GERMANTOWN ACADEMY

COLLEGE COUNSELING HANDBOOK FOR PARENTS (GRADES 9 – 11) 2019 – 2020

The Middlebury College Admission Office’s Top 10 Things for Parents to Remember

It is good, of course, that students and parents approach this process jointly, but we all know that at its best, the process itself can prepare students for the independence that they will experience in college. The following list contains some possible symptoms of parental over-involvement.

10. Remember that this process is not about you. No matter how similar your children may be to you, they need to make their own decisions and observations. 9. Support and encouragement are more appropriate than pressure and unsolicited advice. Allow your children to seek you out and restrain yourself from imposing your viewpoint upon them. 8. Do not use the words “we” or “our” when referring to your children’s application process. Those little pronouns are surefire indicators that you have become too involved. 7. Help them prepare but let them perform. Encourage them to sleep well and put thought into a college visit, but once on campus, step back and let them drive the experience. This is good practice for the next phase of their lives—adulthood. 6. Encourage your children to make their own college appointments, phone calls, and e- mails. When a family arrives at an admissions office, it’s important that the student approach the reception desk, not the parents. We notice! Having control over those details gives them a sense of ownership. Don’t be tempted by the excuse that “I’m just saving them time” or “they are too busy”— students will learn to appreciate all the steps it takes to make big things happen if they do them. 5. Allow your children to ask the questions. They have their own set of issues that are important to them. 4. Prepare your children for disappointment. For many students this is the first time they could face bad news. Remind them there is no perfect school and that admissions decisions do not reflect on their worth as people or your worth as parents. 3. Never complete any portion of the college application—yes, even if it is just busy work. That also goes for friends, siblings, counselors, and secretaries. For many colleges, that overstep would be viewed as a violation of the honor policy at the school. 2. Do not let stereotypes or outdated information steer your children away from schools in which they would otherwise have an interest. Times have changed and so have colleges.

And the Number One thing for parents to remember about the college search process is: 1. Never, ever, during a college visit buy that souvenir sweatshirt or T-shirt from the bookstore in your size—it’s a dead giveaway!

-COLLEGE COUNSELING TEAM DIRECTORY-

DIRECTOR OF COLLEGE COUNSELING – KAREN A. MASON [email protected] 267-405-7268

ASSOCIATE DIRECTOR OF COLLEGE COUNSELING - SUSAN MERRILL [email protected] 267-405-7266

ASSISTANT DIRECTOR OF COLLEGE COUNSELING – JONATHAN NA [email protected] 267-405-7384

COLLEGE COUNSELOR – DANIEL ST. JEAN [email protected] 267-405-7507

COLLEGE COUNSELOR – PETER DREWNIANY [email protected]

COLLEGE COUNSELOR – ABBY PERKISS [email protected]

COLLEGE COUNSELING OFFICE ASSISTANT – VIRGINIA (GINNY) ALLENSON [email protected] 267-405-7254

-LOCATION OF COLLEGE COUNSELING OFFICE – The College Counseling Office is located on the first floor of the Upper School Building (340 Morris Road, Fort Washington, PA 19034) adjacent to the Head of Upper School’s Office. Phone and Fax Number - 267.405.7254

-HOW TO SCHEDULE AN APPOINTMENT WITH YOUR COLLEGE COUNSELOR- Email or stop by to see Mrs. Allenson, the College Counseling Office Assistant, to schedule with all counselors except Mr. St. Jean (contact him directly). If emailing, please indicate when you have frees during the school day or if you are available after school. Email: [email protected]. If stopping by, bring your planbook.

-COLLEGE COUNSELING WEBSITE- http://www.germantownacademy.net/academics/college-counseling/index.aspx Consult the website for the most up-to-date information about college counseling events and links to helpful websites for the college search and application processes.

-GA’S NAVIANCE STUDENT WEBSITE- https://student.naviance.com/germantownacad

 Each GA student receives an access code for Naviance Student in the spring of sophomore year.  Each GA Upper School parent receives an access code for Naviance Student in the spring of his or her child’s sophomore year.  Both students and parents can have their passwords reset by contacting Ginny Allenson at 267-405-7254

GA’s CEEB Code – 393321

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-TABLE OF CONTENTS-

COLLEGE COUNSELING CALENDAR OF EVENTS 3 OPTIMAL COLLEGE VISIT DAYS DURING THE SCHOOL YEAR 4 GA’S COLLEGE COUNSELING PHILOSOPHY 4 THE ROLE OF THE COLLEGE COUNSELOR 5 THE PARENT’S ROLE 6 PARENTING A HIGH SCHOOL FRESHMAN 6 PARENTING A HIGH SCHOOL SOPHOMORE 8 PARENTING A HIGH SCHOOL JUNIOR 10 PARENTING A HIGH SCHOOL SENIOR 12 STANDARDIZED TESTING 13 THE STANDARDIZED TESTS 13 COLLEGES REQUIRING/RECOMMENDING WRITING SECTION OF ACT/SAT 14 COLLEGES REQUIRING/RECOMMENDING SUBJECT TESTS 17 FEE WAIVERS 17 NON-STANDARD TESTING 17 ACT-SAT CONCORDANCE 18 STANDARDIZED TESTING OPTIONAL COLLEGES 19 TEST PREP 21 REPORTING SCORES TO COLLEGES 21 THE COLLEGE LIST AND SEARCH 23 BUILDING THE COLLEGE LIST 24 ASSESSING CHANCES FOR ADMISSION 25 COLLEGE LIST DEVELOPMENT RESOURCES 26 PRINT AND INTERNET RESOURCES 27 MEETING COLLEGE ADMISSION COUNSELORS 31 COLLEGE REPRESENTATIVES VISITING GA 31 COLLEGE FAIRS 32 CAMPUS VISITS 32 COLLEGES WITHIN AN EASY DRIVE OF GA 35 INTERVIEWS 36 PROSPECTIVE COLLEGE ATHLETE SEARCH 41 PROSPECTIVE VISUAL AND PERFORMING ARTS COLLEGE SEARCH 43 GAP YEAR OPTIONS 43 THE COLLEGE APPLICATION PROCESS 44 COLLEGE APPLICATION FORMS 44 WAYS TO APPLY 45 WHAT STUDENTS AND COLLEGE COUNSELING SUBMIT TO COLLEGES 46 OUTSIDE LETTERS OF RECOMMENDATION 47 HOW STUDENTS REQUEST SUPPORTING CREDENTIALS 47 AFTER STUDENTS APPLY 47 FINANCIAL AID AND SCHOLARSHIPS 47 CRAFTING A COLLEGE LIST IF COST IS CONCERN 49

APPENDICES APPENDIX A – INTRODUCTION TO NAVIANCE STUDENT 50 APPENDIX B – COMPETITIVE SUMMER PROGRAMS 52 APPENDIX C- ADMISSION AND FINANCIAL AID TERMS AND DEFINITIONS 53

2 -2019 – 2020 COLLEGE COUNSELING CALENDAR OF EVENTS-

-Coffee with College Counseling – -Open to all Upper School Parents-

Tuesday, November 12, 2019, 8:30 am Wednesday, April 29th, 2020 8:30 am Wednesday, February 12th, 2020, 6:00 pm All Coffees are held in the Parents’ Room

-College Counseling Events-

Senior Parents College Counseling Meeting September 12, 7:00 pm Honickman Auditorium Financial Aid Information Night (11th and 12th) November 17, 7:00 pm Abington Friends School Alumni College Panel for Students January 9th, 1:30 pm Honickman Auditorium Alumni College Panel for Parents January 9th, 7:00 pm Honickman Auditorium Junior Parents College Counseling Meeting January 16, 7:00 pm Honickman Auditorium Navigating Standardized Tests April 6, 7:00 pm Honickman Auditorium Sophomore Parents College Counseling Meeting April 16, 7:00 pm Honickman Auditorium Senior Parent Celebration with College Counseling May 7, 5:30 pm Roberts Family Library College Fair at GA May 20th Mock Interviews for Juniors 1:30 pm – 3:00 pm GA Field House Financial Aid Workshop 5:30 pm – 6:25 pm Honickman Auditorium Over 130 Colleges at Fair 6:30 pm – 8:00 pm GA Field House

PSAT for All Sophomores and Juniors 22, 2019 at GA (Registration information will be Wednesday, October 16, 2019 at GA disseminated, and students will need to register) (all 10th & 11th grade students must register on Pre-Act for Sophomores the GA website if they wish to take the exam) Friday, April 17, 2020 (Registration information Practice ACT for Juniors (not an official exam; will be disseminated, and students will need to administered by Compass Prep, not ACT) November register)

SAT/Subject Test Dates for 2019– 2020 (Register at www.collegeboard.org) Test Date* Registration Deadline Late Registration Deadline (+ $29.00) August 24, 2019 (Held at GA) July 26, 2019 August 13, 2019 October 5, 2019 (Held at GA) September 6, 2019 September 24, 2019 November 2, 2019 October 3, 2019 October 22, 2019 December 7, 2019 November 8, 2019 November 26, 2019 March 14, 2020 (Held at GA) February 14, 2020 March 3, 2020 May 2, 2020 April 3, 2020 April 21, 2020 June 6, 2020 (Held at GA) May 8, 2020 May 27, 2020 *Both the SAT and Subject Test are offered on all dates listed above. Students can register for either the SAT or Subject Test(s) on a given date. SAT Fee = $49.50. With Essay = $64.50; Subject Tests Fee = $26.00 basic fee + $22.00 for each test. Fee waivers are available from College Counseling for eligible students.

ACT Test Dates for 2019 – 2020 (Register at www.act.org) -TI-Nspire CALC is prohibited by ACT Test Date Registration Deadline Late Registration Deadline (Not administered at GA) September 14, 2019 August 16, 2019 August 30, 2019 October 26, 2019 September 20, 2019 October 4, 2019 December 14, 2019 November 8, 2019 November 22, 2019 February 8, 2020 January 10, 2020 January 17, 2020 April 4, 2020 February 28, 2020 March 13, 2020 June 13, 2020 May 8, 2020 May 22, 2020 July 18, 2020 June 19, 2020 June 26, 2020 ACT Fee = $46.00. ACT Plus Writing = $62.50 Fee waivers are available from College Counseling for eligible students. AP Exams for 2020 (Register through GA) May 4, 2020 – May 15, 2020 Fee Per AP Exam = $94.00 3

Optimal College Visits Days during the 2019-2020 School Year (GA’s Upper School does not have classes on these days)

. Friday, September 27, Faculty In-Service . Monday, September 30 & Wednesday, October 9 (for those not observing Rosh Hashanah and Yom Kippur) . Friday, October 25 (Comment Writing Day for Faculty) . Friday, November 22 (Parent-Teacher Conferences) Mock ACT (by Compass Test Prep) held at GA at 9:00 am . Monday, December 2 (Monday after Thanksgiving; in-service day for faculty) . Monday, January 20 (Martin Luther King Day of Service) . Friday, February 14-18 (President’s Weekend) Popular Visit Date; Reserve tours early! . Friday, February 28 (Comment Writing Day for Faculty) . Wednesday, March 18 – Sunday, March 29 (SPRING BREAK) . Friday, April 10 (for those not observing Good Friday and Passover)

-GA’S COLLEGE COUNSELING PHILOSOPHY-

As an independent college preparatory school, Germantown Academy celebrates the learning process in all dimensions of campus life from the “Harkness” classroom to the state-of-the-art lab and from the turf lacrosse field to the performing arts stage. The belief that educating the “whole” student best prepares for college and for life informs each student’s daily experience at GA. Each academic challenge, intellectual risk, new extracurricular undertaking, or commitment to lead stretches students and develops rich layers to their personalities. When students have made the most of their time at GA, they can then, in turn, present their “best selves” to colleges.

Finding the “right” college no longer becomes the culmination of the high school experience if it is a part of the journey through high school itself. And, it should be a dimension of that educational journey. It is not a finale, an end. The college search stretches students to reflect on themselves (to identify colleges that may be good matches and to write essays that capture their essence) to test their newly developing decision-making skills (to decide on where to visit, where to apply, and eventually where to attend), to navigate the research tools of the college search process, and to ultimately envision a new milieu where they will be able to continue to grow academically, socially, and personally.

Too often today, both students and parents focus only on the end, college as the destination, but at GA we challenge students to view the college search as an educational voyage inward that will eventually lead them to a campus community where they can continue that journey. Suddenly, the college search no longer is about “the name,” “the bumper sticker,” or the “sweatshirt,” but about a process that will lead students to a place that will nurture who they are and who they want to become.

The College Counseling team wants to help you find that college – the one that will accelerate your growth, help you discover new passions, and equip you with the skills and knowledge to navigate an ever- changing world. To us, it’s not about the list; it’s about you!

-THE ROLE OF THE GA COLLEGE COUNSELOR-

One of the many ways that independent schools differ from public schools and many religious private schools is that independent schools provide professional college counselors as opposed to guidance counselors. While guidance counselors are generally responsible for scheduling, personal counseling, intervention, career counseling, and college counseling, college counselors devote their time to college counseling while other professionals at GA, such as House Heads, Advisors, and the personal counseling team, lead work in the other dimensions of a guidance counselor’s role.

At GA, a team of professional college counselors guides students through the college search, application, and choice processes. College Counselors are assigned to students in the Spring of their sophomore year and work with their assigned students well beyond graduation. 1

GA’s college counselors have developed expertise through a variety of professional activities: . Visiting College Campuses . Attending Conferences and Meetings . Meeting with college representatives . Researching latest admission trends (through professional e-lists, news sources (Chronicle of Higher Ed./ Higher Education News/College Counseling Newsletters), and college updates for counselors GA college counselors present at conferences and serve on boards and college advisory groups.

In their work with students, college counselors offer the following services: . one-on-one meetings beginning in the spring of sophomore year . strategies to initiate the self-reflection key to a productive college search . advisement on standardized tests and test preparation . consultation on course selection and extra-curricular opportunities . development of a college list with the student . council on the latest admission trends and practices . arrangement of opportunities for students to meet with college representatives in small groups in the fall and at a college fair each May . a seminar in junior year focused on the college search and application processes . an English course in junior year focused on writing the main college application essay . assistance with applications and essays . advice on financial aid and scholarships . guidance for prospective student-athletes through coordination with coaches and the College Counseling Athletic Liaison. . guidance for visual and performing artists through coordination with visual and performing arts faculty.

For parents, college counselors offer the following services: present at all grade level orientations held at the beginning of each academic year, provide informal opportunities for parents to ask questions at Coffees with College Counseling, offer grade specific college counseling meetings for parents of sophomores, juniors, and seniors, require a family meeting (the student, parents, and college counselor) in spring of the junior year, and respond to individual emails and phone calls.

A Note About Independent Counselors As recent media coverage has elucidated, applying to college, particularly to elite colleges, produces a considerable amount of anxiety and stress. Parents who want to assure that their children have the best possible chance of gaining admission to their dream schools occasionally consider hiring outside independent counselors. While certified independent counselors provide wonderful services to students from both public and religiously-affiliated schools that do not have designated professional college counselors, they are not needed by GA students. In fact, students who do work with outside independent counselors often fail to use our services fully. These are the specific issues we have encountered:  Students and parents who are using independent counselors often do not take full advantage of our expertise. The college counselors at GA maintain close, direct ties with our colleagues on the college admission side, in particular those who read GA applicants through their visits to our campus in the fall and in the spring for the college fair as well as our interactions at conferences and when we visit their campuses.  Students who are working with two counselors tend to visit our office less frequently, may become confused with conflicting assignments and deadlines, and often do careless work on the forms and questionnaires we ask for and depend upon throughout the process, inadvertently handicapping our necessary effort to best represent them to colleges.  Students who spend extra time using outside counselors (particularly already busy students) and not visiting our office, leave us with less opportunity to get to know them well. o Having this relationship is important to the student because we write their letters of recommendation and represent students personally to the admission officers in phone, face to face and/or email communications. o Outside consultants do not write letters of recommendation for submission to the college. Any such letters submitted on a student’s behalf are disregarded by college admission officers. 2  The consultants typically are denied direct communication with college admission officers.  Many consultants simply do not know this process the way college counselors at independent schools do. We often find students are misled by them, particularly about the essay. The College Counseling team prefers students not work with independent counselors, but if your family decides to do so, please inform your GA College Counselor and maintain a close working relationship with him/her.

-THE PARENT’S ROLE-

With each year of your son or daughter’s life, you have been re-defining your role, providing him or her with a little more independence. Ultimately, the college search will result with you launching him or her to adulthood and a world of adult choices. Until then, you need to determine how you want to navigate this process, which really begins the moment students embark on their high school career and begin making decisions about what courses to take and in what activities to participate. Some parents opt to control all decisions; others allow their son or daughter to seize the reigns, while the vast majority play tug-of-war, pulling them in when needed, and relinquishing control when the student’s decision-making feels grounded and mature.

Hence, prior to attending your first college counseling meeting as a parent, you have already established the tone of your relationship with your son or daughter. Whether you have discussed the parameters of your relationship or not, I urge you to do so when you begin conversations about the college search process.

Prior to that initial “serious” conversation about the college search, I hope you will reflect on your expectations: . Do you desire a certain program of study, major, or ultimately a career for your child? Does he or she know this desire? Does he or she agree with it? . Do you have any geographic preferences or limitations? Can they look at colleges that are a plane ride away? Are city campuses off limits? . Do you have specific colleges that you hope your son or daughter will consider? Why do you view them as potential matches? . Is cost a concern? Will cost be a determining factor? . How important is the “prestige” of the school, its name recognition? Sharing your expectations with your son or daughter upfront helps your son or daughter from becoming fixated on options you may not permit or simply cannot afford.

While we firmly believe that the student needs to be in the driver’s seat and the parent in the passenger’s, the parent often desires to approve of the route in advance. Once the parent defines his or her parameters for the college search and the student agrees, then the student needs to assume control of decision-making and parents become sounding boards and guides. And, because teenagers are inexperienced drivers, they need you to offer advice and guidance, but not to take over the wheel. The best way you can help negotiate the detours and potholes along the way is to understand each phase of the college search and application processes. This handbook should help you anticipate the stages of the college search by providing a comprehensive overview of the process and the services offered by GA’s College Counseling Department.

-PARENTING A HIGH SCHOOL FRESHMAN-

Welcome to the Upper School! As your child adjusts to high school life at GA, you may begin to interact with parents who have had older children negotiate the college process and have much to share with you. While good-intentioned, other parents can sometimes create anxiety about the college search and application processes. One parent mentions SAT prep, another taking Subject exams, and yet another about the advantages of honors courses. Undoubtedly, you begin to wonder if you are missing information, yet your son or daughter just started high school!

Here’s what you need to know. When college admission counselors eventually evaluate your son or daughter for admission, they will focus on the following items:  Course selection (review transcript to see if students have taken courses in all of the five major academic areas for all four years [English, Math, Science, History, and Foreign 3 Language]; GA College Counseling highly recommends that students do so. For students who have a strong interest in a particular discipline, they may drop one of the five major areas to take two courses from one discipline senior year. Review the rigor of the courses completed as well).  Grades earned in the courses (will review all grades earned in high school, including 9th grade).  The rigor of the high school the student attends (GA is considered a very rigorous high school because on average 100% of our students attend a four-year college and all complete a college preparatory curriculum).  The overall weighted GPA (GA provides a weighted GPA, meaning every Honors, Advanced Placement, or Advanced course receives a bump of 1.0 point, so a B (3.0) in a regular course is factored into the GPA as a 4.0 for an Honors, AP, or Advanced course). Some colleges will re- calculate the GPA based on a scale chosen by the college; others will accept it at face value.  Rank (if GA ranked) but we don’t because we are a small high school with many talented students, and ranking would hurt them. Many high schools do not rank, and colleges understand this.  Standardized Tests (today, colleges will accept either SAT or ACT scores; some colleges are standardized testing optional, see list on page 60; some more selective colleges also require Subject Tests, see list on page 50).  Extracurricular involvement (is the student involved in the school community and the larger community? Does the student have a history of involvement in one or two activities? Has the student become a leader in an activity? Does the student have a special talent?)  Essay/s (students write responses to the main college essay at the end of their Junior year in Personal Essay Writing)  Teacher Recommendations (all juniors ask two current, junior year teachers to write a letter of recommendation for them)  Counselor Recommendation (each student is assigned a college counselor in the sophomore year, and that counselor, among other things, writes a comprehensive letter of recommendation for the student).  Interviews (less and less colleges interview students and even the ones that do often do not consider them evaluative, but we provide guidance in this handbook on page 35 and offer mock interview opportunities).  Other Priorities Established by the College (geographic diversity, racial diversity, legacy favoritism, special talent needs, financial needs)

As a freshman in high school, students need to be focused on what their advisors recommend: on keeping up with assignments, studying effectively, and getting involved in the extracurricular life of the school. Freshmen year is the time to test out different activities, see which ones to pursue and which ones to abandon. Students begin to hone their decision-making and time management skills when they realize that they cannot be involved in everything that might interest them. Other students need to force themselves to break out of their comfort zone to try a new activity.

In the admission process, students often stand out for their extracurricular contributions, yet that does not mean that they need to have a long list of activities. It is far better for a student to be devoted to a couple of activities than be superficially involved in several. As parents, you can help your child make sound decisions that allow them to balance schoolwork and activities successfully.

Course Selection - As the freshman year evolves, parents will want to be a part of discussions about course selection. When students enter the Upper School, prior courses, grades, and testing help GA’s advisors determine appropriate course placement. Sometimes adjustments need to be made in students’ schedules if background knowledge was less than or greater than anticipated, but the goal always remains that the child needs to be appropriately challenged.

Rising sophomores will have some curricular choices based on their performance as freshmen. In certain subject areas, Honors, Advanced Placement, or Advanced courses are introduced (see the Course Selection Book available on the GA website). While selective colleges value these courses because they are more rigorous than regular courses, they are not appropriate for all students. Keep in mind that unlike many public high schools and religiously affiliated schools, all courses at GA are college preparatory courses. Trust in your student’s teacher, advisor, and House Head to recommend the appropriate level given his or her abilities and motivation. 4

In Freshman Seminar, students begin to explore issues of identity that serve as the foundation of the college search. This process of self-exploration will continue through one-on-one conversations with college counselors, beginning in the sophomore year, and in College Seminar in the junior year.

Standardized Tests Required for College Admission – while most freshmen do not need to complete any standardized tests for college admission, freshmen enrolled in Physics Honors should consult with his/her teacher about taking the Subject Exam in physics. Because the best time to take a Subject exam is immediately upon finishing the course, Physics Honors students often take the June exam (students can register at www.collegeboard.com; please see the testing section of this booklet).

In September of the Sophomore year, we will announce how sophomores can sign up for the PSAT.

Summer Plans – summer needs to include time to recharge and relax, yet often students want a more structured experience. While opportunities abound for the summer, parents need to understand that colleges tend not to value one type of experience over the other. What is important is how the experience fits into the student’s overall profile. College admission officers value students who work and earn money; they appreciate students who use their free time to explore an academic area in depth or for the first time (that can be taking a class or shadowing a professional or conducting research); they value athletes who attend camps and participate in club teams. No one program/experience is necessarily better or worse. Often students and parents think that attending a prestigious college’s summer program will help the student gain admission to that college. This assumption is invalid. If a student attends a program, it should be for the sole purpose of personal enrichment.

- PARENTING A HIGH SCHOOL SOPHOMORE-

With the adjustment to high school behind them, sophomores should be prepared to “hit the ground running,” and plunge into the academic year, prepared to work their hardest both in and out of the classroom. Shedding the anxiety that accompanies starting high school, sophomores often feel that they can relax, and for some students that translates into being lackadaisical about their commitments.

Sophomore year is actually a critical time of high school, and some would argue, the most pivotal year. At this point in their development, sophomores are wrestling with who they are and who they want to be. They are carving out their identities as Upper School students, determining the roles they will play as both a student and a community member. After dabbling in extracurricular activities as freshmen, sophomores identify those to which they will commit and perhaps play a leadership role and those they will abandon.

As the parent of a sophomore, you function as cheerleader, encouraging exploration of academic and extra-curricular interests and development of decision-making skills that help them maintain balance in their lives. The focus of their daily lives should not be on the goal of college acceptance, but on academic and personal growth. College options will result when students fully immerse themselves in the life of the school and take advantage of opportunities for learning and growth both in and out of the classroom. Thus, the focus of the sophomore year remains on the student!

The actual tasks to prepare for the college search and application process are minimal at this point in the journey. Here is a comprehensive list:

Gain Exposure to the two Standardized Tests Accepted by Colleges and Universities  The PSAT All sophomores are strongly encouraged to register to take the PSAT, which is offered on the second Wednesday in October, a national test date. The PSAT is a preliminary SAT designed to introduce students to a timed, standardized test. Because the PSAT is a practice exam, these scores will not be reported to colleges. Students will receive their scores in an email in December with an explanation of how to interpret the scores.

 The Pre-ACT All sophomores are strongly encouraged to register for the Pre-ACT, which GA offers in April of the student’s sophomore year on parent-teacher conference day to provide exposure to

5 the ACT. College Counseling will announce the date and how students may register in the beginning of the second semester.

Taking both practice exams will help students decide which exam they may prefer and/or perform better on.

Assignment of College Counselors GA assigns each sophomore to a college counselor in April of the sophomore year. College counselors meet with House Heads and the Head of Upper School to review each sophomore and determine the best match for that student.

Meeting for Sophomore Parents All sophomore parents are invited to a College Counseling Meeting in April of the student’s sophomore year to launch the college search process. At this time, students and parents will receive log-on information for Naviance Student.

Course Selection While advisors and House Heads serve as the main source of advice for scheduling classes at GA, students often consult with their college counselor when making decisions about their junior year schedules. The best advice College Counseling can offer in terms of planning a junior year schedule is as follows: include one credit in English, Math, Science, History, and Foreign Language. These are the disciplines that college admission officers will review to determine the rigor of the student’s schedule; they are considered the major five academic disciplines. Students need to take the appropriate course in each; they should be challenged, but they should not be overwhelmed. Following the advice of the student’s current teacher in the subject is prudent. Many students and parents ask: is it better to get an A in a regular course or a B in an Honors course? It depends! If a student seeks admission to a highly competitive college, the student may need the A in the Honors or AP course. However, if a student is applying to competitive colleges, either the A in the regular course or the B in the Honors course may be just fine. Again, what is most important is that the student enrolls in courses appropriate for him or her. Plenty of GA students have gained admission to competitive colleges without taking AP, Advanced, and Honors courses!

Individual Meetings Between Sophomores and College Counselors The College Counseling Team will invite sophomores to schedule appointments with their college counselors between mid-April and the end of May. The primary purpose of this meeting is for students and counselors to establish a relationship so that the counselor can be viewed as a trustworthy guide in the process. At these meetings, college counselors will also:  Review PSAT/Pre-ACT results  Discuss a test-taking plan  Assess “college knowledge” of student  Review course selection  Introduce students to Naviance Student  Recommend college campuses to visit to expose students to a variety of colleges that will help them determine what they want in a college.

College Fair at GA Each May the College Counseling Department sponsors a College Fair at GA in the Field House along with a couple of workshops focused on the college search and application processes. o Typically, over 130 colleges attend the Fair o Students can prepare for the College Fair by completing an on-line college search and comparing its results to those colleges attending. Naviance Student offers the SuperMatch College Search. o Parents are encouraged to attend the Fair with their sophomore to identify colleges to visit or to exclude from the search.

6 Subject Tests The June test date offered by the College Board serves as an ideal time for students to take a Subject Test or two (required by less and less colleges each year. Please see the list in the Appendix). Students can register for the Subject Tests on www.collegeboard.org. Sophomores excelling in the following courses may want to consult their teacher about their preparedness for the exam in that subject area: Chemistry Honors (Chemistry Subject Exam) Advanced World History (World History Subject Exam) Precalculus (Math 1 or 2, consult teacher)

Summer College Visits In between the spring of sophomore year and January of junior year, students should visit a handful of colleges to experience the variety of colleges and universities. The goal of these visits is to help students determine what type of campus community appeals to them. Then, in the junior year, the student and college counselor will be able to develop a list of colleges that meet the student’s desires. Parents, consider reserving at least one week of Spring Break during junior year for college visits.

Summer Activities Rest and rejuvenation are essential. After that, students can explore jobs, volunteering, camps, classes, or any other activity. No one activity is more valuable than another. What is most important is that the student is pursuing an interest. Some students elect to complete an SAT or ACT preparation class or tutoring over the summer so that they do not have to prep for the exams during the busy school year. Please consult the Standardized Testing section for information about prep options.

-PARENTING A HIGH SCHOOL JUNIOR-

Just the mention of junior year seems to raise anxiety among students and parents. With the first half of high school completed, students often feel the pressure of having one more year to demonstrate their abilities to college admission counselors, and if they do not, their parents certainly do. For the first time in addition to focusing on schoolwork and activities, students also need to prepare for standardized tests, visit college campuses, and confront that their future daily life will be away from GA, their friends, and family. Simultaneously, well-meaning adults constantly ask them what they want to study, where they want to go to college, and what they want to do with their lives. Suddenly, they are plunged from the care-free days of childhood to the reality of adult decisions and looming adult life.

Some students enthusiastically plunge into young adulthood, excited about their futures, eager to venture on to college campuses, and are even directed about what they want to study. Others long to retreat from the whole process, but begrudgingly go through the motions while a few succeed in hiding from it altogether.

As a parent, your role also changes while you experience a similar range of emotions, sparked by the tension of launching your teenager to adulthood. Since you have been the principle decision-maker in your child's life, it is tempting to get caught up in the tasks involved in this process to maintain control and to escape the emotional process of slowly letting go of your child. It is challenging to relinquish control of this process to your child because in doing so, you are virtually letting go of him or her, releasing them to adulthood.

Strive to keep in mind that the college search and application processes should be vehicles by which you teach your children vital decision-making skills. Every step of this process involves decision-making, from choosing which colleges to visit to selecting a topic for a college application essay. Together you and your child's college counselor function as guides, coaching them to consider all options, and encouraging a thoughtful and reflective process.

Simultaneously, this process is a labor intensive one for both students and parents. Investigating colleges via guidebooks and the web takes time, but planning college visits, driving to the campuses, and touring the colleges can take days and even weeks. Completing college applications will also be time consuming and challenging for your children. Germantown Academy’s College Counseling Team offers many services to help you and your child through this process, but we cannot do the work involved for you or your child.

7 For the first time in their lives, your children will have deadlines that are inflexible. They will need to be aware of each deadline and adhere to the College Counseling Department's procedures and deadlines.

We encourage you to have a conversation with your son or daughter and work out a plan on how he or she will negotiate the process. Some students will initiate this conversation themselves; others may need you to open the door and gently encourage them.

Here’s specifically what we would like you as a parent of a junior to do and to discuss with your child:

 Be aware of today’s college admission process and how the process and the selectivity of colleges have changed dramatically. If you are not certain of the selectivity of a college or university, do not recommend it to your son or daughter.

 Encourage your son or daughter to review the list of college representatives visiting GA in the fall and sign up for these meetings (access "Colleges," then "Visits" in Naviance). Students must ask a teacher for permission to miss class if the visit occurs during a class meeting.

 Reinforce the importance of College Seminar when it begins at the start of the second semester by noting the assignments, their deadlines, and checking with your child to see if he or she completed the assignment. You will receive a copy of the syllabus and the College Seminar Handbook for Juniors at the January meeting.

 Review your son’s or daughter’s test taking plan. Does he/she need to take only the SAT or the ACT or does he/she also need to take Subject Tests? Please see the guidelines concerning Subject Tests in this Handbook.

 Encourage your son or daughter to schedule a “junior meeting” between mid-January and mid- March.

 Access your Naviance Student Account (if you forgot your username or password, call College Counseling, 267-405-7254) and ensure your email address is entered and current. We will communicate with you through email.

 Attend the College Counseling meeting for Junior Parents in January.

 Complete the Parent Questionnaire prior to scheduling your Family Meeting (must be completed by May 1). Your responses help us to get to know your child from your perspective, and your insights often help us shape the letter of recommendation we craft for your child.

 Be reassured knowing that Personal Essay Writing requires each junior to complete two drafts of a college essay. Check in with your junior, encouraging him or her to give the assignment sincere effort.

 Schedule an appointment for you and your son or daughter to meet with his or her college counselor between February 1st and mid-April (the student must have his or her meeting alone with the counselor first). All appointments should be scheduled directly with the student’s counselor unless working with Ms. Mason, Mrs. Merrill, or Mr. Na. You may schedule them through Ginny Allenson, the College Counseling Office Assistant at 267-405-7254 or [email protected]. These meetings help your counselor: o Understand your concerns about the college process o Provide insight into your son or daughter from your perspective, which helps your child’s counselor write a strong letter of recommendation in support of him or her o Determine financial parameters for the college search o Identify other parameters of the college search

 Encourage your son or daughter who desires to be a Prospective College Athlete at the Division I and II level colleges and universities to register with the NCAA Initial Eligibility Center (http://web1.ncaa.org/eligibilitycenter/common/).

 Determine if your child plans to study art, theater or music at a high level and needs to begin to prepare their portfolio or audition.

 Initiate a conversation with your son or daughter to plan college visits with the goal of completing all initial visits to college campuses before school starts in September of their senior year: 8 o Some may have already visited a few college campuses; others may not have started yet. If you are in the latter group, be sure to select a range of colleges to visit; in other words, do NOT visit only colleges that will be “reaches” for your child. o Carefully plan out what will comprise your visit: working through the admission office is a necessity (some colleges track visits, consider a visit a sign of “interest” and use this information when rendering decisions), so a tour and information session/interview are a must. Other ideas (all of these should be pursued by the prospective student, not the parent): schedule an appointment with a faculty member from the major/extracurricular activity in which the student is interested; contact a GA graduate who is attending that college and ask to chat with him or her about his or her experience; pick up a copy of the student newspaper to learn about the issues on campus; visit the student center, library, coffee bar, or some other student gathering spot on campus after the official tour and ask students questions about their experience (most students love to talk about their college experience). o If a college offers the opportunity to interview, the student should interview. Many colleges will not conduct interviews until the late spring (they are busy reading applications in the winter); consult the college’s website or call.

 Review course scheduling for senior year. All GA seniors must include five major courses in their schedule, and College Counseling recommends including one in each of the major academic disciplines: English, History/Social Science, Math, Foreign Language, and Science.

Remember that your college counselor will also be guiding your child through this process and encouraging him or her to make sound decisions along the way. Cherish the time the college search provides for you to spend time alone with your child; road trips to college campuses provide hours for conversation. Encourage dialogue by putting him or her behind the wheel where texting and smart phone distractions will not preclude conversation. Allowing your son or daughter to take the wheel sends a symbolic message as well!

-PARENTING A HIGH SCHOOL SENIOR-

When many parents were in high school, they were able to ease into senior year, focusing on the fun rites of passage and enjoying the status of being a senior. Applying to college came later. Today's admission process, however, has accelerated with many colleges encouraging students to apply to college early in the fall of their senior year through Rolling Admission, Early Action, and Early Decision. As a result, today's seniors experience a frenzied pace from the moment school begins.

Here are a few steps students can take to ease that stress during the summer before senior year:  Complete preliminary college visits prior to school starting (this step is so important that it is being deliberately repeated).  Register for any standardized tests needed (ACT has July and September test dates and SAT has August and October test dates).  Begin to complete the Common Application as soon as it becomes available on August 1st (also work on colleges’ unique applications if they are not Common Application members).  Finalize the list of colleges to which he or she will apply.  Make a list of all the supplemental essay questions these colleges pose and begin to draft responses.

As a parent, you need to be aware that these steps can reduce senior year stress, so encouraging your rising senior to complete them is prudent. Some students seize this opportunity to get a lot of the work of applying to college completed (and ease your job as parent!), and others simply are not ready to tackle this work until they are in "school mode" (testing your patience).

The College Counseling team encourages parents to set parameters for conversations about "college." You want to ensure that deadlines are met, and thoughtful responses written, without replacing your identity as mom or dad with "College." Perhaps the best way of maintaining a balance is asking your son or daughter to set up a time with you to discuss the college search and application completion. Stick to the schedule! Only discuss college with your son or daughter at your agreed upon designated time.

9 The College Counseling team will be working closely with your son or daughter in the fall. We will be ensuring that college lists contain a good range of schools (for admission purposes and financial ones), critiquing essays, and reviewing applications. During this phase of the process, our work with students is highly individualized. We love when students meet with us frequently and keep us abreast of their decisions, and we encourage them to do so.

Nonetheless, there are some general milestones in the senior year that apply to all students:

 All seniors attend a senior workshop to learn: o How to request transcripts for all applications. o How to link their Common Application to their Naviance Student Account o The importance of scheduling an appointment with his or her college counselor as early in the school year as possible o The importance of meeting with college representatives visiting GA this fall  All Parents of Seniors are invited to a College Counseling Meeting in September.

Otherwise, students and parents will navigate this process at their own pace and in their own way. We encourage both parents and students to respect each other's privacy and to reduce stress by not asking about others' searches and college news.

-STANDARDIZED TESTING-

Many U.S. colleges and universities require students to submit scores from a standardized test as part of the admission process. For years students who lived on the East Coast submitted SAT scores while those in the Mid-West and West Coast submitted ACT scores. With the flattening of the world, colleges across the country have agreed that either exam is acceptable, and as a result, many GA students now take the ACT as well as the SAT.

While the scores from the SAT and the ACT are accepted interchangeably, the SAT and the ACT are distinctly different exams. Some national prep companies have devised tests combining questions from both to help students determine which exam might suit their learning styles and test-taking abilities, but most students end up sitting for the real exam if they truly want to assess their performance on it. At GA, we have found that some students score higher on the SAT while others score higher on the ACT and others score the same on both.

The Standardized Tests

THE PSAT – GA administers The Preliminary SAT to all sophomores and juniors on the Wednesday in mid- October designated for the exam. Sophomores and juniors need to register for the test on the GA website (an email will be sent out notifying students and parents of the registration process). Taking the exam allows students to gain insight into the SAT while practicing taking a test under time constraints. Because the PSAT is a practice exam, scores from the exam are not used in the college admission process. When high school juniors take the PSAT, they have a chance to compete in the National Merit Scholarship Corporation’s competition. High scoring students can earn recognition from National Merit and compete for scholarships. For more information, please consult http://www.collegeboard.com/student/testing/psat/about.html.

THE PRE-ACT – GA began administering the Pre-ACT to sophomores the first year it was offered, the 2016-17 school year. Students register to take the exam on the GA website (an email will be disseminated in the second semester announcing the opening of registration). The exam is typically offered to sophomores in April during the parent-teacher conference day. The Pre-Act exposes students to the ACT, another standardized test that is an alternative to the SAT and accepted by all colleges. Since the Pre-Act is designed for sophomores to gain exposure to the exam and ACT does not have a practice exam for juniors, GA typically offers a free practice exam for juniors in November on parent-teacher conference day through a test prep agency.

10 THE SAT The SAT is offered seven times each academic year beginning in August and running through June. Generally, GA students take the SAT for the first time in the winter or spring of their junior year. Popular test administration dates include December, March, or May (juniors currently enrolled in Algebra II may wait until May but juniors who have completed Algebra II should take it for the first time by the March date at the very latest). Information about the SAT, including registration information, can be found at www.collegeboard.org. Parents are strongly urged to have students register for the exam themselves, instead of registering for them. Please encourage them to record their username and password in a safe place; they only want to create one College Board account!

THE ACT The ACT exam is accepted in lieu of the SAT by colleges and universities, and some even accept the ACT in lieu of Subject Tests (see the list of colleges that appears later in this section). The ACT is offered six times a year beginning in July and ending in June. Information about the ACT, including registration information, can be found at www.actstudent.org.

****Please Note: Students may NOT use the calculator for the ACT that they use in their GA math courses.

THE WRITING SECTION OF THE ACT AND THE SAT The number of colleges requiring the writing portion of either exam has decreased dramatically. Here is the current list of colleges requiring the essay.

-US COLLEGES AND UNIVERSITIES THAT REQUIRE OR RECOMMEND ESSAY PORTION OF ACT OR SAT FOR ADMISSION- (updated 06-26-2019)

Abilene Christian University (TX) – recommend Albany College of Pharmacy and Health Sciences (NY) – recommend Augsburg College (MN) – recommend (note: Augsburg is a test-optional school) Berry College (GA) – require ACT, neither require nor recommend SAT College of Charleston (SC) – recommend Duke University (NC) -- recommend Eastern Illinois University – recommend ACT; neither require nor recommend SAT Manhattan College (NY) – recommend; used for placement in writing courses, not for admission Martin Luther College (MN) – require ACT, neither require nor recommend SAT Michigan State University – recommend Montana State University – recommend; used for placement in writing courses, not for admission Oregon State University – recommend SAT; neither require nor recommend ACT Rhode Island College – require ACT, neither require nor recommend SAT (note: this is not the University of Rhode Island) Saint Anselm College (NH) – recommend (note: Saint Anselm is a test optional school) Saint Norbert College (WI) -- recommend

11 Shippensburg University of Pennsylvania – recommend Soka University of America (CA) – require State University of New York at Buffalo – recommend Texas State University – recommend ACT United States Military Academy (NY) – require University of California Berkeley – require University of California Davis -- require University of California Irvine – require University of California Los Angeles (UCLA) – require University of California Merced – require University of California Riverside – require University of California San Diego – require University of California Santa Barbara – require University of California Santa Cruz – require University of Evansville (IN) – require (note: Evansville is a test optional school) University of Mary Hardin Baylor (TX) – require University of Minnesota, Twin Cities – recommend University of Montana – recommend University of Montana Western – require ACT, recommend SAT VanderCook College of Music (IL) -- require Webb Institute of Naval Architecture (NY) – recommend

NOTE: All information current with the updating of this list on June 26, 2019. Be sure to check with each college to which you apply before you register for any standardized test as requirements can change

SUBJECT TESTS Fewer colleges each year (generally some of the more selective ones) require SAT Subject tests in addition to the SAT or ACT.  All SAT Subject Tests are one-hour, multiple-choice tests  One to three Subject Tests may be taken on the same date.  Subject Tests are offered on the exact same dates as the SAT, but students may take either the SAT or Subject Tests on one date, not both.  GA recommends taking Subject Tests in June immediately upon completion of a course in the subject matter being tested.  Students should always consult their teacher if they have any questions about their level of preparedness.

Among the Subject Tests offered, GA’s Department chairs and faculty identified those listed here as being the most appropriate for GA students to consider: Literature – Juniors should consult teacher for his/her recommendation, especially those in Advanced English U.S. History – Juniors should consult teacher for his/her recommendation, especially those in AP US History World History – Sophomores should consult teacher for his/her recommendation, especially those in Advanced World History Mathematics Level 1 - Students finishing Algebra II should be prepared for this exam Mathematics Level 2 - Students finishing Algebra 3/Trig, Precalculus, and any higher-level math course should be prepared for this exam Biology E/M - Biology I Honors prepares for the Molecular version of this exam; Biology I may also elect to take this exam (consult teacher for his/her recommendation) Chemistry – Chemistry I Honors prepares for this exam; Chemistry I students may also elect to take this exam (consult teacher of his/her recommendation) Physics – Physics I Honors prepares for this exam French – French 4 Honors prepares for this exam* French with Listening (only offered in November) Spanish – Spanish 4 Honors prepares for this exam* Spanish with Listening (only offered in November) Latin (Latin 4 Honors prepares for this exam if the student has requested this preparation in advance from teacher) 12 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

Below you will find a comprehensive list of all Subject Exams offered:

COLLEGES AND UNIVERSITIES WORLDWIDE THAT REQUIRE SUBJECT TESTS FROM SOME OR ALL APPLICANTS, SCHOOL YEAR 2019-2020

The following schools require Subject Tests from all applicants, regardless of what other standardized testing results are shared: California Institute of Technology Harvey Mudd College (CA) Massachusetts Institute of Technology University of Puerto Rico Bayamon (applicant may take the Prueba de Aptitud Academica [in Spanish] in lieu of both SAT and Subject Tests) University of Puerto Rico Mayaguez (applicant may take the Prueba de Aptitud 18 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

Academica [in Spanish] in lieu of both SAT and Subject Tests)

The following schools require Subject Tests from all applicants from the United States, unless the student selects to “substitute” AP or IB exam results for the corresponding Subject Test: University of Toronto (ON) L’ecole Hoteliere de Lausanne (Switzerland) King’s College of London (United Kingdom)

The following school requires Subject Tests from all applicants from the United States if they submit an SAT but NOT if they submit an ACT: McGill University (PQ)

The following schools require Subject Tests from some applicants, regardless of what additional standardized testing is submitted: Cornell University (NY) – required for applicants to the College of Arts and Sciences Northwestern University (IL) –three required only for students applying to Integrated Science and Engineering Program—only one in US that requires three; will also consider AP, IB or college courses to fulfill requirement

COLLEGES AND UNIVERSITIES THAT RECOMMEND SAT SUBJECT TESTS 2019-2020 SCHOOL YEAR

These schools recommend Subject Tests for ALL admissions candidates Brown University (RI) Dartmouth College (NH) Duke University (NC) Georgetown University (DC) Harvard University (MA) (except “if the cost of taking the tests represents a financial hardship or if you prefer to have your application considered without them”) Lehigh University (PA) Princeton University (NJ) Rice University (TX) University of Pennsylvania Webb Institute of Naval Architecture (NY) Yale University (CT)

These schools recommend Subject Tests for SOME admissions candidates Carnegie Mellon University (PA) – engineering, humanities/social science, information systems, science, computer science and business applicants Catholic University of America (DC) – arts/sciences and philosophy applicants University of California, Berkeley – chemistry and engineering applicants University of California, Irvine – engineering, pharmaceutical sciences, physical sciences, public health sciences and public health policy applicants University of California, Los Angeles – engineering applicants University of California, Riverside – engineering and natural/agricultural science applicants University of California, San Diego – engineering, biology and physical sciences applicants University of California, Santa Barbara – engineering, math, biology, physics, chemistry, biochemistry, computing and College of Creative Studies applicants University of the Pacific (CA) – engineering, physical science, life sciences, and engineering management.

FEE WAIVERS FOR STANDARDIZED TESTS Both ACT and SAT provide fee waivers for eligible students for their exams. Each year College Counseling consults with GA’s Financial Aid Office to identify students who may qualify for fee waivers. Then, we inform families. If your child receives substantial financial aid from GA and we have not notified you of your eligibility, please contact your college counselor so we can investigate further.

NON-STANDARD TESTING Both the ACT and Educational Testing Services (administers the SAT, Subject Tests, and Advanced Placement exams) offer accommodations, including extended time, for students who have diagnosed learning differences. In general, to be eligible to apply for non-standard testing, students must have an 19 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

up-to-date learning assessment from a licensed psychologist on file with Dr. Janet Maurer, GA’s Director of Counseling, and be receiving accommodations in school. Dr. Maurer can provide more detailed information about guidelines and the appropriate paperwork. We strongly advise investigating non-standardized testing at the conclusion of the student’s freshman year to allow enough time to process the paperwork with the testing agencies (either ACT or College Board). If a student qualifies for taking either exam over multiple days, GA will accommodate spreading the test over a maximum of two days.

HOW TO COMPARE ACT AND SAT SCORES

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21 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

22 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

STANDARDIZED TESTING PREP

FREE RESOURCES  KHAN Academy - https://www.khanacademy.org/test-prep/sat College Board, the creator of the SAT, has partnered with KHAN Academy to offer free prep for the SAT.  ACT Academy – https://academy.act.org Free personalized ACT prep from the creator of the ACT. New in Fall of 2018!  Number 2.com - https://www.number2.com/ Free prep for both the SAT and the ACT

TUTORS (self-employed or local companies) The following list includes individuals who provide SAT and ACT tutoring. These individuals are not endorsed by Germantown Academy; however, they have been identified by community members who have worked with them or know them. GA provides this list as a service to you!

A+ Tutoring Chyten Dr. Sheldon Goldberg Dr. Sheldon Goldberg 215-619-0333 SAT and ACT test prep Testing and Learning Systems, LTD 484-684-7712 Testing215-542 and-6926 Learning Systems, LTD Gwynedd Office http://chyten.com/BlueBell- 215www.testingandlearning.com-542-6926 1364 Welsh Road, Suite A200 PA/ www.testingandlearning.com North Wales, PA 19454 Kelsey Testing Service http://www.aplustutoring.com/ Mary Lou McBride KelseyJon Kelsey Testing Service 610-449-6311 [email protected] Kelsey Peter Berthold [email protected] [email protected] [email protected] 484 -343-5150

610-324-7229 Paul Brown Ginny Maine & Mandy Marion Mary Ginny Maine & Mandy Marion Mary www.highscoretestprep.com 215-643-4686 Chestnut Hill Educational Services [email protected] Chestnut215-203 Hill-2363 Educational (Ginny, Verbal Services Specialist)

[email protected] MJ Test Prep Pippa Vanderstar [email protected] 215-242-2408 215-885-0411 (Amanda, Math Specialist) www.mjtestprep.com [email protected] [email protected] Plotnick (SAT/ACT/Subject Tests) New 2nd location in Chestnut Hill cell -610-256-1528 Brad Morrill homeJill Plotnick-610-825 (SAT/ACT/Subject-4865 Tests) Pearson Snyder Schoolwork and Tutoringhttp://morrillpreponline.com [email protected]

267-335-3505 215-313-6530 home-610-825-4865 Pearsonsnydersat.com [email protected] [email protected]

NATIONAL TEST PREP COMPANIES Offer classroom courses locally, small group tutoring, and individual tutoring. Tend to be very expensive, especially for individual tutoring. Each of their websites details where, what, and when they offer prep sessions. . Compass – www.compassprep.com . Kaplan Test Prep – www.kaptest.com . Revolution Prep – www.revolutionprep.com . Inspirica – www.inspirica.com . Princeton Review – www.princetonreview.com . Huntington Learning Center – www.huntingtonlearning.com . Sylvan Learning Center – http://tutoring.sylvanlearning.com

REPORTING SCORES TO COLLEGES

Most colleges require that students send their official test scores directly from the testing agency (either Educational Testing Services for the SAT or Subject Tests or American College Testing for the ACT). Students can send scores directly from their on-line accounts with the agencies.

23 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

For SAT and Subject Tests, College Board provides these specific Guidelines on its website:

How to Send Your Scores with Registration 1. Choose four score recipients for FREE during registration You can make updates to your score recipients for up to nine days after your test date. To make updates, log in to your College Board account. 2. Send additional scores Four score sends are included free with your registration. If you choose to send more than four, or to send scores outside the registration time period, you will be charged $12.00 per score send. If you are a fee-waiver-eligible student, you may have additional score report credits.

How Score Choice™ Works Select which scores you want to send to your score recipients. • Score Choice gives you the option to choose which scores (by test date for the SAT and by individual test for SAT Subject Tests™) you send to colleges — in accordance with an institution's stated score-use practice. • If you decide not to use Score Choice, all of your scores will be sent to your recipients. You should still feel comfortable sending all scores, since most colleges consider a student’s best score. Sending scores to college and university systems • For certain college and university systems, once you submit your score to one school, other schools within that system will also have access to your score. Please note, however, that if you are applying to more than one school within a college or university system, it is still important for you to send your SAT scores to each individual school. If you are not sure whether the specific school you are applying to is part of such a system, contact the school's admissions office. • GA recommends that students assume college admission counselors will see all of their SAT and Subject Test scores. While some colleges do not require that scores from every administration be submitted, most students have a highest verbal score from one administration and a highest math from another. Hence, most end up submitting all. And, as College Board indicated above 99% of colleges include the highest test score in each category.

For ACT scores, see directions provided by ACT’s website below:

 You can have your ACT scores sent to other colleges and scholarship agencies after you test in addition to the ones you selected when you registered or tested. Requests are processed AFTER your tests have been scored and all scores for your test option—ACT (No Writing) or ACT Plus Writing—are ready.  ACT reports ONLY the scores from the test date you designate, not any other test scores. This ensures that you direct the reporting of your scores.

-EXPLORING IDENTITY, INTERESTS, AND STRENGTHS-

While students do not need to know what academic major they will pursue in college to begin the college search, they can begin to explore their strengths and interests. This exploration will be life-long, but most intensive in high school and college. Some students think they know what they want to study in high school, but more often than not, they change their minds as they take classes in college and learn about majors and careers they did not even know exist. Colleges have full staffs that focus on helping students identify majors and careers that match their interests and strengths. That is the time in their development as young adults when students are most prepared to make decisions about their futures. The best advice College Counseling has is to encourage your children to explore, but do not try to force them to identify a program of study. Learning about oneself should be the goal.

In Naviance Student, there are a number of resources to help students understand themselves better. Completing any of the surveys under “My Assessments” is a great place to start exploring.

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Additional Major Exploration Information

 What Can I Do With This Major? Whether you’re exploring majors or searching for information about your chosen field, this website will help you connect majors to careers. Learn about typical career areas and types of employers that hire people with each major, as well as strategies to make you a more marketable candidate. Here is a link directly into their list of majors: https://whatcanidowiththismajor.com/major/majors/ (Source: University of Tennessee)  What Can I Do With A Major In? (Source: University of North Carolina at Wilmington)

Additional career exploration tools and activities:  What Color is Your Parachute?: Companion piece to the best-selling career book in the world; includes information for career changers.  What's Your Skillset: This website is directed at women but has great information for any career seeker. Free registration gives you access to What’s Your Skillset, located under the Assessments link.  Career Interests Game (https://career.missouri.edu/career-interest-game/): A fun way to start thinking about how your interests and personality will fit with specific work environments and careers.  O*Net Online Skills Search: This online questionnaire links your skills to a variety of occupations.

-THE COLLEGE LIST AND SEARCH-

Identifying colleges to visit and eventually apply to involves a considerable amount of reflection and time for both the student and parent. Through individual meetings with the student’s college counselor and Junior College Seminar, the student is prompted to begin assessing their educational needs and campus desires. As a parent, you need to reflect as well. 25 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

Do you have any pre-conceived desires, whether a specific college, a certain major, or geographic parameters that you need to write down, assess about which you feel strongly, and share with your son or daughter? It is vital that parents be open and honest with their children about any parameters or constraints that they have for the college search.

Sometimes these conversations can be challenging and even emotional. Your son or daughter may be “California dreaming” and you may prefer a college within three hours from home. You need to determine how strongly you feel. If California is off the list in your mind, talk with your son or daughter. If you have reservations about California, share them.

Often the conversation that parents delay is the most important one: paying for college. Today, the cost of a college education drives many college searches. If cost is a concern for you, you should know that you are in the majority. You need to share the financial realities with your son or daughter and your child’s college counselor. When compiling a college list, financial considerations must be considered. Some colleges provide generous need-based aid; others offer merit aid to strong academic students in their applicant pools; others offer both. Knowing a student’s financial needs allows the student’s college counselor to compile a list of colleges that includes a financial range.

BUILDING THE COLLEGE LIST FROM “COLLEGES I’M THINKING ABOUT” TO “COLLEGES I’M APPLYING TO” While the key to a strong college list is balance, including a range of colleges of varying selectivity for the individual student, most students achieve this goal, often with the prodding of their college counselor to add colleges to which their candidacy is very strong and the probability for admission is highly likely (hence, why we use the term “Likely” to refer to these colleges). Where many students err, however, is in including “Likely” colleges that are not truly desirable. While that may seem odd, students seem to struggle the most with identifying appropriate “Likely” colleges.

Parents can assist the College Counseling team by researching and visiting college campuses of varied selectivity and spending extra time uncovering those colleges to which admission is not only very likely but very exciting to the student. Students should be as enthused about colleges to which they are likely to gain admission as those to which admission will be a challenge.

When each college counselor meets one-on-one with their college advisees in the junior year, they identify the student’s criteria in the college search and any colleges the student is interested in investigating. From there, the college counselor researches other colleges that may match the student’s criteria and adds those to “Colleges I’m Thinking About” list in Naviance. The college counselor then employs the following terminology to describe a student’s chances for admission:

Likely Colleges (The Foundation of a Strong List) A college will be identified as a likely if the student’s grades and test scores are significantly above those of admitted students to that college. The counselor not only considers published statistics from the college, but the history of Germantown Academy applicants to that college. While the probability for admission to a “Likely” college is high, 75% or better, admission trends constantly shift and can result in a college being significantly more selective in a given year than that college has been previously. In other words, a “likely” is not a guarantee of admission and should not be taken for granted. Recommendation: GA students are urged to have at least three “Likelies” on their list and to make certain that they are genuinely appealing, colleges to which the student would be happy and proud to attend.

Possible Colleges (50/50 Chance) A college counselor will identify a college as a “Possible” if the student is a competitive candidate at that college because his or her academic profile is comparable or slightly higher than that of admitted students and past GA applicants who gained admission. Because many more factors than grades and test scores are employed at rendering admission decisions at selective colleges, the student’s chances are “Possible” or 50/50. Keep in mind that at the most selective colleges (those that admit less than 25%), grades and test scores are much less reliable predictors for admission. Recommendation: GA students should build a list with at least three “Possible” colleges, again keeping in mind that decisions could go either way.

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Reach Colleges (Realistic Ones!) A college counselor will identify a college as a Reach for one of two possible reasons: 1) the student’s academic profile falls slightly below that of admitted students or (2) in the case of most selective colleges, that the admission decision will rest on more subjective, personal factors and is unpredictable (in this case the student’s academic profile is comparable to or more exceptional than admitted students, yet these credentials will only open the door for consideration, not determine if the applicant is invited through the door and admitted). Recommendation: GA students should include at least 2 Reaches on their lists.

Far Reaches (Unrealistic) A Far Reach is a college where admission is highly unlikely because the student’s academic profile falls significantly below that of admitted students. A college counselor will include only those Far Reach colleges that a student or parent mentions, because Far Reaches are not typically realistic with chances for admission often less than 80%. Occasionally, a counselor will include additional Far Reaches if a student has a special talent that might transcend typical admission evaluation. Recommendation: unless the student boasts an exceptional talent, avoid Far Reaches.

Selectivity Versus Quality – What is a “Good” college? The single word I cringe to see attached to colleges is “good.” Just as a patient often seeks out hospitals because of areas of specialization and certain physicians, students often seek out colleges for academic programs (or extracurricular activities) and faculty (expertise, ease of access, focus on students, etc.). In other words, what makes one college a “good” college for one student, may not necessarily make it “good” for another. More often than not, however, “good” is often associated with a college’s selectivity, with low admit rates earning the “good” distinction. Because so many factors influence admit rates from a college’s remote geographic location to admission policies such as Early Decision, these factors often have little influence on the student’s experience. Focus on match, not selectivity, keep an open mind, and revel in the richness of choices!

ASSESSING CHANCES FOR ADMISSION Once students have reflected on what they want in a college and visited some campuses that confirmed those desires, they need to develop a list of colleges that not only match their desires, but also offer them a realistic chance for being admitted. Determining admissibility can be one of the greatest challenges in this process or it could be quite simple. At the very basic level, students can compare their course selection, grades, and test scores to those of admitted students to the college by seeking out the college’s admission profile on its website and by using Naviance to compare their credentials to those of past GA applicants.

Grades and test scores provide a starting point, but they do not necessarily provide the whole picture. Factors Influencing the Admission Decision Admission officers will base their decision on the following information that the student provides at the time of application (order of importance will vary slightly by college):  course selection (in the context of high school and its rigor)  grades in individual courses,  either GA’s GPA at face value (typically state universities and larger privates) or a recalculation (varies by college, often including only the main academic subjects: English, Math, Foreign Language, Science, and History)  standardized testing scores (some colleges are standardized testing optional)  extracurricular activities and leadership roles  essays and short responses  accomplishments and awards  teacher and counselor recommendations  Interviews

In today’s admission process, there are several other factors that can influence the admission decision:

 a special talent o playing the trombone, conducting college-level scientific research, playing a sport, etc.  legacy status

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o defined uniquely by each college, but generally, having a parent or grandparent who graduated from the institution  demonstrated interest o Making contact with the college to “demonstrate” your interest; visiting a campus, attending a tour and information session. Maintaining email contact with an admission counselor, faculty member, or coach is another way of demonstrating interest. o Early Decision (ED) demonstrates interest most powerfully since it is a binding agreement to attend that institution if admitted.  geographic diversity o Most colleges like to have students representing a wide geographic range on campus. Applying to colleges outside the Northeast, in the case of GA, students may give them an added advantage in the admission process.  ethnicity o Colleges and universities like to attract whatever groups are under-represented to their campuses. As a result, groups considered under-represented on a campus may have an easier time gaining admission than another group considered over-represented.  gender equity o Some liberal arts colleges are shy on male applicants. Being a male could possibly increase an applicant’s chance for admission at these colleges. o Some majors struggle to attract applicants of one sex. For example, nursing programs often seek male applicants and engineering and computer science programs often seek female applicants.  out of state applicant to a state university o Because of the state budget crunch, many state schools are actively seeking out-of-state applicants because they pay higher tuition fees than in-state students. o Other state universities have mandates limiting the number of out-of-state students they can admit.  ability to pay o being able to afford the cost of tuition, room and board without any financial aid or scholarships can be an advantage, especially at private colleges or universities that are not need blind

It is vital to bear in mind that each of these factors can influence the admission process, but not all of them do at any given institution. Institutional priorities vary by college and by year! One college may consider a family’s ability to pay, for example, and another may be “need blind,” meaning that it does not consider a student’s need when rendering a decision. Being aware of these factors elucidates the complexity of admission decisions and the simple fact that the college admission process is not necessarily fair or easily predicted.

College Counselors are the best source for insight into a student’s chances for admission at a particular college, since they are knowledgeable about admission trends and GA’s application history.

COLLEGE LIST DEVELOPMENT RESOURCES

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Today, resources for the college search abound. In the next few pages, you will find a range of those resources to help you and your son or daughter navigate.

Among these resources, the College Counseling Team recommends having students complete Naviance’s SuperMatch College Search as a starting point. Completing this survey will spark students to reflect on what they need to consider to identify colleges that may be a good fit, and they can indicate how important each factor is to them.

COMPREHENSIVE, OBJECTIVE COLLEGE “PHONE BOOKS” College guidebooks offer students and parents basic information about colleges and universities. They can be useful in identifying some factors such as the percentage of students who live on campus, the percentage of students admitted each year, and the percentage of students who return after their freshman year. Barron's Profiles of American Colleges, Barron's Educational Series, Hauppauge, NY. Index of majors, college admission selector, published every other year. The College Handbook, College Board, New York, NY. 3600+ two-year and four-year colleges, indexes by size, type, religion, sports, table of Early plans. Great introduction, updated annually. Complete Book of Colleges, Princeton Review. Includes data on 1,359+ colleges as well as ridiculous lists of “party” schools, etc. Four Year Colleges. Peterson’s, Fern Oram, Editor. Paperback. Data on more than 2,500 colleges in the US and Canada. NARRATIVE, SUBJECTIVE COLLEGE GUIDEBOOKS These guidebooks offer narratives about selected colleges and universities. They can provide greater insight into the personality or culture of a campus community. America’s Best Colleges: Barron’s Guide to the Most Competitive Colleges, Barron’s Educational Series, Hauppauge, NY. Fourth edition includes lengthy, meaty Fiske-like profiles, each ten pages or more, of nearly seventy. America’s Best Colleges for B Students, Tamra B. Orr. Profiles on 150 colleges appropriate for “B” students, admission advice, and where to find scholarships for “B” students. Colleges That Change Lives: 40 Schools That Will Change the Way You Think About Colleges, Loren Pope, Penguin Books, New York, NY. Required Reading preface is a must read! The Fiske Guide to Colleges, Edward Fiske, Sourcebooks, Naperville, IL. Most widely respected and accepted book in growing category began life two decades ago as controversial NY Times Guide. Profiles more than 300 colleges, includes “overlaps” and 45 Best Buys, great advice. The Insider's Guide to the Colleges, Yale Daily News staff, St. Martin's Griffin, New York, NY. Written by students, excellent “College Spectrum” introduction. Breezy, upbeat tone, good Fiske complement, but has not been updated recently.

PRELIMINARY COLLEGE LIST-BUILDER BOOKS These books identify colleges by a major, a program, a sport, or some other special feature. They can be useful for a student who is focused and has defined an area of interest to pursue in college. College Admission Index of Majors & Sports, Wintergreen Orchard House, Westford, MA. Companion to the four-volume College Admissions Data Sourcebook, groups 7000 different majors into 550 categories, includes cross-index, degrees offered, quick college reference pages, also notes NCAA division, athletic scholarships, religious affiliations, professional accreditations. 29 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

The College Board Book of Majors, College Board, New York, NY. Combines Index of Majors and Graduate Degrees and the Guide to 150 Popular College Majors with descriptions of major areas of study. Watch out for C,A,B,M,D abbreviations. The College Finder: Choosing the School That’s Right for You, Steven Antonoff, Fawcett Columbine Book, Ballantine Books, New York, NY. Compiles lists of colleges by majors, campus cultures, religious affiliations, and all kinds of other qualities. Fiske Guide to Getting Into the Right College. Edward B. Fiske and Bruce G. Hammond. Provides sound advice on the college search and application processes as well as includes useful lists of colleges offering strong academic programs in engineering, international studies, art, music, drama, dance, business, architecture, environmental science, etc. College Guide for Performing Arts Majors. Real-World Admission Guide for All Dance, Music, and Theater Majors, Peterson's. Provides insight into the specializations within particular majors. K and W Guide to Colleges for Students with Learning Disabilities, Princeton Review, Imy F. Wax. A comprehensive guide for students with learning disabilities, includes profiles on over 300 colleges.

The College Atlas & Planner, Wintergreen Orchard House, Westford, MA, 2005. Spiral-bound book of state-by-state maps that show only colleges and universities and major highways, great visit planner. Each counselor has one and we are happy to make copies of states for you!

INTERNET COLLEGE SEARCH SITES (Begin with Naviance Student!) http://nces.ed.gov/collegenavigator/ - National Center for Education Statistics enables you to compare colleges side by side and export search results into an excel spreadsheet. http://www.collegexpress.com/home - College Express not only offers a search engine, but all kinds of lists from majors to religious life to the student vibe. http://www.ucan-network.org/ - UCAN offers precise information in a common format on private colleges and universities http://www.collegeportraits.org/- College Portraits provides data on Public universities, making comparisons easy http://www.collegedata.com/ - College Data allows you to calculate your chances for gaining admissions. http://www.ecampustours.com/ - ECampusTours.Com offers virtual tours of college campuses. http://www.collegeprowler.com/ - provides information from students on the campuses, grades colleges on factors ranging from food to academics. Downside – charges a fee for full access. http://www.mymajors.com – information about majors as well as a quiz to help students identify interests. http://www.campusclimateindex.org/ - Operated by Campus Pride, the Campus Climate Index offers a guide to gay and lesbian friendly college campuses. http://www.hillel.org/HillelApps/JLOC/Search.aspx - Hillel’s Guide to Jewish Life on Campus

OTHER INTERNET COLLEGE SEARCH RESOURCES National Center for Education Statistics’ College Navigator is a comprehensive search engine that is particularly helpful if searching for colleges offering a specific major or program. http://nces.ed.gov/ collegenavigator/

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UCAN (University and College Accountability Networks) provides easy to find data on private colleges and universities, making it easy to compare colleges. http://www.ucan-network.org/

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College Portrait provides easy to use data on public colleges universities, allowing for side-by- side comparisons. http://www.collegeportraits.org/.

College Xpress offers a classic search engine and so much more: it includes lists by major and by a variety of other categories from colleges with the most diverse student bodies to conservative colleges. http://www.collegexpress.com/lists/

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Want to find similar colleges to the one you like?

Visit http://www.collegeresults.org/search_basic.aspx. Enter the name of a school you like, and then click on “Similar Colleges.”

-EXPLORING COLLEGES THROUGH MEETINGS WITH ADMISSION COUNSELORS -

Each college employs admission counselors who visit high schools and hold events in regions so that students and parents have an opportunity to learn about their schools. The admission counselors who travel to GA and our surrounding region are typically the readers of GA applications to their colleges and universities.

COLLEGE REPRESENTATIVES VISITING GA

Each fall over 130 colleges send admission representatives to meet with GA students. These meetings provide a great opportunity for your son or daughter to gain insight into a particular college and be educated about the college search and application processes. o These meetings occur throughout the school day and occur in the Upper School Conference Room. o Students can find a list of college representatives visiting GA in Naviance Student under the “College” tab. Typically, these visits are entered into Naviance in late August and early September. o Juniors and seniors are strongly encouraged to meet with representatives from colleges in which they are interested. o Juniors and seniors may ask teachers (at least one day in advance) if they may miss class to attend a meeting with a college representative. o Sophomores may attend these meetings if they have a free period (they are not allowed to miss class).

o Benefits of attending these meetings

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o Early in the search process, these meetings provide an opportunity for students to learn about the college search process, options among colleges, and colleges that pique their interest and warrant a visit. o College representatives often track students who attend the sessions and refer to this information when evaluating applicants to the college. Attending one of these meetings is a way that students “demonstrate their interest” in a college. o In the later stage of the search process, these sessions provide an opportunity to ask specific questions and establish a relationship with the admission representative who will most likely be one of the readers of applications from GA students.

INDEPENDENT SCHOOL MULTICULTURAL FAIR AT WESTTOWN (https://www.westtown.edu/page.cfm?p=1000232)  Saturday, October 19, 2019

GA’S COLLEGE FAIR Each May GA’s College Counseling team sponsors a college fair that takes place in the Field House. The Fair provides the chance for students and parents to talk with any of the 130 college admission counselors in attendance. Attending the Fair can help students determine which colleges they would like to visit.

NACAC’S STEM COLLEGE AND CAREER FAIR (https://www.nacacfairs.org/attend/stem-college-and-career-fairs/)  Saturday, October 12th, 2019 at Rider University, NJ  Sunday, October 13th, 2019 in NYC

-CAMPUS VISITS-

With the vast amount of information on-line about colleges from virtual tours to critiques of professors on rate.myprofessor.com, some parents and students wonder the value of the campus visit. Visiting a college campus provides first-hand experience to compare to the images portrayed in glossy brochures and the glowing endorsements on college websites. With the rising costs of a higher education, college proves to be a major financial investment for families. Researching and investigating all that a college offers and promises to be are simply prudent.

In addition, many college admission counselors highly value campus visits and track students who participate in campus tours, information sessions, and interviews. When a student applies to a college and has not visited that college, the admission counselor often questions the sincerity of the student’s interest in the college.

If a student is unable to visit a college campus because of distance or financial reasons, the student can email the admission counselor responsible for GA to express interest in the college.

Special Note for Sophomores and Rising Juniors: Complete a college search online and meet with your college counselor to target a couple of colleges you might visit this summer and/or next fall – keep an open mind and pick a variety – large, small, urban, rural, etc. See next page of colleges within an easy drive. Hint – because we are blessed with a vast number of colleges within a two-hour drive, I highly recommend taking advantage of those within close proximity to your home. You can explore colleges at a distance once you determine your search criteria.

PREPARING FOR THE CAMPUS VISIT

 Identify all the colleges that you would like to visit.  Determine which colleges can be visited together and make plans to visit at least two weeks in advance, if not four (students tend to visit colleges at the same time of year, and some colleges have limits on tours, information sessions, and especially on interviews). Hint: Ask your college counselor to view the College Atlas and Planner to see which colleges are in proximity to each other. 34 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

 Plan on visiting two colleges a day (more than that will burn you out and force you to rush your visits).  Visit the colleges’ websites to find out their format for a visit. Do not schedule appointments at this point. Just gather the information. Some colleges may not require appointments while the majority will require a reservation.  Expect each college to offer one or a combination of the following visit options: o A Campus Tour – ask the approximate time needed for a tour of the campus, which is typically led by a student. o A Group Information Session – medium to large colleges tend to offer this option where an admission counselor addresses a group of parents and students, explaining majors and programs, the process for admission, admission standards, and financial aid. o An Interview – typically small to medium size colleges that are more selective in admission are the only institutions capable of offering interviews. Generally, an admission counselor interviews a student alone, either for the purpose of providing information or conducting a subjective evaluation of the student. See the section on “Preparing for the College Interview.” o A Class Observation – if you visit during the academic year, you should ask if you can sit in on a class related to your area of academic interest. o A Meeting with a Faculty Member or a Coach – if you have a specific academic or athletic interest, it is often possible to meet with a member of that department. o A Meal in the Dining Hall – if you are on campus during breakfast, lunch or dinner, the admission office may host your meal and give you the opportunity to check out the food. o An Overnight Visit in the Residence Halls – if you are a senior planning a college visit, you may be able to schedule an overnight visit so you can attend classes and experience a day and night as a student at that college. Colleges tend to offer these visits in the winter and spring for seniors in process of making their final decision.  Create a tentative schedule and call the colleges to schedule appointments or make reservations online (use Google Driving Directions to map out your route).  Ask about the time needed for the student-led tour and all other experiences in which you plan to participate.  Ask if the college will mail driving directions and a list of local hotel accommodations or if they are available on the college’s website.  Ask where you should report for your tour, interview, or information session. Some colleges begin tours from a different location than their admission office.  Prepare for the campus visit. Research the college by reading descriptions in college guides, visiting the college’s website, and reviewing literature sent from the college such as a viewbook and catalogue.  If visiting from April of Junior Year through fall of Senior Year, take along copies of your unofficial transcript (available in the College Counseling Office) an Activities Resume, any letters and information from the college regarding your visit, a list of questions about the college, and a notebook to record your observations, answers to your questions, and immediate reactions.  Dress as you would for school in clean and neat attire, and wear comfortable walking shoes for the campus tour.  Allow ample time to get to the campus, park your car, and locate the admission office or visitor’s center.

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 Make the most of your visit by venturing beyond the tour and information session or interview to assess the subjective fit of the college.  Explore the Academic Environment by: o Sitting in on a class o Talking to a professor o Speaking with enrolled students about the availability of faculty, the academic climate on campus (the level of academic competition and the intellectual level of students and its probable impact on the applicant) o Asking about internships, placement, academic interest and research areas of faculty, academic advisement o Investigating classroom buildings and the adequacy of facilities in your intended major o Visiting the library and asking about the interlibrary loan system, access to the computerized card catalog from other areas on campus  Explore the Social Environment by: o Determining the extra-curricular offerings of interest and the cultural events and resources o Visiting the recreational facilities and their proximity to campus o Assessing the political climate of campus (pick up a student newspaper to see if more than one viewpoint is expressed) o Assessing the nature of the student body (ask about countries, states and ethnic groups represented in the student body; visit the student center and observe) o Inquiring about the role of fraternities and sororities in the social life of students, if applicable o Reading about the college’s alcohol policy and alternatives to activities involving alcohol consumption o Asking admission officers and students about weekend activities and the percent of students who remain on campus on a typical weekend  Explore Student Services by: o Evaluating academic support and advising, personal and social counseling, career development and placement, study abroad advising, graduate and professional school advising, and any specific services for individual student needs (learning support services, for example o Visiting the dining hall and sample the food and observe the options available to student. o Asking about campus security and how students access residence halls o Questioning how freshmen are introduced to the college and its community (is there a freshman orientation program and what does it consist of?) o Exploring opportunities to work in the local community. Determine the convenience of transportation and on-campus parking. o At the end of your visits, take notes (we recommend you keep a college visit notebook). Record your impressions immediately after your visit -–you will be amazed how much you will rely on these notes later! o Send a thank you note if an admission officer interviews you, you meet with a faculty member or coach, or spend time with any other member of the campus community.

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-COLLEGES WITHIN AN EASY DRIVE OF GERMANTOWN ACADEMY- (and ideal for those just beginning their college search to visit)

Philadelphia City University of Delaware – large, small town, Chestnut Hill College – small, liberal arts distinct campus, selective (used to be all women, now co-ed) comprehensive university Curtis Institute of Music - highly selective Ursinus – small, small town, selective liberal music conservatory arts Drexel University – large, selective Villanova University – medium, Catholic, comprehensive urban, co-op program, highly selective comprehensive architecture, graphic university with engineering, business design, fashion design are a few of its and nursing unique programs West Chester University of PA – medium, Holy Family University – small, Catholic state school (lower cost), selective LaSalle University – small, Catholic comprehensive university Moore College of Art and Design (all women) Widener University – small, comprehensive -small, visual arts University Philadelphia University – small to medium size comprehensive university with Lehigh Valley Area specialized programs in architecture, Cedar Crest College – small, liberal arts, all fashion, textiles women Temple University – large, urban, DeSales University – small, Catholic, Liberal comprehensive with the equivalent of Arts, nursing an art institute and architecture Lafayette College – small, liberal arts, University of Pennsylvania – large, urban, Engineering, highly selective highly selective comprehensive Lehigh University – medium, highly selective, university liberal arts, business, engineering University of the Arts – selective for the Muhlenberg College – small, selective liberal performing and visual arts arts, theater, and pre-professional University of the Sciences – small, focused on programs the sciences and pharmacy Moravian College – small, liberal arts

Greater Philadelphia Area Colleges – Greater Harrisburg and Lancaster Areas suburban settings Dickinson College – small, selective liberal Arcadia University – small, liberal arts arts Bryn Mawr College (all women)– small, highly Lebanon Valley College – small, liberal arts Selective liberal arts (cross registration and business With Haverford) Elizabethtown College – small, liberal arts and Cabrini College – small, Catholic, liberal arts business Eastern University – small, Christian, liberal Franklin and Marshall College – small, very arts selective liberal arts Haverford College – small, highly selective Gettysburg College – small, very selective liberal arts (cross registration with liberal arts and management Bryn Mawr) Millersville University – medium size state Immaculata University – small, Catholic (used University; strong music ed and to be all women; now co-ed) industry programs Neumann College - small, Catholic liberal arts Shippensburg University – medium size state college university Rosemont College –small, Catholic, (used to York College – small to medium size, pre- be all women; now co-ed) professional and liberal arts St. Joseph’s University – medium, Catholic, unique Food Marketing major Baltimore, Maryland Swarthmore College – small, one of most College of Notre Dame of Maryland selective liberal arts colleges in the Goucher College country (also has engineering) Johns Hopkins University 37 GERMANTOWN ACADEMY’S COLLEGE COUNSELING PARENT HANDOOK

Loyola University of Maryland Pace University Towson University Parsons School of Design School of Visual Arts New Jersey (select colleges) Yeshiva University Drew College Monmouth University New York City Area Princeton University Adelphi University Rider University College of Mount Saint Vincent Stevens Institute of Technology College of New Rochelle (all women) Concordia College New York City Dominican College of Blauvelt Barnard College (all women) Hofstra University City University of New York, Hunter College Iona College (largely commuter) Long Island University – CW Post Campus Columbia University Manhattan College Cooper Union for the Advancement of Art and Manhattanville College Science Polytechnic University Eugene Lang College/New School University Pratt Institute Fashion Institute of Technology St. John’s University Fordham University Sarah Lawrence College Julliard School State University of New York Laboratory Institute of Merchandizing -at Farmingdale Manhattan School of Music -at Purchase Mannes College of Music -at Old Westbury Marymount Manhattan College -Maritime College New York Institute of Technology United States Merchant Marine Academy New York School of Interior Design Wagner College New York University

-INTERVIEWS-

In today’s college admission process, interviews tend to be informative rather than evaluative with two types of interviews generally offered: On-campus interviews conducted by an admission officer or a college senior. Off-campus interviews conducted by an alumnus of the college.

On-Campus Interviews: Each college delineates on its website if interviews are offered and the process for arranging interviews. Typically, small to medium size colleges offer interviews from April (of a student’s junior year) through early fall (of a student’s senior year). In general, if a college offers an interview, the student should do it (unless the student is particularly shy or uncomfortable interviewing; then, the student should consult his/her college counselor). Interviews give students the opportunity to “put a face” on their application, share their personality, and elaborate on their interests and activities. They also provide the students with a chance to explain course selection choices, grade trends, and ask questions and learn as much as possible on the campus visit.

Off-Campus Interviews: Typically, off-campus interviews are conducted by alumni of the college after the student has applied for admission. Alumni interviews tend to be offered by some of the most selective colleges and universities in October and November of the senior year if a student is applying via Early Decision or Early Action or January and February of the senior year if a student is applying via regular decision.

Interviews can vary as much as the personalities of those conducting them. In general, however, the interviewer simply wants to get to know the student better. Most interviews do not alter the admission

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decision that would be made without the interview notes, but occasionally a student can truly distinguish himself or herself or vice versa.

How to Prepare for an Interview:  Research the college and identify a couple of questions to ask about academic programs, study abroad, research opportunities, internships, career planning services, etc. Strive to ask questions that are not obvious or readily answered by perusing the website or a brochure.  Bring a copy of your resume for your reference and to provide to your interviewer. Be prepared to elaborate on your activities and academic interests.  Strive to keep the conversation flowing by providing detailed responses to questions, even those that could be answered with a few words. Seize this chance to share your personality and communicate your passions.  Dress in “business casual” attire or GA gear kicked up a notch!  Make eye contact, be enthusiastic, shake hands (not too hard, but no ‘limp fish’ handshake), send a thank you note.  Practice. Practice your responses to “questions you might be asked.” Have your counselor conduct a mock interview with you.  Be Yourself. Be on time.

Questions You Might be Asked:  Tell me about your favorite activity.  Recommend a book for me to read.  Describe your high school.  What are your strengths?  What are your weaknesses?  How would you describe your academic journey in high school?  Tell me about a time in which you got excited about learning.  How will you contribute to the college community?  What brings you to “x” college? What about “x” college interests you?  Talk about your academic interests.  What do you do in your free time.  Discuss an issue you care about.  What do you make of ______(a national issue that is in the headlines)?

Questions to Ask an Interviewer (adapt to specific college):  I’m interested in “x” major and wonder what types of internships might be available?  I’m not sure what I’m interested in studying; does the college have people who will help me determine a major?  What do your students get excited about?  Describe the personality of the campus. What are the students like?  What do students do on weekends?  How many students from this year’s class went on to graduate or professional school? To employment?  What companies recruit on campus?  Explain the housing options – singles, doubles, triples?  How am I assigned an advisor? Or, tell me about the advising system.  Explain the relationships between professors and students.

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-PROSPECTIVE COLLEGE ATHLETES SEARCH: STEPS TO BEING A RECRUITED ATHLETE-

The College Counseling Athletic Liaison assists all student-athletes with the recruitment process. He works in conjunction with the student’s college counselor and GA coaches. The following recommendations provide general guidance, but each student’s process is different and requires individual one-on-one meetings.

In general, students need to:  Determine the Appropriate NCAA Division Level at which they can compete. In most sports, this assessment can be made in the Junior Year; lacrosse recruitment can begin even prior to high school, but typically in the sophomore year. o Seek the advice of your GA coach and the College Counseling Athletic liaison (if you play for a club team or take lessons from an outside professional, consult these individuals as well) o Compare your statistics to those of players on college teams by visiting the athletic section of the college websites. This tip is extremely helpful for sports based on times, such as swimming, cross country and track. o Compare your athletic experience to these very general guidelines: To Compete at the NCAA Division I Level be actively recruited have been all-state, all-conference, or all-league champion have qualified to compete at a junior or senior national meet train, cross-train, or compete year round and include weight/fitness training as part of your season and off-season program participate in summer camps that are known to have recruiters present To Compete at the NCAA Division II Level have been part of a successful team program have competed at a regional level train in your sport seasonally and never have medaled beyond state competition To Compete at the NCAA Division III Level (no athletic scholarships) compete only during season at your high school have never qualified for state competition be a good athlete choosing to enter training in sport for which you have no previous experience  Contact college coaches by email or phone– Junior Year. Begin by visiting the athletic section of each college’s website. Most have an athletic inquiry form for prospective college athletes to complete. Complete this form and/or send an email to college coaches along with a copy of your athletic resume), and your unofficial transcript and SAT scores (Mrs. Allenson can fax transcripts to college coaches or provide you with an unofficial copy of your transcript to give to coaches). o Provide the coach with a list of tournaments in which you will participate and a list of your games/matches. o Be up-front with college coaches about your grades, course selection and SAT/ACT scores, especially if you know that your academic profile is below that of the typical student admitted. Share your course selection, grades, and SAT scores and ask if you are the type of student the coach has been able to help gain admission. By not being up-front, you risk wasting your time and the coach’s time.

 Register with the NCAA Eligibility Center –Junior Year If you are planning to play DI or DII athletics, you must register with the NCAA Eligibility Center (www.eligibilitycenter.org). Once you register, you will need to request College Counseling (see Mrs. Allenson) to send your transcript. If you attended another high school, you must also send that transcript.

 Develop a videotape of your athletic performance (appropriate for certain sports, and not others) 40

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o Include a section on your skills, yourself in competition and yourself in training. o Consult your coach about specifics for your sport o Email a copy of your Competition Schedule – Junior Year for Spring Sports and Senior Year for Fall and Winter Sports o Make it possible for college coaches to observe you in competition

 Work with Your College Counselor o Keep your college counselor in the loop. o Explore colleges to which you can gain admission without the help of an athletic coach.

BE REALISTIC – Throughout the Process, especially Senior Year Be cautious when dealing with college coaches – coaches are typically individuals of integrity who have to recruit many students. When you walk through the door, you may very well be the best ______that they have seen, but realize that tomorrow someone better may walk through their door, and suddenly you are not their first choice. Realize that they cannot assume you will commit to their school so they will recruit others. Ask coaches questions such as: Explain the influence you can have in the admission process. Where do I stand in your list of desired athletes? Will you use your influence in admissions to help me gain admission? Will you take my transcript and SAT scores to the admission officer who is your liaison and get an early read on my chances for admission? When will this process take place?

Recruiting Definitions (from the NCAA.org website) Contact A contact occurs any time a coach has any face-to-face contact with you or your parents off the college's campus and says more than hello. A contact also occurs if a coach has any contact with you or your parents at your high school or any location where you are competing or practicing.

Contact Period During this time, a college coach may have in-person contact with you and/or your parents on or off the college's campus. The coach may also watch you play or visit your high school. You and your parents may visit a college campus and the coach may write and telephone you during this period.

Dead Period The college coach may not have any in-person contact with you or your parents at any time in the dead period. The coach may write and telephone you or your parents during this time.

Evaluation An evaluation is an activity by a coach to evaluate your academic or athletics ability. This would include visiting your high school or watching you practice or compete.

Evaluation Period The college coach may watch you play or visit your high school, but cannot have any in-person conversations with you or your parents off the college's campus. You and your parents can visit a college campus during this period. A coach may write and telephone you or your parents during this time.

Official Visit Any visit to a college campus by you and your parents paid for by the college. The college may pay the following expenses: • Your transportation to and from the college; • Room and meals (three per day) while you are visiting the college; and 41

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• Reasonable entertainment expenses, including three complimentary admissions to a home athletics contest.

Before a college may invite you on an official visit, you will have to provide the college with a copy of your high school transcript (Division I only) and SAT, ACT or PLAN score and register with the NCAA Eligibility Center.

Prospective Student-Athlete You become a “prospective student-athlete” when: • You start ninth-grade classes; or • Before your ninth-grade year, a college gives you, your relatives or your friends any financial aid or other benefits that the college does not provide to students generally.

Quiet Period The college coach may not have any in-person contact with you or your parents off the college's campus. The coach may not watch you play or visit your high school during this period. You and your parents may visit a college campus during this time. A coach may write or telephone you or your parents during this time.

Unofficial Visit Any visit by you and your parents to a college campus paid for by you or your parents. The only expense you may receive from the college is three complimentary admissions to a home athletics contest. You may make as many unofficial visits as you like and may take those visits at any time. The only time you cannot talk with a coach during an unofficial visit is during a dead period.

Verbal Commitment This phrase is used to describe a college-bound student-athlete's commitment to a school before he or she signs (or is able to sign) a National Letter of Intent. A college-bound student-athlete can announce a verbal commitment at any time. While verbal commitments have become very popular for both college-bound student-athletes and coaches, this "commitment" is NOT binding on either the college-bound student-athlete or the school. Only the signing of the National Letter of Intent accompanied by a financial aid agreement is binding on both parties.

The National Letter of Intent The National Letter of Intent (NLI) is a binding agreement between a prospective student-athlete and an institution in which the institution agrees to provide a prospective student-athlete who is admitted to the institution and is eligible for financial aid under NCAA rules athletics aid for one academic year in exchange for the prospective student-athlete's agreement to attend the institution for one academic year. All colleges and universities that participate in the NLI program agree to not recruit a prospective student-athlete once he or she signs an NLI with another college or university. Therefore, a prospective student-athlete who signs an NLI should no longer receive recruiting contacts and calls and is ensured an athletic scholarship for one academic year. The NLI must be accompanied by an institutional financial aid agreement. If the prospective student-athlete does not enroll at that institution for a full academic year, he or she may be subject to specific penalties, including loss of a season of eligibility and a mandatory residence requirement. Please note that the NLI program is administered through the NCAA Eligibility Center office. Specific questions regarding its application should be directed to the NLI office at 877/262-1492. Additional information can be obtained through the NLI program Web page at www.national-letter.org.

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-TIPS FOR THE VISUAL AND PERFORMING ARTS COLLEGE SEARCH-

Students who wish to study visual or performing arts have some unique challenges and options during their college search. If you're considering a major in music, art, dance, or drama, read on for some advice from the experts.

A DIFFERENCE OF DEGREE Prospective arts majors have two degree options: a Bachelor of Arts (BA) degree with a major in the arts and a bachelor of fine arts (BFA) for artists/performers or bachelor of music (BM) for musicians. The BA degree is the typical liberal arts degree--students who major in English, history, and other humanities majors also earn BA degrees. The BFA or BM degree is more focused and intense.

"There is a world of difference between a BA in music and a BM in music," says Anthony Celentano, school counselor/military advisor at Pope John XXIII High School (NJ), who holds a BM and MM (master of music). "A BA in music will be pretty much like any other BA degree--lots of courses outside of your major with approximately 12 or so courses in your major. That's not a lot of music for the student who is looking for an intense musical experience. A BM in music essentially is a professional degree. Within my 120+ credits for my BM, only 36 were liberal arts courses. The remainder were music or degree-related courses: private lessons, conducting classes, music history, music theory, etc."

Which degree you choose depends on your college and career goals. If you have a high degree of commitment to your art and desire an intense, often competitive college experience, a BFA or BM might be right for you. If you would rather study a variety of subjects along with your arts major, a BA may be the way to go.

TYPES OF COLLEGES Visual and performing arts students have several types of colleges to consider. Conservatories and stand- alone arts schools offer an immersion-type experience for students earning BM or BFA degrees. All of the students you meet at this type of school will be artists, and the atmosphere is often highly competitive. Some larger universities offer BFA/BM degrees as well as BA degrees in the arts. You may find somewhat self-contained music or arts schools within the larger university. In this atmosphere, you could pursue the more specialized degree while still keeping the door open to taking a few liberal arts courses (which would be unavailable at specialized music or arts schools). In addition, a university-based arts program might give you the option of pursuing a double degree, such as a BM in music and a BA in history. (A double degree would require more than four years, however.) Students interested in drama have the additional decision of pursuing musical theater or theater.

The Application Process In addition to completing a typical college application, students in the visual or performing arts should prepare a portfolio or audition. Each arts program has different requirements, so you should contact the schools as early as possible to obtain their portfolio or audition requirements. • Although your portfolio or audition is an important part of the application, arts programs do consider your academic record and test scores. • "Some [colleges] place greater value on academics, while others lean more toward the student's portfolio or audition," according to a workshop on arts programs presented at several NACAC meetings (compiled by Kavin Buck, UCLA; Jane Buckman, Cornish College of the Arts; Ed Schoenberg, Otis College of Art and Design; and Jenny Woo, UCLA). "Most colleges balance the student's creative talent with their academic achievements."

ASSESSING YOUR ABILITIES If you're interested in pursuing an arts major and career, now is the time to seek objective opinions of your abilities in the field. James Gandre, Dean of Chicago College of Performing Arts, Roosevelt University 43

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(IL), offers this advice to young musicians: "In addition to asking for honest advice and evaluation from high school ensemble and private teachers, students can get outside assessment from musicians at a local symphony, dance company, theatre, etc. Of course, everyone doesn't live in a big city, so this may require driving one to two hours or more to get this advice, but it's worth it." Visual arts students can receive portfolio evaluations and college information at one of the National Portfolio Days sponsored by an association of arts schools and art departments at universities. For more information, talk to your guidance counselor or art teacher or visit http://www.portfolioday.net/

Other Considerations All students benefit from visiting the colleges that interest them and asking questions about academics, student life, and other facets of college life. As an arts student, you may have different or additional things to consider. Location. The location of your chosen college may be more important to arts students than to students in other majors. "There may be many factors to consider when choosing where to study," notes the workshop authors. "For art students, these should involve access to professional venues such as museums, galleries, theaters, and concerts. Also, do these venues attract regional, national, or international talent to inspire and educate the students? Additionally, the opportunity to perform, exhibit, and have active internships is vital to a young artist's education." Facilities. In addition to checking out dorm rooms, classrooms, and athletic facilities, art students should look at a college's studio space or practice rooms, performance or exhibit venues on campus, darkroom facilities (for photographers), computer resources, and any other resources specific to your field of study. And ask questions about how accessible these resources are to students: attractive studios are of no help if there aren't enough to go around. Reputation and philosophy. Talk to your art, music, drama, or dance teachers about the reputation of the colleges you're considering. Ask the colleges about career opportunities for graduates and about what their alumni are doing. The goal here is to get some idea of how the program is perceived by professionals in your career field and what career opportunities you might have when you complete college. Also, ask each college about their philosophy. Different fine arts or music programs can have very different emphases. For example, one music program may emphasize classical music, while another specializes in more modern forms, like jazz. Similarly, the intensity of competitiveness, workload, and pressure can vary from school to school. During your visits and talks with students and faculty, try to get an impression of the daily pressures of being a student in that particular program. A good fit. Finally, as for any student, visual and performing arts students need to find a college that fits their personality, interests and goals. Especially for very ambitious students, it's easy to be dazzled by the prestige of a top professional school or arts department and overlook the question of whether the program is right for you. "When working as dean of enrollment at New York City's Manhattan School of Music, I would run across the occasional unhappy student who came to New York City because someone else had told them that New York or Manhattan School of Music or a particular teacher was perfect for them. They listened to those mentors instead of their gut and made a wrong choice," says Gandre. "No matter how talented the student and how wonderful the school, fit is always crucial." Written by Jennifer Gross, NACAC website

Performing & Visual Arts College Fairs The Performing and Visual Arts (PVA) College Fairs are designed for students interested in pursuing undergraduate and graduate study in the areas of music, dance, theater, visual arts, graphic design, and other related disciplines. Students can learn about admission and financial aid, portfolio days, audition and entrance requirements, and much more by meeting with representatives from colleges, universities, conservatories, festivals and other educational institutions with specialized programs in the visual and performing arts. This website provides a calendar of performing and visual arts college fairs: http://www.nacacnet.org/college-fairs/PVA-College-Fairs/Pages/default.aspx

The National Portfolio Day Association (NPDA) was created in 1978, solely for the organization and planning of National Portfolio Days. The Association consists of representatives from regionally accredited colleges and universities, which are members of the National Association of Schools of Art and Design. The 44

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NPDA is the only organization of its kind, and its membership represents the highest standard of visual arts education available in the United States and Canada. http://www.portfolioday.net/ On this website, a calendar of portfolio days are identified as well as a list of colleges offering visual arts programs by major and concentration.

What is National Portfolio Day? National Portfolio Day is an event specifically for visual artists and designers. It is an opportunity for those who wish to pursue an education in the visual and related arts to meet with representatives from colleges accredited by the National Association of Schools of Art and Design. Representatives will be available to review your artwork, discuss their programs and answer questions about professional careers in art. High school students, parents, teachers, guidance counselors and college transfer students are encouraged to attend.

National Portfolio Day serves a variety of purposes. Most importantly, it is designed to help further the artistic development of young artists by bringing together experienced college representatives to review artwork and offer feedback. We understand that some people make certain kinds of art more successfully than others. Don't be discouraged if you see work that is "better" than yours. A National Portfolio Day may be the first time you have seen so many people in one place who all share a powerful commitment to the arts. The experience is a small taste of what a professional art program can be like.

National Portfolio Days are also about the exchange of information about your work, yourself, your college plans, and your concerns. This is not an examination or competition. The college representatives are pleased to talk about their programs with you and can be most helpful when discussing your artwork. Your portfolio should include your best and most recent work, but it can also include works in progress, sketchbooks and tear sheets. You'll hear many different opinions of your work. Don't hesitate to explain how you develop your ideas and where you want to go with them. No admissions decisions or scholarship awards will be offered to you at National Portfolio Day. Some colleges represented may accept your portfolio as the visual portion of your application. Other colleges have restrictions that prohibit them from making a definite portfolio decision at the time of your review. We urge you to discuss your work with as many representatives as possible.

-GAP YEAR OPTIONS- Taking time off in between high school and college provides some students with a needed respite from academic work that allows them to refine their major and career plans and focus their energies on a community service activity or developing some personal skill or talent. GA encourages students to consider a GAP year, and many colleges value the mature student who typically emerges from a GAP year experience.

Not all high school students are academically and emotionally ready to start college immediately upon graduation. While high-achieving students may need a “gap” year to de-stress and learn about themselves instead of how to achieve a 4 or a 5 on an Advanced Placement exam, other students need a year to mature, decide what they want to study, and learn the responsibility that only comes from holding down a full-time job or volunteering daily for a service project. Students who pursue gap-year programs benefit enormously from the experience, embarking on college with a genuine excitement for learning and an appreciation for the incredible privilege of attaining a bachelor’s degree. While parents worry that once their offspring steps out of the academic world they will lose interest in college, most students are reinvigorated about learning. In addition, most jobs that are attainable today with only a high school diploma offer neither the glamour nor paycheck that will capture the interest of someone truly interested in an education and advancing in the world.

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William Fitzwilliams, Dean of Admission and Financial Aid, makes a case for a Gap Year in an article posted on Harvard’s website (http://admissions.college.harvard.edu/apply/time_off/index.html). Most college officials share Mr. Fitzwilliams’ enthusiasm for students taking a year off, and as a result are willing to defer an accepted student’s admission to college for a year as long as the student has a legitimate plan for that time. GA recommends that students contemplating a GAP Year:  Discuss GAP year options with your college counselor.  Follow through on applying to college during the traditional time-line.  Check college websites to gain insight into their policies about GAP year deferrals.  Choose a college where the student has been admitted to defer admission.

The Gap-Year Advantage identifies low-cost programs as well as money-saving tips for families concerned about costs. The following list provides additional resources for students considering taking time off.  Paying for a post-high school ‘gap’ year need not deplete the college savings – Boston Globe Article  www.gapyearprograms.net – a good starting point in exploring gap year options.  www.interimprograms.com/ - leading gap year expert, Holly Bull’s website.  http://www.planetgapyear.com/- a comprehensive website devoted to gap year experiences.  Americorps: Service in the United States, along the model of the Peace Corps  City Year: A year of structured service in urban environments. Provides a stipend for college.  National Outdoor Leadership School: Wilderness training across the country.  Semester at Sea: An around-the-world cruise aboard a ship that serves as the classroom between ports.  Leap Now: Overseas cultural and adventure travel.  Where There Be Dragons: Focus on adventure and cultural explorations of Asia

-THE COLLEGE APPLICATION PROCESS-

Today’s college application process has been streamlined thanks to on-line applications and the ability to transmit school credentials securely and electronically, yet the purpose of the application remains the same: to provide students with a means of showcasing their talents and interests.

At GA, students begin to work on their college application in Junior College Seminar, when they compile a list of their activities and craft descriptions of their roles, and in Speech and Comp (the final required course at the end of junior year), when they write a response to one of the essay questions posed on The Common Application (an application accepted by 517 colleges and universities). Speech and Comp teachers critique the response and then students have a chance to revise it and resubmit it by the end of the course for an additional critique. Students can then continue to revise their response over the summer.

By August 1st, the Common Application (www.commonapp.org) and other colleges that have their own unique applications typically post them on their websites. Rising seniors can then begin to complete them and get a jump on the process prior to school starting.

COLLEGE APPLICATION FORMS  The Common Application (www.commonapp.org) - Students complete the electronic application and can then submit it to any of the over 800 colleges and universities that accept it. Because so many of the colleges that GA students apply to are on the Common Application, we tend to use it as our template. In addition, most college applications require similar information, so if students complete the Common Application, they should easily be able to transfer the information to any other application. 46

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o Writing Supplements – many colleges that accept The Common Application require a supplement. The supplement may consist of a few simple questions, a couple of short answer responses, or one or two long responses. Once a student knows the colleges to which he or she is applying, they should make a list of all of the supplemental questions and determine if one response could be used to satisfy multiple questions. One word of caution: if a college asks, “Why are you interested in _____ college?” be certain to craft a very specific response outlining why you perceive yourself as a good match for that specific college. o Some colleges only employ The Common Application while others allow students to apply via The Common Application, but also have their own application. What should students do if a college accepts The Common Application but also has its own application? Use The Common Application. Why? Because every college that pays to be a member of The Common Application signs an agreement to treat students who apply via The Common App the same as they treat students who apply using the college’s own application. If you worry that the college will not think you are as interested in the college if you use The Common Application, take other steps to demonstrate your interest (visit the college campus, arrange for an interview, respond to all of the college’s inquiries, attend the visit with the admission representative who visits GA, etc). Clearly, there are lots of other ways to demonstrate your interest, and by using The Common Application, GA can securely submit your information to the college or university electronically.  The Coalition Application (http://www.coalitionforcollegeaccess.org/alert.html) – begun in 2016, The Coalition Application, has 162 members that will accept the application in 2019-20. Some colleges, such as the University of Maryland, Virginia Tech, and University of Washington, are Coalition App exclusive, meaning they will only accept the Coalition Application.  Unique College Applications – some colleges do NOT accept The Common Application or The Universal Application. Instead, they have their own application that you can access from their websites. WAYS TO APPLY Each college offers its own timeline on when they begin receiving applications and when their ultimate deadline is. All of these timelines fall into one of the categories outlined below. In the fall of senior year, students, college counselors, and parents typically discuss at length how students will apply to colleges. The College Counseling team recommends finding at least one college within the student’s “Likely” range and offering either rolling admission or Early Action to apply to early in the senior year.

Rolling Admission: An admission procedure by which the college considers each application as soon as all required materials have been received. The applicant’s credentials are compared to the set requirements for admission to that college. The college then notifies each applicant of acceptance or rejection as soon as possible. The college does not wait until all applicants have applied in order to compare applicants to one other. Recommendation: apply to rolling colleges early in the senior year to get a jump on competition and to receive an admission decision sooner.

Early Action (EA): An application process in which a student can apply to an institution and receive a decision in advance of the normal response dates in the spring. The student is not committed to enroll at the institution under Early Action. Recommendation: in general, if a college in which a student is interested offers EA, the student should apply EA to learn of a decision faster (there are a few exceptions to this general advice, so consult the student’s college counselor).

Restrictive Early Action (REA): only a few colleges including Harvard, Princeton, Stanford, and offer Restrictive Early Action. Please consult their websites for specific details about their policies. In general, students who apply to a college via REA may not apply Early Decision to another college, and in most cases may not apply Early Action to another college (exceptions apply at some colleges). REA is not a binding agreement.

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Early Decision (ED): An application process in which the student is committed to enroll at the institution if accepted; it is a binding agreement that the student, parent, and college counselor sign off on. Only a student who can make a deliberate and well-reasoned first choice decision should apply using an Early Decision program. Most colleges will provide a preliminary financial aid package at the time of acceptance (parents will have needed to submit the CSS Profile via The College Board website), so students will know if they can afford the college, but students will not be able to compare this package to those of others (they will have 3-4 weeks to decide to accept or decline the package and therefore accept or decline the Early Decision acceptance). Regular Decision: An application process in which the student applies by a set deadline (typically in January or February) and is notified of a decision on an established date (typically in late March).

PRIOR TO SUBMITTING APPLICATIONS Once a student completes The Common Application or a college’s unique application, the student should review the entire application with his/her college counselor. Some students also like to share their essay with their English teacher or another adult. While students should definitely have their essays critiqued, they want to be careful about having too many adults reviewing their essay. College admission counselors read many essays and are very savvy at discerning an essay written by an adult versus one crafted by a high school student. The student’s voice and unique story should put his or her stamp on the application. Recommendation: GA’s College Counseling team has attended numerous workshops and conferences on writing college essays and are therefore the best individuals to offer a critique.

WHAT STUDENTS SUBMIT TO COLLEGES:  The Application (The Common Application/The Common Application and the college’s supplement/The Universal Application/The College’s Unique Application)  An Application Fee or a Fee Waiver (speak with your college counselor if needing an application fee waiver)  Standardized Testing Scores (if the college requires standardized testing, students must submit the scores directly from the testing agencies).

WHAT COLLEGE COUNSELING SUBMITS TO COLLEGES  The Transcript (includes all courses taken at GA from 9th grade through the time of application; a cumulative weighted GPA; GA does not rank its students). For students who attended another high school, we will also submit that transcript.  The School Profile (provides information about the competitive nature of GA, our course offerings, our school community, and our policies and procedures). It is available for review on the GA website (in the College Counseling section).  The College Counselor’s letter of recommendation (a comprehensive recommendation that advocates for the student on behalf of GA) and any counselor forms. The Common Application requires counselors to complete a School Report Form that poses the following questions among others: o Has the applicant ever been found responsible for a disciplinary violation at your school from the 9th grade (or the international equivalent) forward, whether related to academic misconduct or behavioral misconduct, that resulted in a disciplinary action? These actions could include, but are not limited to: probation, suspension, removal, dismissal, or expulsion from your institution. [_] Yes ___ [_] No ___ [_] School policy prevents me from responding.

As of September 5, 2006, GA must report to colleges whenever a student has been suspended. We must also report suspensions to colleges after applications have been sent. Students who are suspended are encouraged to inform the colleges to which they will apply or have applied in consultation with their college counselor.

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 Two Teacher Letters of Recommendation (students are advised about selecting teachers to write for them in Junior College Seminar and they ask two teachers to write their letters before the end of the junior year). Note: All recommendations are considered confidential between Germantown Academy and the college or university, and therefore may not be reviewed by either students or parents.

OUTSIDE LETTERS OF RECOMMENDATION Outside letters from individuals such as those written by a work or volunteer supervisor can offer very different insights from a classroom teacher; however, these letters MUST be written by an adult who knows the student well (not an adult who knows a parent well, but met the student once in passing). Before requesting outside individuals to write letters in behalf of a student, please consult the student’s college counselor to determine if the letters will help the student in the application process.

HOW STUDENTS REQUEST SUPPORTING CREDENTIALS BE SENT TO COLLEGES  Students request transcripts and their supporting credentials through Naviance Student  During Senior College Workshop students are provided with detailed instructions (parents receive them at the Senior Parent Meeting in September).  Students must request supporting credentials at least three weeks prior to the college’s deadline.

After Students Apply  Students need to check their email to ensure they are receiving notifications from colleges.  Most colleges provide students with an on-line account where they can track materials received. Even though GA sends materials electronically, colleges may still misplace them or fail to download them. It is prudent to check to ensure that an application is complete (be sure to allow a couple of weeks after a transcript and supporting credential request has been submitted; colleges process a lot of materials and sometimes take weeks to enter all items).  Some colleges will have a member of their alumni network contact students to interview them once the student applies.  GA will send fall semester interim grades and the end of fall semester grades to all colleges to which students apply. Seniors often underestimate the influence their senior year performance can have on admission decisions. Senior year grades can tip the decision in either direction!  Unless applying via Early Decision, students will have until May 1st, the National Candidate’s Reply Deadline, to inform those colleges in which they have been admitted if they intend to enroll. Once a student is certain about where he or she wants to matriculate, the student should enroll, pay the enrollment deposit, complete all necessary paperwork and withdraw their applications from the other colleges to which they were admitted.  Many colleges with regular admission deadlines inform students of decisions between the beginning and the end of March. Financial aid and college-based scholarships are typically awarded with the admission decision or shortly thereafter.  Seniors are encouraged to re-visit the campuses of one to three colleges if they are conflicted about where to enroll. All colleges offer accepted students programs and some will host students overnight or allow students to attend classes. Students should alert their House Head if they intend to miss school at GA to visit a college.  GA’s College Counseling Office will send a final transcript to the college in which the student enrolls once the student officially graduates from GA.

-FINANCIAL AID AND SCHOLARSHIPS-

As you sort out where to apply, you may be wondering how you will afford college. You and your parent(s) need to sit down and discuss how much your parents are able and willing to commit financially to meet your educational goals. This conversation must take place in the “search” part of the process before applications are mailed because your conclusions will affect where you apply.

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Once you determine the dollars you are willing to commit toward your education, you need to examine your list of colleges and gather the following information from each college:  What are the average first-year costs for tuition and fees, books and supplies, room and board, transportation, and other expenses? How much should we anticipate that the total costs will increase each year?  Are admission decisions at this institution “need blind” (financial status has no impact on the decision) or “need sensitive/need aware” (financial status can be a factor in the decision)?  How is eligibility for college-sponsored aid programs determined? What college-specific adjustments, if any, are made to standard need analysis formulas?  What types of financial aid programs does the institution offer? Does the institution offer merit or other scholarships that do not include consideration of financial need? What forms are required to complete the financial aid process? What is the priority deadline for applying for financial aid? When will we be notified about the financial decision? What are the most common forms required?  FAFSA (The Free Application for Federal Student Aid): Required by all colleges and universities. It is typically available around Thanksgiving on-line. While there is still a paper application, applying on-line is highly recommended. http://www.fafsa.ed.gov. The College Counseling Office typically receives FAFSA worksheets around Thanksgiving time that will help families prepare to complete the on-line application.  CSS/Financial Aid PROFILE: The PROFILE is required by most private colleges. Registrations are accepted beginning September 15, and deadlines vary by college. If a student is applying via an early plan, the deadline for the Profile often coincides with the admission application deadline. https://profileonline.collegeboard.com

What about outside scholarships? Throughout the school year, notices will be posted via email and on Family Connection about opportunities for outside scholarships. In some cases, your college counselor will inform you of a particular scholarship for which you meet the guidelines. You can also conduct scholarship searches on the Internet and research local scholarships at your public library. Before you invest a significant amount of time tracking down scholarships, you should be aware of how college financial aid officers treat outside scholarships. Federal Law requires that outside scholarships be incorporated into the aid package. The manner in which outside scholarships are treated, however, varies by individual colleges; some will allow the entire amount to offset self-help while others will deduct the entire amount from the need-based grant being provided by the college. It is probably worth your while to explore such opportunities, but limit the time you invest in searching, and by all means avoid companies that conduct searches for a fee. The best scholarship searches are free!

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The best financial aid websites to calculate your expected family contribution, learn about grants and loans, and search for free scholarships: www.finaid.org; www.collegeboard.com;

Individual colleges and universities that offer merit aid (an award for academic talent, leadership in activities, in community service, or some other special talent) are the best sources of scholarship dollars.

CRAFTING A COLLEGE LIST IF COST IS A CONCERN  Include a college with a total cost you can afford - PA State Universities – 14 universities throughout the state varying in size and setting. Total cost is around $18,000. State-related universities in PA - PSU, Temple and Pitt (Total costs are around $38,000) Less Expensive Private Colleges (see 10 best value colleges - http://www.bankrate.com/finance/college-finance/10-best-value-colleges-in- the-u-s-1.aspx).  Include private colleges and universities that fall within a student’s “Likely” range and offer merit aid. Sometimes these colleges can be more affordable than public colleges and universities.  Look in varied geographic regions. Southern colleges are sometimes less expensive than Northern and Mid-Atlantic colleges.  If you have completed an EFC calculator and know you will qualify for need-based aid, include colleges that meet 100% of demonstrated need.  Apply to a number of colleges to ensure ample comparisons of packages. Complete each college’s netprice calculator to learn the Cost of Attendance at that particular college: https://collegecost.ed.gov/netpricecenter.aspx

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-APPENDICES- Appendix A -NAVIANCE STUDENT– AN INTRODUCTION FOR PARENTS- Welcome to Naviance Student!

Here’s how to access GA’s Naviance Student log-in page: https://student.naviance.com/germantownacad

You will be able to enter your same username (email address) and same password.

Once you enter your log-on information, you will be taken to the screen below. Notice that the page does not look very different from your child’s account. However, you can tell it’s a parent’s account by the “Switch Child” in the top navigation bar. The arrow after the child’s name allows parents with more than one child in the GA Upper School to toggle among accounts.

You see the student’s name because you are essentially viewing the student’s profile, not yours. While the accounts look almost identical, students’ accounts have many more features than parents’ accounts, which was true in Family Connection too.

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Under What’s New, you can find the growing list of college representatives who will be visiting GA this fall. Students can sign up for these visits and receive an email reminder by clicking on register. As a parent in your parent account, you cannot register for visits.

Naviance Student also offers a robust Supermatch College Search (under the Colleges tab), a resume feature (under About Me tab), and a central place to access your test scores and weighted cumulative GPA (My Stuff), Assessments (Strength Explorer, Career Interest Profiler, and Career Cluster Finder) Surveys (surveys are questions college counseling asks of students; we notify you when you have a survey to complete).

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When students enter colleges into “Colleges I’m Thinking About,” they can access scattergrams or graphs that display data about past GA applicants to that college. Scattergrams highlight a student’s chances for admission based on two factors – grades and standardized test scores.

For this reason, Scattergrams are most useful when reviewed with the student’s college counselor who has more insight into the factors that contributed to a former student’s admission or denial!

For this student (the blue circle), Franklin and Marshall would be a strong possibility since there are green acceptances near the student. Applying ED would most likely increase the student’s chances of being admitted. Keep in mind that only two criteria are being employed – the junior year weighted, cumulative GPA and standardized testing scores. Many other factors can and do influence decisions.

Appendix B

-SUMMER PROGRAMS- While many elite colleges offer summer programs, most do not provide students with an edge in the admission process at that college or other colleges. However, there is a growing minority of selective summer programs that select high achieving high school students strictly on the basis of merit. A number of these programs are offered for free or at a relatively low cost, and will prove an impressive addition to your college application. The following is a list of top summer programs for high school students:

 PA Governor’s Schools (Free. Five-week intensive residential programs. Must notify college counselor by December 1st of intent to apply; very competitive programs) o Governor’s School for the Sciences (http://sciences.pa-gov- 54

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schools.org/costs_and_commitment) at Carnegie Mellon o Governor’s School for Excellent in Agriculture at PSU (https://agsci.psu.edu/school-for-excellence) o Governor’s School for International Studies at University of Pittsburgh (https://www.govschool.pitt.edu )

Bank of America Student Leaders Boston University - Research in Science & Engineering (RISE) Canada/USA Mathcamp Carnegie Mellon - Summer Academy for Math + Science (SAMS) Center for Excellence in Education - Research Science Institute (RSI) Cronkite Institute for High School Journalism: Summer Journalism Institute Foundation for Teaching Economics - Economics for Leaders (EFL) Girls Who Code Summer Immersion Camp Hampshire College Summer Studies in Mathematics (HCSSIM) Indiana University – Young Women’s Institute Jackson Laboratory – Summer Student Program JCamp - For Journalism students LaunchX Massachusetts Institute of Technology – Minority Introduction to Science and Engineering (MITES) MathILy – Bryn Mawr College MDI Biological Laboratory Summer Research Fellowship Michigan Math and Science Scholars Michigan State University – High School Honors Science, Math and Engineering Program (HSHSP) MIT Research Science Institute Monell Center Science Apprenticeship Program National Institutes of Health Summer Internship in Biomedical Research (SIP) NIH Summer Internship in Biomedical Research Ohio State University – Ross Mathematics Program of intent to apply. Princeton University Summer Journalism Program Program in Mathematics for Young Scientists (PROMYS) Simons Summer Research Program Stanford University Mathematics Camp (SuMaC) Telluride Association Summer Program (TASP) Texas Tech University – Clark Scholars University of Iowa Secondary Student Training Program University of Notre Dame - Leadership Seminars University of Pennsylvania – Leadership in the Business World Yale Young Global Scholars

Please note: these programs do not guarantee an admission edge and all have criteria and a competitive admission process.

Appendix C

-COLLEGE ADMISSION TERMS AND DEFINITIONS-

TYPES OF POST SECONDARY INSTITUTIONS

Art School (Arts College, Art Institute, Conservatory): An institution specializing in the visual, performing, and/or creative arts.

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College: An institution of higher learning, often referred to as a “four-year” institution, which grants the bachelor's degree in liberal arts or science or both.

Community College: Community colleges, sometimes called junior colleges, technical colleges, or city colleges, are primarily two-year public institutions providing higher education and lower-level courses, granting certificates, diplomas, and Associate's Degrees. Many also offer continuing and adult education. After graduating from a community college, some students transfer to a four-year liberal arts college or university for two to three years to complete a bachelor's degree.

Historically Black College: Historically black colleges and universities (HBCUs) are institutions of higher education in the United States that were established before 1964 with the intention of serving the black community.

Liberal Arts College: A degree-granting institution where the academic focus is on developing the intellect and instruction in the humanities and sciences, rather than on training for a particular vocational, technical, or professional pursuit.

Private Institution: This is a college or university funded by private sources without any control by a government agency. The cost of attending a private institution is generally higher than the cost at a public institution.

Public Institution: A college or university that receives public funding, primarily from a local, state, or national government that oversees and regulates the school’s operations is considered a public institution.

University: A "post-secondary institution” that consists of a liberal arts college, a diverse graduate program, and usually two or more professional schools or faculties, and that is empowered to confer degrees in various fields of study.

College Search/Evaluation Accreditation: Certification that a college meets the standards of a state, regional or national association. Competitive College: A college with a rigorous, highly selective admissions process. Reach School: A college where admission might be a stretch for you, based on the average GPA and test scores of accepted students and the college’s overall admission requirements. Target School: A college where your academic profile matches that of accepted students, but other factors such as activities, recommendations, essays can tip the decision in one direction or another. Likely School: A college where, based on the average GPA and test scores of accepted students, you have a high likelihood of being admitted. Student-Faculty Ratio: The number of students at a college compared to the number of faculty. Some colleges see this as an indicator of class size and professor accessibility, but a lower ratio doesn’t guarantee either. For a true indication of class size and professor accessibility, speak with students and professors at a college. Retention Rate: The percentage of students who return to a college for their sophomore year. An indicator of student satisfaction.

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Application and Admissions

Acceptance Rate: The percentage of applicants a college accepts. Deferred Admission: A student’s option to defer an offer of admission for up to two years. Candidates Reply Date Agreement (CRDA): This agreement, sponsored by the National Association for College Admission Counseling, states that in order to allow students to consider all their college options, students have until May 1 to accept any college’s offer of admission. Common/Universal Application: Standardized application forms accepted by many colleges. After you fill out the Common or Universal application, you can send it to any college that accepts it in lieu of the institution’s own application. Legacy Applicant: A college applicant with a relative (usually a parent or grandparent) who graduated from that college. Some colleges give preference to legacy applicants (also called “legacies”). Personal Statement: Sometimes referred to as a college application essay. Personal statements are essays that give admissions officers insights into your character, personality and motivation. Supplemental Material: Items you include in your college application to provide more information about your talents, experiences and goals. Materials could include work samples, additional essays, newspaper clippings, music CDs or art slides. Verify if a college welcomes (or requests) these materials before sending. Transcript: An official record of classes you have taken and the grades you received. Usually you must provide a high school transcript with your college application. Waitlist: A list of students a college may eventually decide to admit if space becomes available. Yield: The percentage of accepted students who go on to enroll at a college. Competitive colleges have high yield rates.

Financial Assistance

Award Letter: Official notification of the type and amount of financial aid a college is offering you. CSS/Financial Aid PROFILE®: A financial aid form produced by the College Board required for students seeking aid at approximately 10 percent of the nation's four-year colleges (including the most highly selective institutions). Demonstrated Need: The difference between what your family can contribute toward college expenses and the actual cost of attending college. Expected Family Contribution (EFC): How much money you and your family are expected to contribute toward college expenses. EFC is based on your FAFSA application and a calculation by the federal government. Free Application for Federal Student Aid (FAFSA): The application every student must submit in order to be eligible for federal financial aid. Grant: Money for college that does not have to be repaid. Most grants are need-based and are awarded by the state or federal government. Institutional Aid (or Campus-Based Aid): Financial assistance given by a college. Merit Aid: Financial aid awarded based on your individual achievements and talents. 57

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Need-Based Aid: Financial aid given based on the ability of you and your family to pay for college. Net Price Calculator: an online device that offers customized approximations of college costs based on standardized inputs − family size and savings, for example. The calculator estimates a prospective student’s financial aid; subtracts that amount from a college’s “list price,” or full cost, and spits out a “net price,” the amount a particular student must pay or borrow to enroll. Scholarship: Money for college that does not have to be paid back. Usually awarded based on specific criteria, such as your academic performance, extracurricular activities, ethnic heritage or religious affiliation. Student Aid Report (SAR): After you file the Free Application for Federal Student Aid (FAFSA), you will receive a SAR stating your EFC (expected family contribution) and eligibility for financial aid. This report is also sent to colleges you indicate on the FAFSA. Student Loan: Financial aid that must be repaid. Student loan programs are available through the federal government and private lenders. Work-Study: Financial aid given in exchange for work (typically at a job on campus). To qualify for the Federal Work Study (FWS) program, you must complete the FAFSA.

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A Must-Read Article for All Parents! List-Making and Loving The Child You Have Beth Slattery, Upper School Dean, Harvard Westlake School

When my son was in 7th grade, he placed into the highest-level math group. This was a source of great pride for me…until he failed the first three tests. I distinctly remember battling in my head: do I have him move down to a more appropriate level or do I keep him where he is and hope it gets better? I wish I could say I immediately moved him down, but I did not. He stuck it out the whole year, ending with a mercy B- and having no better understanding of algebra than he had 9 months earlier. Again, I was at a crossroads. This time, I chose the right path for my son. He repeated Algebra (meaning he was no longer in the highest-level math class) and regained his confidence in math. This incident was about much more than math; it was about deciding to accept the child I had (one who simply didn’t belong in the highest-level course) or spend time wishing he were different, wishing he was the kind of kid who DID belong in the highest-level course. This dilemma comes up all the time for parents at independent schools and is at its worst during the college process, especially as it is time to make “the list.” How many times have kids said “My parents want me to apply to [name any school with a single digit admit rate]”?

I don’t believe parents are intentionally trying to send the message that they are disappointed in their child when they suggest out-of-reach colleges. Most of them believe they are expressing confidence in their child’s ability, but that isn’t how the child hears it. The student hears that the parent is disappointed in the colleges that they can get into. The student hears that the parent wishes they were the kind of applicant who had a shot at that type of school. It also demonstrates a fundamental misunderstanding of “fit.”

Not every student is a fit for those uber-selective schools. I often use the example of my son (the same one who took algebra twice). More than anything, that child wanted to play Division 1 baseball at a school that might make the College World Series. He also wanted it to be warm. That’s it. Those were his criteria. Suggesting that my son look at Ivy League schools would have been nonsensical. In Columbia’s application, they ask about books you’ve read for pleasure over the past year. If your child doesn’t read for pleasure (as mine doesn’t), that child SHOULD NOT APPLY TO COLUMBIA. Columbia is telling you what matters to them. Listen to what they are saying. If no one with your child’s GPA has been admitted to a particularly selective institution, don’t use magical realism to convince yourself they will be the one.

Be the parent who fully accepts the amazing gifts your child does possess. Be the parent who actively looks for colleges that match those gifts, regardless of where it is ranked. Be the parent who, when your child mentions a school you’ve never heard of, takes the time to find out more, rather than dismissing out-of-hand.

It can be tough to fully accept the child you have when they don’t match up with your dreams for them. But trying to “fix” what is “wrong” with them only leads to alienation and anxiety. I chose a few years ago to stop trying to change my son and I now have a college freshman who is well-adjusted and calls home pretty frequently. I’ve proven to him that he can tell me about his successes and his failures, because I love him either way. So next time you are tempted to add a crazy school to your child’s list, remember that loving them for who they are has a longer lasting-impact than any college they could attend. 59

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