George Washington University, Washington, D.C. ?Gettysburg College, Gettysburg, PAGoucher College, Baltimore, MDGreen Mountain College, Poultney, VTGuilford College, Greensboro, NCHamilton College, Clinton, NY5Hampshire College, Amherst, MA (Test not considered at all)Hartwick College, Oneonta, NY: 4Hobart and William Smith Colleges, Geneva, NYHofstra University, Hempstead, NY 4Hood College, Frederick, MDIthaca College, Ithaca, NYJohn Jay College of Criminal Justice (CUNY), New York, NY Johnson and Wales University, Providence, RI; Miami, FL; Denver, CO; Charlotte, NCJuniata College, Huntingdon, PAKalamazoo College, Kalamazoo, MIKnox College, Galesburg, ILLake Forest College, Lake Forest, ILLasell College, Newton, MA Lawrence University, Appleton, WILewis and Clark College, Portland, ORLong Island Univ.: Brooklyn Campus, Brooklyn, NY: 4 Loyola University Maryland, Baltimore, MDManhattanville College, Purchase, NYMarist College, Poughkeepsie, NYMarlboro College, Marlboro, VT Massachusetts College of Art and Design, Boston, MAMcDaniel College, Westminster, MD3Merrimack College, North Andover, MAMiddlebury College, Middlebury, VT: 5Mount Holyoke College, South Hadley, MAMount Ida 4Muhlenberg College, Allentown, PA 4Nazareth College, Rochester, NYNew England College, Henniker, NHNew England Institute of Technology, Warwick, RINew School, New York, NY: 4 New York University, New York, NY: 5Newbury College, Brookline, MANichols College, Dudley, MA: 5Pitzer College, Claremont, CA 3Plymouth State University, Plymouth, NHPrescott College, Prescott, AZProvidence College, Providence, RIQuinnipiac University, Hamden, CT 4Regis College, Weston, MARoger Williams University, Bristol, RI4Rollins College, Winter Park, FLSacred Heart University, Fairfield, CTSaint John's College, Annapolis, MD; Santa Fe, NMSaint Joseph’s University, Philadelphia, PA Saint Lawrence University, Canton, NYSalem State University, Salem MassachusettsSalve Regina University, Newport, RISarah Lawrence College, Bronxville, NYSewanee -- The University of the South, Sewanee, TNSkidmore College, Saratoga Springs, NYSmith College, Northampton, MASouthern NH University, Manchester, NHSt. Anselm College, Manchester, NHSt. Michael’s College, Colchester, VT 4Stonehill College, Easton, MASusquehanna University, Selinsgrove, PATemple University, Philadelphia, PATrinity College, Hartford CT, Union College, Schenectady, NYUniversity of Massachusetts Boston, Boston MAUniversity of Massachusetts Lowell, Lowell, MAUniversity of Rochester, Rochester, NY 5Ursinus College, Collegeville, PA: Utica College, Utica, NY: 4Wagner, College, Statton Island, NYWake Forest University, Winston Salem, NCWarren Wilson College, Ashville, NCWashington & Jefferson College, Washington, PA Wesleyan University, Middletown, CTWestern New England University, Springfield, MAWheelock College, Boston, MAWheaton College, Norton, MAWhitman College, Walla Walla, WAWorcester Polytechnic Institute, Worcester, MAAMHERST REGIONAL HIGH SCHOOL College Advising ProgramFINANCIAL AID OVERVIEWGeneral Advice:Discuss college finances with your parent(s). Get a sense of what they can pay and what they might expect from you. Remember that the sticker price at colleges does not apply to many families and that, depending on the college, financial aid awards can make the absurdly expensive become suddenly affordable. Look for colleges that fit your interests and other needs, and then apply to colleges in various price ranges. In the end, when you receive your financial aid awards after admission, you will be able to choose the place that’s best for you. Key terms:FAFSA: Free Application for Federal Student Aid; required form for all federal grants, loans, work-study and some institutional, including merit aid. File electronically.SAR: Student Aid Report; report emailed to students after FAFSA completion; contains all information about family’s “ability to pay.”CSS PROFILE: College Board financial aid form required by some private colleges for institutional aid. Fee required.EFC: Expected Family Contribution; family’s share of college costs per federal/college calculations.COA: Cost of attendance; total cost of college, including tuition, board, meals, fees, books, travel, etc.Financial Need: COA minus EFCGAP: When college aid award packages do not meet full financial need.Resources:College websites: They contain critical information about deadlines, application procedures and merit awards. Each college must also offer a “Net Price Calculator.” Once you know you are applying to a particular college, carefully read everything they post. MEFA () the Massachusetts Educational Financing Authority: They provide free, credible and comprehensive information about college financing, as well as a financial aid calculator and links to many important websites. You can sign up for free timely reminder e-mails. US government sites: fafsa. contains free application for all federal aid; fafsa4caster. provides reliable prediction of federal EFC and federal aid eligibility; Studentaid. is a comprehensive informational college admissions and financial aid site; collegescorecard. contains information on college costs, graduation, and post-college earnings. The College Board website () has a lot of helpful information, a financial aid calculator and a scholarship search Other helpful financial aid/scholarship websites are: ; ; . Beware of any websites or financial aid counseling services that charge you for financial aid or scholarship information. Everything you need to know is available free. There are many scams out there. Questions to Ask About a College’s Aid Policies:Are you “need-blind” in your admission policy? A college that is “need-blind” makes admission decisions without regard for the student’s ability to pay. The “need-blind” college does not review financial circumstances until after an admission decision is reached. Some colleges, when considering students with equal academic records, will give preference to the student who is able to pay. This practice is “need aware” or “need conscious.” Ask what the policy is for each school you are considering.Do you meet 100% of demonstrated need? Some schools meet 100% of your “demonstrated need, determined by formula, with an aid package including grants, loans and work-study. Others include parent loans and claim to meet need. Proportions of grants and loans vary among these colleges. Most schools do not meet full demonstrated need. This is “gapping.”What percentage of your students receives financial aid?What is your “packaging policy”? You want to know:The average undergraduate indebtedness upon graduation The percentages of your aid package that are grant vs. self-help (loans, work-study).How the aid package changes over four years? Some colleges entice freshmen with large grants for the first year and then switch to a much heavier loan burden in sophomore and subsequent years. Some increase in loans is expected year to year, but you want to avoid a “bait and switch” situation.Whether they have a “preferential packaging” policy; For example, if two students have equal demonstrated financial need, do they give a better overall aid package to the student who has a stronger academic profile, or to students entering certain fields of study? Is aid comparable under early and regular decision programs?Whether there are merit-based scholarships for students with high academic profiles regardless of financial circumstances; How many? What are the criteria? How does one apply?What is your policy regarding outside scholarships? Colleges deduct money earned in outside scholarships from financial aid packages. It’s better if schools reduce your loan burden or work study award rather than grants. Finally:If you think you may need aid at any time over the next four years- - apply! (Some colleges do not let students apply for aid subsequently if they did not apply as a freshman. Some merit scholarship and low interest loan programs require the FAFSA.)Students who need significant aid should remember that many colleges give larger need and merit-based aid packages to good students. Keep those grades up!Make sure your college list includes at least one that meets your academic and personal needs and is affordable. For many students this is a state college, university or community college. Apply for local scholarships in March of the senior year. A list of local scholarships, with application instructions will be e-mailed to you in mid-February. Financial Aid Forms: Financial aid is now awarded on the basis of financial information from the “Prior-Prior” year. That means two calendar years before you will enroll at college – 2016 for you. Free Application for Federal Student Aid (FAFSA) – All colleges require this. It determines eligibility for all forms of Federal Aid, including Pell grants, work study and loans, and the Mass grant program. File the FAFSA at fafsa. after October 1st of the senior year and before your earliest financial aid deadline. Many colleges require it before awarding merit scholarships. The CSS (College Scholarship Service) PROFILE – Many private colleges, some scholarship programs and a few public colleges require this form. Available on October 1, it is accessible online only, at . Check individual college websites and the Profile website to see which colleges require it and which also require the Non-custodial Profile in cases of divorce. There is a fee for filing the Profile, but most low income families get an automatic fee waiver. Institutional Forms – Some colleges have their own aid forms in addition to those listed above.10191756505575REMINDER…Complete your Junior Questionnaire and make an appointment with the College Advisor.00REMINDER…Complete your Junior Questionnaire and make an appointment with the College Advisor.AMHERST REGIONAL HIGH SCHOOL College Advising ProgramThings Every Athlete Should KnowA word to the wise…Failure to communicate meaningfully with college coaches is the biggest mistake that ARHS students make in the recruitment process. Ask questions of coaches and do not be afraid to hear the answers. Coaches will express interest in many athletes. They have definite preferences among potential recruits. You have a right to know, and should ask, where you fit in the coaches recruitment queue. If you are not a top recruit, you should know it and continue to vigorously pursue other programs. Students who remain unaware that they are not a top recruit because they didn’t ask the difficult questions often find that they have to find a college at which they can “walk on.” College is more than athletics. When looking for colleges at which to participate in athletics, consider far more than the team. Look for the right academic and social fit first. Does that college have majors or programs that interest you? Consider whether you would want to be enrolled at that college if you were no longer able to play due to injury. Hopefully, you will be making a 4-year decision. Market yourself: Complete recruiting forms on individual college websites. Respond quickly when coaches get back to you. Follow up in a few weeks if they do not. Create a cover letter expressing your interest in a particular school and telling the coach where you can be seen in action. Include your schedule of ARHS games as well as any games in club leagues and the showcases you plan to attend. E-mail it to coaches. Create an athletic resume that details athletic accomplishments and awards as well as academic standing, including GPA, honors and AP classes taken, and standardized test scores. Attach it to the email. Film your games. Teammates might want to organize the filming so effort is not duplicated and a record of the season is preserved. College coaches often want to see game films, even more than they want to see highlights. ARHS Athletics has video equipment for team and student use. Teams have access to an online film storage system called Hudl. Talk to your coach about filming your team and using this system. Use YouTube. You can extract footage from Hudl or put your own in YouTube. Send links in your introductory or subsequent e-mails. There are many online services that will create resumes and websites for athletes, to which videos can be uploaded. These services do not necessarily help you. Coaches prefer to hear from athletes directly. Be proactive. Initially contact between 20 and 30 coaches. Do not wait for coaches to reach out to you first; do not think you have done all you should do if you simply complete the online inquiry forms. Be persistent. Call the coaches often. Until you are told yes or no, you should stay in touch with coaches. Establish NCAA eligibility. All students who apply to D1 and D2 colleges hoping to participate in athletics must be approved by the NCAA Eligibility Center. College coaches need to be certain that a student will meet the qualifications under the NCAA guidelines. Consult for complete information about eligibility. Download the Guide for the College Bound Student Athlete. The NCAA considers only grades from a core of 16 academic courses, using a sliding scale between GPA and standardized test scores to determine eligibility. Standards are higher in Division I where a minimum GPA of 2.3 is required. Only whole letter grades are considered, no plus and minus grades. The ARHS GPA will not resemble the NCAA GPA! Apply for eligibility at during the spring of junior year. There is a registration fee. Fee waivers are available for students on the Free and Reduced Lunch Program. You may request one when registering with NCAA. You must notify a guidance secretary that you have requested a waiver in order for it to be processed. NCAA registration involves several steps:On : 1) Complete the registration; 2) complete the amateurism survey. In Naviance -- request that we send your transcript to the NCAA (“colleges/transcripts/request transcripts for scholarships or athletics). Send your SAT or ACT scores officially from the testing companies to the NCAA (code 9999). At the end of your senior year, complete a second amateurism survey and request that we send your final transcript to the NCAA after you graduate. Admissions offices are very important. Remember that admissions offices admit students to colleges. Coaches do not. If you are being heavily recruited by a coach, ask for an Admissions review of your transcript and test scores so you can be sure that the admissions office believes that you qualify for admission. Often merely qualifying under the NCAA requirements is not sufficient for admission. Athletic scholarships: DI and DII colleges and universities can offer athletic scholarships. Football has the most scholarships to offer. Full scholarships are very rare; they are reserved for a few top recruits. Students receiving athletic scholarships will sign a National Letter of Intent with a college or university. Verbal commitments from an institution do not mean anything without the National Letter of Intent, signed in the late fall of the senior year. If a coach is truly interested in having you on a team and if the athletic scholarship offered will not be sufficient, see a financial aid counselor at the college ASAP to learn whether the institution will be affordable for you.Division III: Many liberal arts colleges and small universities belong to D3. Rules are different. Students applying only to DIII colleges do not need to register with the NCAA Eligibility Center. The admissions review has even more importance in DIII. Be sure to know where you stand. At some colleges, athletes with lower academic qualifications than the general applicant pool do receive offers of admission. Many institutions, however, offer special deals to no one. DIII schools cannot offer athletic scholarships, but at some schools athletes are offered merit scholarships. (NESCAC schools never offer merit money for any reason.)Students playing in Division III often receive more financial assistance than students playing in Division 1 on an athletic scholarship. If a coach is truly interested in having you on a team, see a financial aid counselor at the college ASAP to learn whether the institution will be affordable for you.Meeting with college coaches: Fax or bring an unofficial transcript and a copy of your SAT scores to your initial meeting with a coach. If s/he expresses interest in you, inquire about an official visit during the fall/winter of your senior year. For DI and DII schools, you must be fully registered with the NCAA before you can have an official visit. Early decision? Many coaches will ask students to apply early decision so they will be sure to get the players they want. If you really want to attend that college, early decision can be a great option. Do not apply early decision to a college about which you are lukewarm just to please a coach. AMHERST REGIONAL HIGH SCHOOL COLLEGE ADVISING PROGRAMWhat’s on the Web?FINANCIAL AID/SCHOLARSHIPSCSS Profile …….………………………………….……………….…………………….css. Financial aid application required by many private and some public colleges.FAFSA (Free Application for Student Aid) ……………………………………….…………… Fafsa. Federal financial aid site – required by all collegesFAFSA4caster Federal government site…………………….………...……… fafsa4caster.Provides instant calculation of an estimated federal EFC, early information about student's potential to receive a Federal Pell Grant, automatic transfer of student information to reduce time needed to complete the FAFSA during senior year.FastWeb Scholarship Service …..……………………………………………..….….... Database of 180,000 private scholarships. Free search using online profileFederal Student Aid Gateway……………………………………….…………… ..studentaid. U.S. Dept. of Education Federal Student Aid Gateway: comprehensive site containing links to publications and informational sites and the FAFSA.High Five Scholarship ………………………………………………………A website created to help you find free money for ………………………………………………….………………..…..….…. The first comprehensive Web site dedicated to helping students, parents and counselors discover merit aid scholarship opportunities nationwide. It is free.Scholarsnap……………………………………………………………………………Database with a common application form created in conjunction with the Common ApplicationStudent guide to financial aid………………………….………….………..……….…….… The most comprehensive source of student financial aid information, advice and tools.GAP YEAR:GapYear.........................................................................................................................Information about Gap Year | Cultural Exchange | Voluntary Work Abroad?Gap Year Fairs……………………………………………………………………………..National circuit of events that bring together reputable Gap Year organizations, interested students and parents. Events provide students with a broad exposure to Gap Year Programs and the opportunity for conversations with the people who work in the field. Internship Year……………………………………………………………………….……………is a hands-on gap year program for students who want to learn differently. Array of real-world activities -- adventure challenge; full-time internships; residential life.GENERAL:Best College Fit………………….…….……..…………………………………………Best College Excellent weekly blog by the author of The Admission Game. Peter VanBuskirkThe College Board ……….…………………….………………………..…...…….. Comprehensive collection of information. Allows you to calculate ballpark figure for expected parent contribution. Online CSS PROFILE. Free SAT Learning Center. College and scholarship search. Practical advice on the college application process.………………………………………………...…….………..………...…… Create a profile to find your college match. Get messages about unique college opportunities. Instantly learn your chances of being admitted to almost any college in the country. It is free.Campus Tours ………………………………………………..……………….…… This site links you to virtual tours, interactive campus maps, webcams, videos, and campus pictures of hundreds of U.S. colleges and universities.College Confidential ……………………………….………………………....College-bound community on the web with pertinent articles and discussion forum.Coalition for Access, Affordability and Success …………………. Website application to 90 elite colleges and universities. College Navigator ………………………………..………………...….. government site -- offers information about colleges and universities. Get data from the National Center for Education Statistics on expenses, aid, enrollment, admissions and graduation rates, majors, along with a Google map pinpointing location. Export data into Excel.College Scorecard …………………………………….……….………… Virtual Booths for 200+ colleges and universities, Live video presentations from college admissions experts, Chats with current college students discussing their school experience Archive and live. Registration is free.Colleges That Change Lives ...................................................................................................... A directory of colleges and universities that, according to this site, should not be overlooked and are worth serious consideration.College Score Card Federal Government …………………………………..... collegescorecard.Compare colleges by graduation rates, earnings, costs Common Application……………………………………………………………….. ... Website for the Common Application used by over 600 colleges Massachusetts Colleges On Line……………………………………..……………… mco.mass.eduThis site contains listing of online state college and community college (not UMass) courses, many of which are open to high school students. Fees are charged. This can be a good way for students to expand their horizons and try college work. MEFA (MA Educational Financing Authority) …………...…………………………….….Best site for one-stop shopping. An excellent comprehensive site about the admissions process, financial aid, loans, debt management, includes calculator, parent-email sign-up and links to many important sites. National Association for College Admissions………MemberPortal/ForStudents/Multiple excellent resources on all aspects of the college admissions process.NCAA Eligibility Center ………..….… NCAA/student/index_student.htmlStudents planning to participate in Division 1 or 2 athletics must register here. This site also contains a guide that lists eligibility and core-course requirements, plus recruiting regulations, graduation rates for athletes and academic support services available at colleges.College ScorecardINTERNATIONAL STUDENTS:International Student sites about funding:http// TESTING:ACT.....................................................................................................................................Contains everything there is to know about the ACT college admission testBrian Leaf............................................................................................................................Local author and test preparer offering workshopsKaplan Test Prep........................................................................................................ Free and fee test preparation products and classes and many college guidebooks ACT/KAPLAN …………………………………………………………………………………………………content/act/en/products-and-services/act-kaplan-online-prep-live/about-act-kaplan-online-prep-live.htmlPartnership for test prepPrinceton Review....................................................................................................Free and fee test preparation products and classes and many college guidebooks SAT/ACT Prep Program …………………………………………………...………….….An online free SAT/ACT prep programSAT/KHAN Academy ……………………………………...………………...…..satPartnership for test prep.MASSACHUSETTS STATE UNIVERSITIES AND UMASSMINIMUM ADMISSIONS REQUIREMENTSThe minimum undergraduate admissions standards for the state universities and UMass campuses were established for several primary reasons: first, to emphasize the importance of successfully completing a rigorous academic course of study in high school (example MassCore, a recommended program of studies that includes specific numbers and types of courses across academic subjects); second, to ensure that students are well prepared to begin college courses and their path to degree; and third, to increase consistency of undergraduate admissions across the state universities and UMass campuses. Again, these standards are minimum requirements. Eligibility for undergraduate admission is not an entitlement of admission for any applicant; as such, meeting the minimum standards does not guarantee admission, since admissions officers consider a wide range of factors when reviewing students’ applications, and the state universities and UMass campuses can establish additional requirements. For information about any additional requirements, please contact the admissions office at the institution(s) to which the student is interested in applying. Note: These standards do not apply to the community colleges, which implement open admissions and enrollment policies. For additional information about admissions policies at the community colleges, please contact the admissions office at the institution(s) to which you are interested in applying. FRESHMAN APPLICANTS The admissions standards for freshmen applicants at Massachusetts’ public four year institutions have three primary components: 1. Successful completion of required academic courses in specific subjects; and 2. A minimum average and weighted grade point average (GPA) earned in high school level academic courses; and 3. The submission of SAT or ACT scores. For Fall 2016 and 2017 a small number of Massachusetts State Universities and UMass campuses are participating in a TEST Optional pilot. Bridgewater and Salem State Universities, Massachusetts College of Art and Design, UMass Boston, and UMass Lowell are participating in a SAT TEST Optional pilot. For further information, contact the admissions office at these institutions. ACADEMIC COURSE REQUIREMENT All freshman applicants are required to successfully complete the following courses in each academic subject over their four years of high school. Beginning with the Fall of 2017 and beyond, applicants are required to have completed 17 courses. English: 4 coursesMathematics: 4 courses (Algebra I & II and Geometry or Trigonometry, or comparable coursework) including mathematics during the final year of high schoolSciences: 3 courses (from Natural Science and/or Physical Science and/or Technology Engineering), including 3 courses with laboratory workSocial Sciences: 2 courses (including 1 course in U.S. History)Foreign Language: 2 courses (in a single language); note: American Sign Language (ASL) is a foreign LanguageElectives: 2 courses (from the above subjects or from the Arts & Humanities or Computer Sciences)If a high school designates a course as a comparable mathematics course or designates a science course as a science laboratory course, college admissions officers must accept that the course meets the above requirements. Technology and Engineering course should be identified and High school transcripts should clearly indicate that the course(s) are mathematics or science courses. MINIMUM GPA REQUIREMENT The minimum average GPA for freshman applicants, weighted for accelerated (Honors and Advanced Placement) courses, is 3.0 for both the state universities and the UMass campuses. Detailed information about calculating the weighted GPA is presented in the Appendix, pages 13 - 18. Calculating the weighted GPA is a process conducted by admissions office and does not reflect policies and practices in place in high schools. This GPA is based on all academic courses completed and grades received for courses in which the student is currently enrolled (for example, mathematics courses in which the student is enrolled during the senior year of high school). SAT/ACT SCORE REQUIREMENTS FOR APPLICANTS NEW SAT SCORE INFORMATION FOR APPLICANTS AND INFORMATION ON SAT RE-DESIGN BEGINNING MARCH 2016 All freshman applicants who are within three years of their high school graduation must submit their SAT scores (for Critical Reading and Mathematics) or ACT scores. Beginning in March 2016 a re-designed NEW SAT was developed by the College Board. The previous OLD SAT offered prior to March 2016 will no longer be offered. The NEW SAT with replace the OLD SAT and will continue to be required for all freshman applicants who are within three years of their high school graduation. ACT did not undergo a redesign and will continue to be an option for students to use in the admissions process. Admissions requirements for SAT scores have not changed. The SAT re-designed format now includes evidenced based reading and writing and mathematics. This NEW SAT format requires a new sliding scale. For example, if a student took the OLD SAT (before March 2016) and scored of 950, then took the NEW SAT (after March 2016) the equivalent NEW SAT score would be 1030. It is important to emphasize that scores from the OLD SAT cannot be directly compared to scores on the NEW SAT. Students are encouraged to submit either or both SAT scores if they have taken both the OLD SAT and the NEW SAT. In conjunction with the College Board, the Department of Higher Education has included new sliding scale tables for the State Universities and the University of Massachusetts to align the NEW SAT scores with a sliding weighted GPA and ACT score. Offices of admissions will review these OLD SAT scores and NEW SAT scores with weighted GPA and ACT according to the appropriate OLD SAT or NEW SAT sliding scale table. See Tables below. Note: For Fall 2016 and 2017 a small number of Massachusetts State Universities and UMass campuses are participating in a test optional pilot. UMass Boston, UMass Lowell, Bridgewater State University, Massachusetts College of Art and Design, and Salem State University allow SAT test optional. For further information, contact the admissions office at these institutions. All freshman applicants (including international) who meet the minimum average weighted GPA of 3.0 and are within three years of their high school graduation must submit their SAT scores or ACT scores. International freshman students may be exempt if it is not possible to take these tests due to extreme hardship. For freshman applicants (including international) who do not meet the minimum weighted 3.0 GPA requirement, they must earn the following SAT or ACT scores in order to be eligible for admission. NOTE: AN APPLICANT WITH A HIGH SCHOOL MINIMUM WEIGHTED GPA BELOW 2.0 MAY NOT BE ADMITTED TO A STATE UNIVERSITY OR UMASS UNDERGRADUATE CAMPUS.SAT SCORE SLIDING SCALE TABLES FOR UNIVERSITY OF MASSACHUSETTSTable 2: OLD SAT- SAT test administration prior to March 2016 Required OLD SAT or ACT scores for freshman applicants to UMASS.Campuses Weighted Average GPACoined OLD SAT Score(Critical Reading andMathematics)ACT Score2.51 - 2.99950202.41 - 2.50990212.31 - 2.401030222.21 - 2.301070232.11 - 2.201110242.00 - 2.10115025Table 2A: NEW SAT- SAT test administration after March 2016 Required OLD SAT or ACT scores for freshman applicants to UMASSCampuses Weighted Average GPACombined OLD SAT Score(Critical Reading andMathematics)ACT Score2.51 - 2.991030202.41 - 2.501070212.31 - 2.401110222.21 - 2.301140232.11 - 2.201180242.00 - 2.10122025SAT TOTAL SCORE SLIDING TABLES FOR STATE UNIVERSITIESTable 3: OLD SAT - SAT test administration prior to March 2016 Required OLD SAT or ACT scores for freshman applicants to State UniversitiesCampuses Weighted Average GPACoined OLD SAT Score(Critical Reading andMathematics)ACT Score2.51 - 2.99910192.41 - 2.50950202.31 - 2.40990212.21 - 2.301030222.11 - 2.201070232.00 - 2.10111024Table 3A: NEW SAT - SAT test administration after to March 2016 Required OLD SAT or ACT scores for freshman applicants to State UniversitiesCampuses Weighted Average GPACoined OLD SAT Score(Critical Reading andMathematics)ACT Score2.51 - 2.99990192.41 - 2.501030202.31 - 2.401070212.21 - 2.301110222.11 - 2.201140232.00-2.10118024EXCEPTION ALLOWANCESAPPLICANTS WHO ARE ENGLISH LANGUAGE LEARNERS An English language learner or limited English proficient student is defined as a student who does not speak English (or whose native language is not English) and is not currently able to perform ordinary classroom work in English, or a student who was identified as an English language learner or limited English proficient student at any point during his or her high school career. Students who were English language learners during high school must complete all required high school level academic courses with two exceptions: They may substitute up to two academic electives based on the Massachusetts Curriculum Frameworks for the two required foreign language courses; and They may substitute up to two years of English as a Second Language courses for English courses.APPLICANTS WITH LEARNING OR OTHER DISABILITIES Applicants with professionally diagnosed and documented learning disabilities (documentation must include diagnostic test results) are exempt from taking standardized tests for admission to any public institution of higher education in the Commonwealth. However, these applicants must complete all required academic courses and earn a minimum average GPA of 3.0 or present other evidence of the potential for academic success. Note: an applicant with learning or other disabilities may substitute two academic electives based on the Massachusetts Curriculum Frameworks for the two required foreign language courses if s/he has submitted to the high school the results of an evaluation, completed within the past three years, that indicates a specific diagnosis of a learning disability that affects the ability to learn a foreign language. This policy frames minimum standards for admission to Massachusetts state universities and UMass. Institutions are free to set higher standards and/or to impose additional requirements. In any case, meeting minimum standards for admissibility does not guarantee admission for any applicant. The final decision on accepting an applicant rests with the individual MON MYTHS ABOUT COLLEGEBy George DehneDeveloper of the Personal Inventory of College StylesThe college selection process is tough enough. Don’t let the myths about college scare you away from a college or university that might be just right for you.Myth #1 - It’s better to get good grades than take challenging courses.When you have even modest success in advanced or accelerated courses it indicates that you can handle challenging courses – like those you will find in college. A challenging college preparatory program or some advanced placement courses will help you get into more selective colleges.Myth #2 - The standardized tests (ACT, PSAT, & SAT) are more important than your high school grades.Colleges know that your performance in high school is a better predictor of college success than the standardized tests. That does not mean that most colleges will ignore your SAT or ACT scores. Some state institutions with far more applicants than they can assess fairly may use scores to determine if you are eligible.Myth #3 - I need to decide on my career before I can choose a college.College is your time to explore. Except in a few specific situations, you can choose a major in your sophomore year and still complete the degree in four years. A surprising number of students discover their ideal field while taking a course they didn’t expect to like. If you're not ready, don’t let well-meaning friends pressure you into deciding on a major field or a career before you choose a college. Take your time.Myth #4 - You can’t get into a selective college if you did poorly in 9th or 10th grade.Colleges look for improvement in performance as a sign that you can and will do the work. In fact, a vast improvement as a junior and senior indicates to a college that you have settled down. However, do not expect to catch up for three poor years in one good semester as a senior.Myth #5 - If I haven’t heard of a college or university, it can’t be very good.You may not hear about many of the nation’s finest colleges until you are well into your adult life. Athletics on television is how most colleges get to be known, but many great colleges do not get that kind of exposure. Some of the nation's finest colleges don’t play big-time athletics. Judge a college on its own merits.Myth #6 - A lot of out-of-class activities will compensate for poor grades. Admittedly, colleges consider out-of-class activities such as athletics, student government, and music when they review an application. But colleges look at your academic performance first. Lots of out-of-class activities help only if the college believes you can do the work. "The thicker the file, the thicker the child" is an expression admissions counselors use when a prospective student submits materials on all that he or she has done, but the student still has poor high-school grades.Myth #7 - You should go to the most prestigious college to which you are admitted.You should go to the college that "fits" you best. If it happens to be prestigious, that’s fine. However, fit has to do with how you feel when you are on campus, that matches with how you learn and how the professors teach, along with the academic pressure you can handle. If the college isn't a good match, you will be unhappy regardless of the prestige.Myth #8 - Big colleges are best if you haven’t decided on a major field.Many students think that because there are more courses to choose from, a large college offers greater options for undecided students. However, choices alone should not be the deciding factor. If you are undecided, the best college is one that has core requirements or distribution requirements that ensure you will explore new areas and fields. Also, look for colleges with the strongest academic advising and career counseling programs regardless of their size. Good advising can help you choose an academic and career path you will enjoy rather than one you think you might like right now.Myth #9 - The quality of the academic program in which I am interested is the most important characteristic of a college.About two out of five students change their major fields of interest before they actually enroll in college, and about one of two changes the major field once enrolled. Look for a college that has your current field of interest but is also strong in all its areas. It’s worth noting that the research on success in graduate school and in employment after college suggests that the best way to master a major field is a combination of learning theory and active, hands-on-learning by doing. What's more valuable is having the opportunity to do research on your own or to work side by side with a professor on a project rather than simply taking more courses in the field.Myth #10 - The best time to visit colleges is after you have been admitted.Many students have fallen for this myth only to find that none of the colleges to which they were admitted "felt" right when they visited. If possible, visit before you apply and again after you have been admitted. If you can visit only once, make it before you apply.Myth #11 - Your life will be ruined if you don’t get admitted to your first choice college.Thousands of students each year do not get admitted to their first choice college and most are happy, healthy individuals today. Yes, rejection is hard on your ego, but you will not be alone. Additionally, the vast majority of students who settle for an alternate choice end up happy at that institution anyway. Remember, college admission, especially at the more selective colleges, has to be subjective. With thousands of applications and only a small staff, it is impossible to assess each applicant objectively. Some applications stand out. Some don’t.Myth #12 - You have to take only the minimum college prep courses to get into college.Technically, this is true. In reality, it is not. The more mathematics, science, and languages you take, the better your chances are for getting into a good four-year college.Myth #13 - You will have a better chance of getting into professional or graduate school if you go to a university that offers these graduate programs.Many students and parents mistakenly think that attending a university with a law school, medical school, or graduate school guarantees admission into that program at graduation. Very few universities give their students special preference for graduate study, and those that do reserve it for only the very best students. Many small colleges and universities have excellent records in placing students in professional schools and graduate programs. The key to admission is succeeding in a strong major program at a challenging college, not where you go. Regardless of where you attend, there are no guarantees.Myth #14 - Liberal arts colleges do not have good science programs.The "liberal" in liberal arts means "broadening" and "freeing" – as in freeing one’s mind from narrow thinking. The term "liberal arts" is a shortened version of the full title: liberal arts and sciences. Most liberal arts colleges have been emphasizing science for all students for a century or more. Since the best way to learn science is by doing science, small colleges with small classes and fewer students in laboratories often have an advantage. Proportionally, far more physicians and Ph.D.s have undergraduate degrees from small liberal arts colleges than from large universities.Myth #15 - Your college experience will be pretty much like everyone else’s.This is generally not true. Students can and are encouraged to study overseas, do an internship, pursue an independent study project, conduct research with a professor, major in two fields, cluster courses on a single topic, etc. In fact, at most institutions you can even design your own major.Myth #16 - Colleges are concerned only with my intellectual and academic development.Many colleges and universities pride themselves on their ability to "develop the whole person." Some of this personal development comes from requiring a broad-based general education that contributes to your understanding of the world and society. Some of the personal growth takes place in the residence halls where you learn things like tolerance and how to get along with different kinds of people. In some cases, personal and professional development is intentional. At these colleges, there are workshops open to students on time management, developing relationships, handling yourself at a job interview, and your responsibilities as a citizen.Myth #17 - State-supported institutions offer more financial aid than private colleges do.State-supported colleges and universities offer very little of their own resources for financial assistance. As the name suggests, state-supported institutions are subsidized by their respective states and that allows them to charge less. However, state institutions are also more likely to offer only loans to students who do not have a high need.Myth #18 - The federal government provides most of the financial ernment funds comprise only a very small proportion of the grant aid available, that is money that does not need to be paid back. Most federal aid is in the form of loans. Private colleges, especially, supply the largest portion of grant aid.(Adapted) Copyright ? 2007 National Research Center for College & University Admissions. All rights reserved.“I Owe It All to Community College”Tom Hanks on His Two Years at Chabot CollegeIn 1974, I graduated from Skyline High School in Oakland, Calif., an underachieving student with lousy SAT scores. Allowed to send my results to three colleges, I chose M.I.T. and Villanova, knowing such fine schools would never accept a student like me but hoping they’d toss some car stickers my way for taking a shot. I couldn’t afford tuition for college anyway. I sent my final set of stats to Chabot, a community college in nearby Hayward, Calif., which, because it accepted everyone and was free, would be my alma mater. For thousands of commuting students, Chabot was our Columbia, Annapolis, even our Sorbonne, offering courses in physics, stenography, auto mechanics, certified public accounting, foreign languages, journalism — name the art or science, the subject or trade, and it was probably in the catalog. The college had a nursing program that churned out graduates, sports teams that funneled athletes to big-time programs, and parking for a few thousand cars — all free but for the effort and the cost of used textbooks. Classmates included veterans back from Vietnam, women of every marital and maternal status returning to school, middle-aged men wanting to improve their employment prospects and paychecks. We could get our general education requirements out of the way at Chabot — credits we could transfer to a university — which made those two years an invaluable head start. I was able to go on to the State University in Sacramento (at $95 a semester, just barely affordable) and study no other subject but my major, theater arts. (After a year there I moved on, enrolling in a little thing called the School of Hard Knocks, a.k.a. Life.)By some fluke of the punch-card computer era, I made Chabot’s dean’s list taking classes I loved (oral interpretation), classes I loathed (health, a requirement), classes I aced (film as art — like Jean Renoir’s “Golden Coach” and Luis Bu?uel’s “Simon of the Desert”), and classes I dropped after the first hour (astronomy, because it was all math). I nearly failed zoology, killing my fruit flies by neglect, but got lucky in an English course, “The College Reading Experience.” The books of Carlos Castaneda were incomprehensible to me (and still are), but my assigned presentation on the analytic process called structural dynamics was hailed as clear and concise, though I did nothing more than embellish the definition I had looked up in the dictionary. A public speaking class was unforgettable for a couple of reasons. First, the assignments forced us to get over our self-consciousness. Second, another student was a stewardess, as flight attendants called themselves in the ’70s. She was studying communications and was gorgeous. She lived not far from me, and when my VW threw a rod and was in the shop for a week, she offered me a lift to class. I rode shotgun that Monday-Wednesday-Friday totally tongue-tied. Communicating with her one on one was the antithesis of public speaking. Classes I took at Chabot have rippled through my professional pond. I produced the HBO mini-series “John Adams” with an outline format I learned from a pipe-smoking historian, James Coovelis, whose lectures were riveting. Mary Lou Fitzgerald’s Studies in Shakespeare taught me how the five-act structures of “Richard III,” “The Tempest” and “Othello” focused their themes. In Herb Kennedy’s Drama in Performance, I read plays like “The Hot L Baltimore” and “Desire Under the Elms,” then saw their productions. I got to see the plays he taught, through student rush tickets at the American Conservatory Theater in San Francisco and the Berkeley Repertory Theater. Those plays filled my head with expanded dreams. I got an A.Of course, I goofed off between classes eating French fries and looking at girls; such are the pleasures, too, of schools that cost thousands of bucks a semester. Some hours I idled away in the huge library that anchored Chabot’s oval quad. It’s where I first read The New York Times, frustrated by its lack of comics.If Chabot’s library still has its collection of vinyl records, you will find my name repeatedly on the takeout slip of Jason Robards’s performance of the monologues of Eugene O’Neill. On Side B he was Hickey, from “The Iceman Cometh,” a recording I listened to 20 times at least. When I worked with Mr. Robards on the 1993 film “Philadelphia,” he confessed to recording those monologues at 10 in the morning after lots and lots of coffee.President Obama hopes to make two years of free community college accessible for up to nine million Americans. I’m guessing the new Congress will squawk at the $60 billion price tag, but I hope the idea sticks, because more veterans, from Iraq and Afghanistan this time, as well as another generation of mothers, single parents and workers who have been out of the job market, need lower obstacles between now and the next chapter of their lives. High school graduates without the finances for a higher education can postpone taking on big loans and maybe luck into the class that will redefine their life’s work. Many lives will be changed.Chabot College is still in Hayward, though Mr. Coovelis, Ms. Fitzgerald and Mr. Kennedy are no longer there. I drove past the campus a few years ago with one of my kids and summed up my two years there this way: “That place made me what I am today.”Tom Hanks is an actor, producer and director. His 2011 film “Larry Crowne” was inspired by his years at Chabot College.Hanks, Tom. (January 2015); I Owe It All To Community College; New York Times.SIX BENEFITS OF COMMUNITY COLLEGE…What Might Be the Right Path for YouCommunity colleges were developed, and still exist, for two major purposes. The first is to serve as a bridge from high school to college by providing courses for transfer toward a Bachelor of Arts (B.A) or Bachelor of Science?degree (B.S.). Four out of 10 college-bound high-school graduates start their college education this way. The second function of community colleges is to prepare students for the job market by offering entry-level career training, as well as courses for adult students who want to upgrade their skills for workforce re-entry or advancement. Here, then, are some reasons why you might attend a community college:1. You're Tight on Funds: Community colleges cost significantly less (particularly for state residents) than state or private colleges and universities. They can be a cost-effective way to complete the first two years of college. The money you save by living at home and going to your local community college can help pay for your last two years at a four-year college or university.2. You're Not Sure about College: Maybe you'd like to begin by aiming for a two-year associate's degree and assess as you go whether you want to pursue a bachelor's degree. Taking classes toward an Associate of Arts (A.A.) degree, for example, would give you a feel for the type of education you'd get at a liberal arts college.3. You Aren't Sure What Kind of Program You Want to Pursue: Many people enter college without a clear idea of what they want to focus on. At a community college, you can explore different subject areas before committing to a program, without having to be so concerned about finances. To assist with the career decision-making process, many community colleges offer intensive guidance counseling that can help you assess your abilities, interests, and educational options. Plus, you may actually be able to take a wider array of courses (including both liberal arts and career-oriented) than at a four-year institution, making it easier to check out many different options in one place.4. Your GPA Isn't so Great, and You Want to Build Your Skills Before Transferring: Whereas many four-year colleges and universities have selection criteria for attendance, such as a minimum required GPA, community colleges are open to everyone. If you want to pursue college-level coursework but aren't academically ready, community colleges offer classes and one-on-one tutoring to help you strengthen your basic skills. The average class size is also significantly smaller than at four-year universities.5. You'd Like a Career-Oriented Degree, Such as a Fashion Design or Computer Certification Program: Programs like these are often not available at four-year institutions. If you're thinking of seeking employment after finishing up at community college, there are several routes you can take. You can earn an associate degree. These degrees take about two years to complete. However, if you want to take courses in a specialized area of study but don't want to spend the time necessary to earn an associate's degree, many community colleges have certificate options that provide intensive training in a specialized field like computer-assisted drafting, food service technology, or paralegal studies. These certificates usually take six months to a year to complete.6. You Work, or Have Commitments, and Need a Flexible Schedule: At four-year colleges, course schedules are geared primarily toward full-time, traditional students who take classes during the day. At community colleges, course schedules are developed with attention to the variable needs of both part-time and full-time students, so classes are usually offered throughout the day and evening, and sometimes on weekends. Many of these colleges also offer online courses.Adapted from to Survive the College Admissions Madness - The New York TimesBy Frank Bruni; March 13, 2015HERE we go again. At Harvard, Emory, Bucknell and other schools around the country, there have been record numbers of applicants yearning for an elite degree. They’ll get word in the next few weeks. Most will be turned down.All should hear and heed the stories of Peter Hart and Jenna Leahy.Peter didn’t try for the Ivy League. That wasn’t the kind of student he’d been at New Trier High School, in an affluent Chicago suburb. Most of its graduating seniors go on to higher education, and most know, from where they stand among their peers, what sort of college they can hope to attend. A friend of Peter’s was ranked near the summit of their class; she set her sights on Yale — and ended up there. Peter was ranked in the top third, and aimed for the University of Michigan or maybe the special undergraduate business school at the University of Illinois.Both rejected him.He went to Indiana University instead. Right away he noticed a difference. At New Trier, a public school posh enough to pass for private, he’d always had a sense of himself as someone somewhat ordinary, at least in terms of his studies. At Indiana, though, the students in his freshman classes weren’t as showily gifted as the New Trier kids had been, and his self-image went through a transformation.“I really felt like I was a competent person,” he told me last year, shortly after he’d turned 28. And he thrived. He got into an honors program for undergraduate business majors. He became vice president of a business fraternity on campus. He cobbled together the capital to start a tiny real estate enterprise that fixed up and rented small houses to fellow students. And he finagled a way, off campus, to interview with several of the top-drawer consulting firms that trawled for recruits at the Ivies but often bypassed schools like Indiana. Upon graduation, he took a plum job in the Chicago office of the Boston Consulting Group, where he recognized one of the other new hires: the friend from New Trier who’d gone to Yale. Traveling a more gilded path, she’d arrived at the same destination.He later decided to get a master’s degree in business administration, and that’s where he is now, in graduate school — at Harvard.Jenna, 26, went through the college admissions process two years after he did. She, too, was applying from a charmed school: in her case, Phillips Exeter Academy. Her transcript was a mix of A’s and B’s, and she was active in so many Exeter organizations that when graduation rolled around, she received a prize given to a student who’d brought special distinction to the school.But her math SAT score was in the low 600s. Perhaps because of that, she was turned down for early decision at her first choice, Claremont McKenna College. For the general admission period, she?applied to?more than half a dozen schools.?Georgetown, Emory, the University of Virginia and Pomona College?all turned her down, leaving her to choose among the University of South Carolina, Pitzer College and Scripps College, a sister school of Claremont McKenna’s in Southern California. “I felt so worthless,” she recalled.She chose Scripps. And once she got there and saw how contentedly she fit in, she had a life-changing realization: Not only was a crushing chapter of her life in the past, it hadn’t crushed her. Rejection was fleeting — and survivable.As a result, she said, “I applied for things fearlessly.”She won a stipend to live in Tijuana, Mexico, for a summer and work with indigent children there. She prevailed in a contest to attend a special conference at the Carter Center in Georgia and to meet Jimmy Carter.And she applied for a coveted spot with Teach for America, which she got. Later she landed a grant to develop a new charter school for low-income families in Phoenix, where she now lives. It opened last August, with Jenna and a colleague at the helm.“I never would have had the strength, drive or fearlessness to take such a risk if I hadn’t been rejected so intensely before,” she told me. “There’s a beauty to that kind of rejection, because it allows you to find the strength within.”I don’t think Peter’s example is extraordinary: People bloom at various stages of life, and different individuals flourish in different climates. Nor is Jenna’s arc so unusual. For every person whose contentment comes from faithfully executing a predetermined script, there are at least 10 if not 100 who had to rearrange the pages and play a part they hadn’t expected to, in a theater they hadn’t envisioned. Besides, life is defined by setbacks, and success is determined by the ability to rebound from them. And there’s no single juncture, no one crossroads, on which everything hinges.So why do so many Americans — anxious parents, addled children — treat the period in late March and early April, when elite colleges deliver disappointing news to anywhere from 70 to 95 percent of their applicants, as if it’s precisely that?I’m describing the psychology of a minority of American families; a majority are focused on making sure that their kids simply attend a decent college — any decent college — and on finding a way to help them pay for it. Tuition has skyrocketed, forcing many students to think not in terms of dream schools but in terms of those that won’t leave them saddled with debt.When I asked Alice Kleeman, the college adviser at Menlo-Atherton High School in the Bay Area of California, about the most significant changes in the admissions landscape over the last 20 years, she mentioned the fixation on getting into the most selective school possible only after noting that “more students are unable to attend their college of first choice because of money.” But for too many parents and their children, acceptance by an elite institution isn’t just another challenge, just another goal. A yes or no from Amherst or the University of Virginia or the University of Chicago is seen as the conclusive measure of a young person’s worth, an uncontestable harbinger of the accomplishments or disappointments to come. Winner or loser: This is when the judgment is made. This is the great, brutal culling.What madness. And what nonsense.FOR one thing, the admissions game is too flawed to be given so much credit. For another, the nature of a student’s college experience — the work that he or she puts into it, the self-examination that’s undertaken, the resourcefulness that’s honed — matters more than the name of the institution attended. In fact students at institutions with less hallowed names sometimes demand more of those places and of themselves. Freed from a focus on the packaging of their education, they get to the meat of it.In any case, there’s only so much living and learning that take place inside a lecture hall, a science lab or a dormitory. Education happens across a spectrum of settings and in infinite ways, and college has no monopoly on the ingredients for professional achievement or a life well lived.Midway through last year, I looked up the undergraduate alma maters of the chief executives of the top 10 corporations in the Fortune 500. These were the schools: the University of Arkansas; the University of Texas; the University of California, Davis; the University of Nebraska; Auburn; Texas A & M; the General Motors Institute (now called Kettering University); the University of Kansas; the University of Missouri, St. Louis; and Dartmouth College.I also spoke with Sam Altman, the president of Y Combinator, one of the best-known providers of first-step seed money for tech start-ups. I asked him if any one school stood out in terms of students and graduates whose ideas took off. “Yes,” he responded, and I was sure of the name I’d hear next: Stanford. It’s his alma mater, though he left before he graduated, and it’s famous as a feeder of Silicon Valley success.But this is what he said: “The University of Waterloo.” It’s a public school in the Canadian province of Ontario, and as of last summer, it was the source of eight proud ventures that Y Combinator had helped along. “To my chagrin,” Altman told me, “Stanford has not had a really great track record.”Yet there’s a frenzy to get into the Stanfords of the world, and it seems to grow ever crazier and more corrosive. It’s fed by many factors, including contemporary America’s exaltation of brands and an economic pessimism that has parents determined to find and give their kids any and every possible leg up.And it yields some bitter fruits, among them a perversion of higher education’s purpose and potential. College is a singular opportunity to rummage through and luxuriate in ideas, to realize how very large the world is and to contemplate your desired place in it. And that’s lost in the admissions mania, which sends the message that college is a sanctum to be breached — a border to be crossed — rather than a land to be inhabited and tilled for all that it’s worth.LAST March, just as Matt Levin was about to start hearing from the schools to which he’d applied, his parents, Craig and Diana, handed him a letter. They didn’t care whether he read it right away, but they wanted him to know that it had been written before they found out how he fared. It was their response to the outsize yearning and dread that they saw in him and in so many of the college-bound kids at Cold Spring Harbor high school, in a Long Island suburb of New York City. It was their bid for some sanity.Matt, like many of his peers, was shooting for the Ivies: in his case, Yale, Princeton or Brown. He had laid the groundwork: high SAT scores; participation in sports and music; a special prize for junior-year students with the highest grade-point averages; membership in various honor societies; more than 100 hours of community service.For Yale, Princeton and Brown, that wasn’t enough. All three turned him down.His mother, Diana, told me that on the day he got that news, “He shut me out for the first time in 17 years. He barely looked at me. Said, ‘Don’t talk to me and don’t touch me.’ Then he disappeared to take a shower and literally drowned his sorrows for the next 45 minutes.”The following morning, he rallied and left the house wearing a sweatshirt with the name of the school that had been his fourth choice and had accepted him: Lehigh University. By then he had read his parents’ letter, more than once. That they felt compelled to write it says as much about our society’s warped obsession with elite colleges as it does about the Levins’ warmth, wisdom and generosity. I share the following parts of it because the message in them is one that many kids in addition to their son need to listen to, especially now, with college acceptances and rejections on the way:Dear Matt,On the night before you receive your first college response, we wanted to let you know that we could not be any prouder of you than we are today. Whether or not you get accepted does not determine how proud we are of everything you have accomplished and the wonderful person you have become. That will not change based on what admissions officers decide about your future. We will celebrate with joy wherever you get accepted — and the happier you are with those responses, the happier we will be. But your worth as a person, a student and our son is not diminished or influenced in the least by what these colleges have decided.If it does not go your way, you’ll take a different route to get where you want. There is not a single college in this country that would not be lucky to have you, and you are capable of succeeding at any of them. We love you as deep as the ocean, as high as the sky, all the way around the world and back again — and to wherever you are headed.Mom and DadKnow Your DisabilityReview your case file with your parents and Individual Education Plan team to better understand your disability and its effect on your learning. Ask the following questions:What is my disability?How does it affect how I learn?What are my academic strengths?How do I learn best?You might also consider meeting with the doctor or school psychologist who performed your assessment (testing). However, individual appointments with a doctor or psychologist can be expensive.Become a “self-advocate” while still in high schoolA “self-advocate” communicates his or her needs with logical and positive language. To be an effective self-advocate, you must understand your disability, know how it impacts your learning and become comfortable with describing your disability and your academic-related needs to others. At the college level, you are responsible for identifying and requesting support services. Parents aren’t normally involved with your education at the college level, and most colleges prefer working directly with you, the student.Practice self-advocacy now:Participate in discussions at your IEP meetings. Understanding your learning strengths and weaknesses gives you valuable knowledge that can influence your IEP planning.Listed below are ideas on how you can actively participate in your IEP meetings. Your parents and teachers can help you take these important steps.Before each IEP meeting:Understand the purpose of the meetingKnow who will be there and each participant’s role at the meetingReview the report from your last IEP meeting. Understand the goals listed on the report. With another person, practice saying how you accomplished the goals.Establish new goals and be prepared to state them.At the IEP meeting:Summarize your past goals and accomplishmentsState your new goalsAsk for ideas and feedback from other membersKnow what support and help you will need in order to accomplish your goals—and ask for it.Ask questions when you don’t understand something.Source: College planning for Students with Disabilities (Supplement for EducationQuest Foundation’s College Prep Handbook.) EducationQuest Foundation and University of Nebraska Lincoln.MASSACHUSETTS EDUCATIONAL FINANCING AUTHORITY (MEFA)TIPS FOR SUCCESSFUL CAMPUS VISITMany juniors and their parents start visiting prospective colleges in the spring. MEFA would like to offer the following advice for families to help make the campus visit successful and informative. Contact the college’s Admissions Office well in advance of your intended visit. This will help to ensure that appointments are still available on the date you prefer. April vacation is prime time for juniors to visit a college. Many colleges host open houses, special information sessions, and extra campus tours during this very busy week. Call early! College students are very open to offering their opinions and assistance to visiting high school families. Take advantage of their availability, especially tour guides, to ask any questions you have. Be attentive to the condition of campus buildings, the upkeep of the campus grounds, and how well equipped you find academic and technology buildings and labs. Pay close attention to what students talk about. Get a sense of what their priorities are at each college. It’s always impressive to see students who are genuinely excited about certain classes, or professors, or an upcoming internship or semester abroad. Yes, college students all want to have fun, but you’ll be especially impressed by a college whose students clearly know the main reason they are there—getting an education! Ask students about availability of faculty and academic advisors. All colleges like to boast about close faculty/ student interaction and support, but it’s more a fact at some than at others. Always ask to see typical freshmen housing. Most colleges offer quite a range of housing options. Make sure the tour displays both the nicest housing options as well as some of the less desirable options— often reserved for first year students. A choice of college is a major decision. Tours often highlight a college’s strength. Make sure you probe students to also determine some of the college’s weaknesses. Every college has some and you want to make sure they’re acceptable weaknesses for you Make some brief notes about each visit, including things you liked and things you didn’t particularly like. These notes will be helpful a year from now as decision time approaches. Enjoy this phase of your life. College visits can be fun and memorable. MEFA, the Massachusetts Educational Financing Authority, is a state- created non-profit providing accurate and credible college planning resources to families and students in Massachusetts. For access to additional resources or to learn more about MEFA’s services call us at 800- 449- MEFA (6332) or visit us online at . Questions to Ask College RepresentativesCollege reps, as well as college students, admissions counselors and faculty, genuinely enjoy talking to high school students. They like to share their ideas about their college, and they all appreciate students who have thought about the college and want to know more than is in the course catalog, in the viewbook, or on the web site. They like thoughtful questions, and their answers can help you make a good college match. Ask questions of interest to you in the following categories:StudentsHow would you characterize the majority of students?From what economic background are the majority of students?Are there clubs, activities or housing that are minority related?What do students like most about the college? Like least?Has the student government made any real contribution to the school? How do you get into student government?What political, social or academic issues concerned students last year? How did the administration react? What was the resolution?Social life and campus activitiesWhat do students do for fun?What is the role of fraternities and sororities on campus? If I didn’t want to join, could I have a satisfactory social life?What are the dominant social groups on campus? Do the groups get along with one another? Have there been any problems?What role do team sports play in the social life of college? What happens on football or basketball weekends? If I didn’t want to join in, would I find kindred spirits?Is there a good balance of academics, social life and extracurricular activities?What were the social or cultural highlights last year?What is the role of the campus newspaper?Is there an alcohol problem and, if so, how is the college handling it? What is the incidence of binge drinking? Do students feel safe on campus? Campus facilitiesHousing and diningIs there something I should know about housing that would help me in my choice?What are the types of food plans? All you can eat? Vegetarian? Kosher? Halal?Activity centers and athletic and recreational facilitiesWhat kinds of facilities does the student center have? Is it a magnet for student activities? Are there are hangouts?Do you think the college pays attention to its appearance?How would you rate the fitness center?Health, career counseling, special student services and securityIs there a doctor, nurse, psychologist or career counselor on campus? What is the waiting period for appointments?Is the office for special services adequate to the demand?How good is the security on campus?LibraryWhat have been students’ experiences with the library? Have there been complaints?Is the library well equipped with computers and copy machines?The community off campusWhat is there to do in town? How would I get there?Academics and facultyWhat is distinctive about education here? What is the educational philosophy of the college? Has it changed much in recent years?Is the honor code working? How widespread is cheating?What is the most popular major on campus? Why?Are there research possibilities with the faculty? In what areas?What are the strengths and weaknesses of the advising system?What is the quality of student and faculty relationships? Is the faculty interested in and accessible to students after class? Do faculty members participate in student activities?Are curriculum changes in the works? How will that affect my college years?Are any departments being cut back for discontinued? If so, why?Are any new programs scheduled for the next four years?Source: Adapted from Campus Visits & College Interviews by Zola Dincin Schneider (College Board, 2002). This book has may more questions you might ask of college representatives, plus chapters on every aspect of the interview and campus visit.College Counseling Sourcebook, 6th edition. ?The College Board. All rights reserved.Permission granted to copy this for educational purposes.MASSACHUSETTS EDUCATIONAL FINANCING AUTHORITY (MEFA)Tips for Writing Your College EssayMany colleges require students to write an essay as part of the application for admission. This essay will often be a factor in the admissions decision along with your transcript, standardized test scores, letters of recommendation, interview, and anything else you submit as part of your application packet. MEFA would like to offer the following tips for you to consider when planning and writing your essay. 1. Focus the essay on you, not on someone else. The college wants to use it to help learn more about you, not one of your friends or one of your relatives. You’re the one applying for admission. Use the essay to tell them something about the person behind the grades and test scores. 2. Content is as important as composition. Make it interesting and informative. Every year many very well written, excruciatingly boring essays are submitted.3. Don’t be afraid to avoid the obvious approach to a suggested essay topic. Independent thinkers are often appreciated by the admissions reader. 4. Don’t waste the essay writing about information available to admissions in other parts of the applicant packet. They’ll have your grades and activities list. Write about something they don’t obviously know about you. 5. Stay within the required length. A college admissions officer probably has hundreds of essays to read from applicants. Respect their time they’ve allotted to you and get the point of your essay across within the guidelines. 6. If you think about it, the essay is the only part of the application process where you exert full control. Even if the topic is assigned by the college, you have full reign on how you wish to approach it. Contemplate your approach in-depth before beginning to write. 7. Don’t use twenty words when five will suffice to make your point. 8. The key to an effective essay is to focus on the MESSAGE you wish to tell the reader, not on the STORY. Frequently students get so involved telling a detailed story that the important message gets buried. 9. Don’t make generic or cliché statements that most other students could have also used. Make the statements personal and specific about you. 10. Make sure the essay is YOUR work. Feel free to get feedback from parents, friends, teachers, and counselors, but make it your essay. When you have finished with it, you should be the one who is most proud of it. Valuable Online Resource From the College Board The College Board provides valuable tools to help you improve your test scores, make a plan for the next few years, and learn a great deal about college in general as well as admissions and financial aid. Look at to connect to Khan Academy for SAT practice and support and to see how “Big Future,” can be useful to you.BIG FUTURE (bigfuture.) is a comprehensive College Board tool at which you should take a look. You can look through the useful written and video information provided and create a personal profile by answering a few simple questions. Below is the list of links available on this website. Find Colleges:College 101Finding Your College FitScholarships and GrantsCampus LifeAcademic LifeCampus Visit GuideCollege SearchCompare CollegesExplore CollegesCollege MajorsCareersMajor and Career SearchPay for College:Financial Aid 101College CostsScholarships and GrantsPaying Your ShareFinancial Aid AwardsLoansTools and CalculatorsCSS/Financial Aid PROFILE?Get InApplying 101Your High School RecordTestingEssaysInterviewsMaking A Decision2017 SCHEDULE OF IMPORTANT EVENTS FOR JUNIORS ARHS CEEB and ACT Code:220015Students on free/reduced lunch can get SAT fee waivers through the late registration period. For the ACT, they must pay late fee, but registration fee is waived through late registration. PHOTOS MUST BE UPLOADED AS PART OF SAT and ACT REGISTRATION.Registration for SAT Online “waitlist status” begins after late registration and continues until five days before test date. ACT Online registration for stand-by” testing begins after late registration, ending eight days before test date. Both waitlist and stand-by have large extra fees, No guarantees! All test dates are Saturdays.January 13 (Friday)Registration deadline for Feb 11 ACT with no late fee. January 20Late registration deadline for Feb. 11 ACTJanuary 26 (Tuesday)Naviance Introduction for Parents/Guardians of juniors. 7-8 pm ARHS library.February 5 (Friday)Registration deadline for March 11 SAT with no late feeFebruary 9 – JuneCollege advisor meets with juniors and Parents/Guardians in individual conferences. Students schedule appointments in Guidance after completing online junior questionnaire at connection.amherst. Sign-ups begin February 1. February 11ACT testing session (Late registration ends Jan 20; Standby Registration ends Feb 3; test not at ARHSFebruary 18-26School vacation – great time to visit nearby colleges to see different environments.February 28 (Tuesday)Late registration deadline for March 11 SAT (at ARHS)March 3Registration deadline for April 8 ACT with no late fee , March 17 w/ late fee (not at ARHS)March 11 SAT at ARHS. Subject tests not offered on this date. (Registration deadline: February 10, Feb. 28 with late fee)March 16 (Thursday)Evening MEFA presentation on nuts and bolts of all aspects of the college admissions process; for juniors and parents; ARHS Cafeteria, 7:00 – 8:30 p.m. BE THERE!March 17 (Friday)Late registration deadline for April 8 ACTApril 3 (Monday)Springfield National College Fair; Young Building at Big E, W. Springfield (6:30 p.m. – 8:30 p.m.). Over 200 colleges attend. Register at nacac.asp to avoid filling out registration cards at each table!April 7 (Friday)Registration deadline for May 6 SAT (Northampton HS) with no late feeApril 8ACT testing session, not at ARHS (Registration deadline March 3, March 17 w/ late fee)April 15-23School vacation – great time to visit researched, targeted colleges.April 25 (Tuesday)Late registration deadline for May 6 SATApril 25(Tuesday)Evening meeting for Juniors and Parents/ Guardians. Current seniors will share their experiences in planning for college admission/financial aid. ARHS cafeteria, 7:00 – 8:30p.m. BE THERE!April 27 (Thursday)Teacher recommendation information distributed via e-mail to juniors. Advisory about recommendationsMay 5 (Friday)Registration deadline for June 10 ACT with no late fee. (Not at ARHS)May 6SAT and Subject Testing sessions NOT at ARHS. (Registration Deadline: April 5, Apr 20 with late fee). May 8-12Teacher recommendation request week – not first come, first servedMay 9 (Tuesday)Registration deadline for June 3 SAT Reasoning or Subject Tests with no late fee (ARHS)May 15-19Teachers respond to recommendation requestsMay 24 (Wednesday)Late registration deadline for June 3 SATMay 19 (Friday)Late registration deadline for June 10 ACTJune 3SAT and Subject Testing sessions at ARHS. (Registration Deadline: May 9, May 24 with late fee). June 10ACT testing session (Registration deadline: May 5, May 19 with late fee) not at ARHSSummer vacationGreat time to visit many colleges. Schedule interviews at those of high-interest. Narrow your list. Draft essays. Early senior yearHandbook and other important materials distributed to seniors. Students and Parents/Guardians should complete online questionnaire in preparation for fall individual conferences with the college advisor.2017 Fall Anticipated SAT Dates 2017 Fall Actual ACT DatesAugust 26, 2017October 7, 2017 September 9, 2017November 4, 2017 October 28, 2017December 2, 2017 December 9, 2017 ................
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