Junior/Senior Handbook 2011-2012

KLEIN ISD

Planning Your Future

Planning Your Future

KLEIN ISD

Junior/Senior Handbook

Prepared by The Klein ISD High School Counselors

TABLE OF CONTENTS PAGE

Foreword & Klein ISD Philosophy ...... 1 Klein ISD Mission Statement & Strategies ...... 2 Klein ISD School Calendar ...... 3 High Schools, Names, and Addresses & Counselors ...... 4 Planning Your Future - Introduction ...... 5 Junior Dates to Remember ...... 7 Senior Dates to Remember ...... 9 Who Am I? ...... 11 Self-Assessment Worksheet ...... 12 Personal Activity Sheet ...... 15 Analyze Your Options ...... 17 Career Check List ...... 19 Career Help Websites ...... 20 Level of Education Chart ...... 21 What Employers Want ...... 22 What Will I Do After High School? ...... 23 Two Years of Career Programs ...... 27 Addresses Of Junior and Community Colleges In Texas ...... 29 Military Opportunities ...... 32 Testing (TAKS, PSAT, SAT, ACT, TASP, AP, CLEP) ...... 35 Test Preparation ...... 47 College Planning ...... 50 Junior Planning Calendar ...... 55 Senior Planning Calendar ...... 57 Rank in Class ...... 59 Top 10 Percent Eligible for Automatic College Admission...... 60 The Recommended High School Program & Distinguished Achievement Program ...... 61 Campus Visits and Interviews ...... 62 Typical Questions to Be Answered During the College Visit ...... 66 Interview and Essay Preparation ...... 67 Sample letter For College Inquiries...... 68 College Planning Worksheet ...... 69 Preparing For College ...... 70 Common Admission Decision Definitions ...... 72 Glossary of Collegiate Terms ...... 73 Selected References ...... 75 Ten Things Every Parent Should Know About the College Application Process ...... 78 Student Athletes ...... 80 Procedures for College and Scholarship Applications ...... 81 The Application ...... 82 Resumes ...... 99 Writing Your College Essays ...... 104 Student Brag Sheet ...... 106 Activities Sheet ...... 109 Parent Brag Sheet ...... 110 Teacher Recommendation Form ...... 112 Financial Aid Information ...... 114 Determining Financial Aid Eligibility ...... 115 Examples of Awards Available For Texas High School Graduates ...... 117 Students Rights and Responsibilities ...... 120 Bookmarks for High School Students ...... 121 Addresses of Private Senior Colleges and Universities in Texas ...... 123 Addresses of Public Senior Colleges and Universities in Texas ...... 125

FOREWORD

A high school education is vitally affected by the student’s choice of courses and by strenuous and continuous application of the student’s abilities. A major part of schoolwork consists of fundamentals, which will be needed throughout the student’s life, regardless of the choices that are made after graduation from high school.

This handbook should promote understanding and clarification of some of the goals and objectives of the Klein high schools and should be of considerable value to the students and their parents.

KLEIN INDEPENDENT SCHOOL DISTRICT PHILOSOPHY

The Klein Independent School District recognizes its function to be that of providing a school environment that is conducive to the best teaching- learning experiences that the students' abilities will permit. We believe that public schools are our best hope for individual attainment and for national strength and welfare. We continue to strive for a student-centered, teacher-led program in which individual needs are considered primary. We recognize that as individual abilities and goals vary so must the instructional program of the individual. We, therefore, offer as wide a scope of specific studies and subjects as our resources will allow; and we attempt to offer every possible opportunity to help students be prepared to take their places in society. We believe that the parents and teachers, principals, and other administrators, with the cooperation and support of the Board of Trustees, must give American youth the guidance, vision, encouragement, and tools for their life's tasks.

* * * * * * * * * * * * *

1 KLEIN INDEPENDENT SCHOOL

DISTRICT

Mission Statement:

The Klein Independent School District, proud of its heritage and embracing the future, develops students to become skillful, active, reflective, self-disciplined, and honorable members of their communities through engaging learning experiences in a safe and nurturing environment.

Strategic Objectives

Klein Independent School District believes that quality student achievement includes and goes beyond achieving the highest ratings awarded by state and national accountability standards. Our strategic objectives aim to address both the academic success and social well being of every Klein Independent School District student. • Each student will achieve academic excellence with comprehensive knowledge, skill, and understanding within an individual learning plan. • Every student will demonstrate the character traits of a productive and honorable citizen in a global community.

Strategies

• We will build trusting and productive relationships. • We will establish quality measures to gather information for feedback, improvement, and accelerated solutions. • We will raise the performance of all students and close the achievement gap. • We will develop parent and community involvement. • We will attract, develop, support, inspire, and retain the highest quality teachers, administrators, and staff.

2 Klein ISD School Calendar 2011 - 2012

Optional Teacher Work Day August 15 August 2011 September 2011 August 16 through 19 Staff Development Days S M T W T F S S M T W T F S August 20 SUMMER HIGH SCHOOL GRADUATION, 2011 1 2 3 August 22 FIRST DAY OF CLASSES 1 2 3 4 5 6 4 5 6 7 8 9 10 September 5 Labor Day Holiday 7 8 9 10 11 12 13 11 12 13 14 15 16 17 14 15 16 17 18 19 20 18 19 20 21 22 23 24 October 10 Secondary Staff Development Day/ Student Holiday 21 22 23 24 25 26 27 25 26 27 28 29 30 Elementary Parent Conference Day 2 8 29 3 0 31 November 21 - 22 Staff Development Day/Student Holiday November 23 - 25 Thanksgiving Holidays October 2011 November 2011 S M T W T F S S M T W T F S December 19 - 30 Christmas/Winter Holidays 1 1 2 3 4 5 Staff Development Day/Student Holiday January 2 2 3 4 5 6 7 8 6 7 8 9 10 11 12 January 3 Classes Resume 9 10 11 12 13 14 15 13 14 15 16 17 18 19 January 13 END OF FIRST SEMESTER 16 17 18 19 20 21 22 20 21 22 23 24 25 26 January 16 Martin Luther King Holiday 23 24 25 26 27 28 29 27 28 2 9 3 0 January 17 SECOND SEMESTER BEGINS 30 31 March 12 - 16 Spring Break December 2011 January 2012 April 6 Easter Break S M T W T F S S M T W T F S April 9 Staff Development Day/Student Holiday 1 2 3 May 28 Memorial Day Holiday 4 5 6 7 8 9 10 1 2 3 4 5 6 7 May 31 LAST DAY OF CLASSES 11 12 13 14 15 16 17 8 9 10 11 12 13 14 June 1 Staff Development Day 18 19 20 21 22 23 24 15 16 17 18 19 20 21 25 26 27 28 29 30 31 22 23 24 25 26 27 28 June 2 HIGH SCHOOL GRADUATION 29 30 31

February 2012 March 2012 Grading Periods S M T W T F S S M T W T F S 1 2 3 4 1 2 3 ELEMENTARY Grades Pre-K - 5 SECONDARY Grades 6 - 12 Dates of Nine-Week Grading Periods Dates of Six-Week Grading Periods 5 6 7 8 9 10 11 4 5 6 7 8 9 10 12 13 14 15 16 17 18 11 12 13 14 15 16 17 Number of Days First Semester First Semester Number of Days 19 20 21 22 23 24 25 18 19 20 21 22 23 24 Aug. 22 – Oct. 21, 2011 43) Aug. 22 - Sept. 30, 2011 29) 26 27 28 29 25 26 27 28 29 30 31 Oct. 24 - Jan. 13, 2012 44) 87 Oct. 3 - Nov. 11, 2011 29) Nov. 14 - Jan. 13. 2012 29) 87

Second Semester Second Semester April 2012 May 2012 Jan. 17 - March 23, 2012 44) Jan. 17 - Feb. 24, 2012 29) S M T W T F S S M T W T F S March 26 - May 31, 2012 46) 90 Feb. 27 - April 13, 2012 28) 1 2 3 4 5 6 7 1 2 3 4 5 April 16 - May 31, 2012 33) 90 8 9 10 11 12 13 14 6 7 8 9 10 11 12 15 16 17 18 19 20 21 13 14 15 16 17 18 19 177 Total Days for Students 177 Total Days for Students 22 23 24 25 26 27 28 20 21 22 23 24 25 26 School Hours 29 30 27 28 29 30 31 School Level Instructional Day Teacher Day on Campus High School 7:25 a.m. – 2:25 p.m. 7:10 a.m. – 2:40 p.m. Intermediate School 8:55 a.m. – 3:55 p.m. 8:40 a.m. – 4:10 p.m. June 2012 July 2012 Elementary School 8:15 a.m. – 3:15 p.m. 7:50 a.m. – 3:20 p.m. S M T W T F S S M T W T F S *Morning Prekindergarten 8:15 a.m. –11:05 a.m. 1 2 1 2 3 4 5 6 7 *Afternoon Prekindergarten 12:25 p.m. – 3:15 p.m. All Day Kindergarten 8:15 a.m. – 3:15 p.m. 3 4 5 6 7 8 9 8 9 10 11 12 13 14 *Student must meet speciﬁ c guidelines in order to qualify. 10 11 12 13 14 15 16 15 16 17 18 19 20 21 Inclement weather make-up days for students will be 17 18 19 20 21 22 23 22 23 24 25 26 27 28 24 25 26 27 28 29 30 29 30 31 chosen from among the following dates:

October 10, 2011 November 21 - 22, 2011 January 2, 2012 3 Calendar Design by Region 4 Education Service Center April 9, 2012 June 1, 2012

Klein Independent School District

Central Office 7200 Spring-Cypress Road Klein, Texas 77379 832-249-4000 Klein Instructional Center 4411 Louetta Road Spring, Texas 77388 832-249-5000

Klein High School Klein Forest High School 16715 Stuebner-Airline Road 11400 Misty Valley Klein, Texas 77379-7376 Houston, Texas 77066-3499 832-484-4000 832-484-4500 Lead Counselor Lead Counselor Kelly Bonin LaShonda Evans

Principal Principal Mr. Larry Whitehead Mrs. Pat Crittendon

Klein Oak High School Klein Collins High School 22603 Northcrest Drive 20811 Ella Boulevard Spring, Texas 77389-4451 Spring, Texas 77388 832-484-5000 832-484-5500 Lead Counselor Lead Counselor Sam Hutchins Missy Lassiter

Principal Principal Mr. Ron Webster Mr. Randy Kirk

Vistas High School Program 12550 Bammel N. Houston Houston, Texas 77066 832-484-7650 Lead Counselor – Kim Mahnke

Director - Ms. Peggy Ekster

For counselors & case managers, please go to the website listed below http://www.kleinisd.net/

Planning Your Future

Introduction

“You see things and say ‘Why?” But I dream things that never were, and I say ‘Why Not?” ~George Bernard Shaw

Where am I going? What do I want to do with my life? What’s after high school? Should I get a job? Would I like the military? Where do I want to live? What do I want to study? If I go to college, which is best -- a community college or a four-year college? Will the college I want accept me? How will I decide? What if I change my mind? What if I make a mistake?

If you h ave b een asking yourself s ome of t hese que stions, be assured t hat t hey a re common a nd t he c oncerns a nd doubt s t hey r epresent a re no rmal. A s you s earch for answers dur ing t hese l ast t wo years of hi gh school, you w ill be a sking i mportant decisions about the direction of your life. The counseling staff designed this handbook to be a helpful guide as you explore all the possibilities.

Because the alternatives are too numerous and complex to be decided This handbook by chance, we encourage you to make informed decisions by… will help you with the process of • Knowing your strengths and weaknesses deciding what to • Establishing your objectives and goals do after • Evaluating the options available to you graduation

The counseling department will provide both assistance and information. Your counselor will help you coordinate your efforts by keeping you informed about important dates and deadlines. Counselors are available to help you identify your strengths and weaknesses, select your a cademic p rogram, investigate col leges and careers, and make choi ces. Another valuable resource for you is the career counselor. If you are uncertain about a college major or unsure of what to do after high school, a career decision - making program can inside… match your individual interests to related occupations. There are additional tools for conducting college Analyze Your Options page 17 and scholarship searches as well as information about Military Opportunities page 32 Testing page 35 specific colleges and career fields. Be sure to take College Planning page 50 advantage of College Night and the visits by colleges The Application page 82 throughout the year offered by the school. Also, make use of c ommunity r esources. M any c ompanies s ponsor j ob f airs, c areer da ys, c areer seminars, and job-shadowing opportunities.

If you decide that college is your next step, this guide will provide information you need about college entrance examinations, visiting colleges, selecting and applying to colleges, college interviews, and financial aid.

We know that the choices you are facing seem overwhelming at times. However, careful preparation on your part, as well as guidance and support from your family, your school and community will result in good decisions that will lead to a rewarding future.

“Destiny is not a matter of chance, it is a matter of choice; it is not a thing to be waited for, it is a thing to be achieved.” ~William Jennings Bryan

6 JUNIOR DATES TO REMEMBER

SEPTEMBER 5 Labor Day Holiday 9 Registration deadline for October 18th SAT 10 ACT Exam 16 End of three week grading period 16 Registration deadline for October 22nd ACT 30 End of first six week grading period

OCTOBER 1 SAT Exam 3 Second six weeks grading period begins 7 Registration deadline for November 5th SAT 10 Staff Development/Student Holiday 12 PSAT 13 Combined High School College Night 18-21 TAKS testing (eligible students only) 21 End of three week grading period 22 ACT Exam

NOVEMBER 4 Registration deadline for December 10th ACT 5 SAT Exam 8 Registration deadline for December 3rd SAT 11 End of second six weeks grading period 14 Third six weeks grading period begins 21 & 22 Staff Development/Student Holiday 23-25 Thanksgiving Break

DECEMBER 3 SAT Exam 10 ACT Exam 16 End of three week grading period 19 Winter break begins 30 Registration deadline for January 28th SAT

JANUARY 3 Classes Resume 13 Registration deadline for February 11th ACT 11-13 Tentative semester exams (contact school for specific information) 13 End of first semester 16 Martin Luther King Holiday 17 Second semester begins 28 SAT Exam

7 JUNIOR DATES TO REMEMBER

FEBRUARY 3 End of three week grading period 10 Registration deadline for March 10th SAT 11 ACT Exam 24 End of fourth six weeks grading period 27 Fifth six weeks grading period begins

MARCH 9 Registration deadline for April 14th ACT 10 SAT Exam 12-16 Spring Break 23 End of three week grading period

APRIL 6 Registration deadline for May 5th SAT 6 Easter Break 9 Staff Development Day/Student Holiday 13 End of fifth six weeks grading period 14 ACT Exam 16 Sixth six weeks begins

MAY 4 End of three week grading period 4 Registration deadline for June 9th ACT 5 SAT Exam 8 Registration deadline for June 2nd SAT 28 Memorial Day Holiday 29-31 Tentative semester exam dates (contact school for specific schedule) 31 Last day of classes

JUNE 1 Staff Development Day 2 SAT Exam 9 ACT Exam

8 SENIOR DATES TO REMEMBER

SEPTEMBER 5 Labor Day Holiday 9 Registration deadline for October 1st SAT 10 ACT Exam 16 End of three week grading period 16 Registration deadline for October 22nd ACT 30 End of first six week grading period

OCTOBER 1 SAT Exam 3 Second six weeks grading period begins 7 Registration deadline for November 5th SAT 10 Staff Development / Student Holiday 12 PSAT 13 Combined High School College Night 18-21 TAKS testing (eligible students only) 21 End of three week grading period 22 ACT Exam

NOVEMBER 5 SAT Exam 4 Registration deadline for December 10th ACT 8 Registration deadline for December 3rd SAT 11 End of second six weeks grading period 14 Third six weeks grading period begins 21 & 22 Staff Development/Student Holiday 23-25 Thanksgiving Break

DECEMBER 3 SAT Exam 10 ACT Exam 16 End of three week grading period 19 Winter break begins 30 Registration deadline for January 28th SAT

9 SENIOR DATES TO REMEMBER

FEBRUARY 3 End of three week grading period 11 Registration deadline for March 12th SAT 11 ACT Exam 24 End of fourth six weeks grading period 27 Fifth six weeks grading period begins

MARCH 9 Registration deadline for April 14th ACT 10 SAT Exam 12-16 Spring Break 23 End of three week grading period

APRIL 6 Registration deadline for May 5th SAT 6 Easter Break 9 Staff Development Day/Student Holiday 13 End of fifth six weeks grading period 14 ACT Exam 16 Sixth six weeks begins

MAY 4 End of three week grading period 4 Registration deadline for June 9th ACT 5 SAT Exam 8 Registration deadline for June 2nd SAT 28 Memorial Day Holiday 29-31 Tentative semester exam dates (contract school for specific schedule) 31 Last day of classes

JUNE 1 Staff Development Day 2 High School Graduation 3 SAT Exam 9 ACT Exam

AUGUST 25 Summer High School Graduation, 2012

10 Who Am I?

“Don’t go through life, grow through life.” ~Tim Butterworth

Understanding yourself – your INTERESTS, ABILITIES, VALUES, and ATTITUDES – is essential for making good decisions about your future.

INTERESTS What do you like to do, to study? How do you like to spend your time? ABILITIES What are your special talents and skills?

VALUES What is most important to you? Family? Friends? Education? $$$? Social Issues? ATTITUDES What is your preferred learning style? Working environment? How do you approach a task? What is your work ethic?

Fitting the pi eces t ogether t o create an accurate pi cture o f you is on e of t he m ost important steps you can take in planning your life after high school.

abilities interests values attitudes

One w ay to better unde rstand yourself is to complete the f ollowing S elf-Assessment Worksheet and Personal Activity Sheet.

“Change is the law of life. And those who look only to the past or the present are certain to miss the future.” ~John F. Kennedy

11 Self-Assessment Worksheet

Answer the following questions as completely as possible. (TIP: Some of these same questions are often asked on college applications or in interviews.) Remember that this is a tool to help you explore your accomplishments, goals, thoughts and values. There are no right or wrong answers.

ACADEMIC 1. Describe yourself as a student. Do your grades reflect your abilities?

2. Which high school courses have been challenging? Which have been most interesting? Why?

3. What do you like to learn about when you have the choice? What do you read?

4. In what kind of environment do you learn best?

5. What skills do you have that are unique? Describe how you currently use these skills in your life. Athletic Ability Mechanical Ability Ability to work with numbers Leadership skills Teaching skills Artistic skills Analytical skills

EXTRACURRICULAR / COMMUNITY INVOLVEMENT / EMPLOYMENT 6. In what school activities (clubs, sports, etc.) do you participate? How have you been a leader in those groups?

7. What are your interests and hobbies (outside of school)?

8. Where have you traveled? Describe a memorable travel experience.

9. If you have been em ployed, where did you work ? What were your responsibilities? What did you like or dislike about the job?

10. Describe your preferred working style. (Alone or with others? Under deadlines?)

11. Do you enjoy helping others? Describe a meaningful community service activity.

PERSONAL 12. List three people who have influenced you. How?

13. List three qualities you admire and respect in others.

14. What do your friends say they like most about you?

15. List three goals you have in life.

16. Describe your greatest success.

17. What was a failure that taught you something?

18. What is your definition of happiness?

19. Describe a fear you conquered.

20. List ten things you like and then things you don’t like at all.

21. What is your one sentence philosophy of life?

22. What matters most to you? Rate the items on the list below from 1 to 10, with 10 being “extremely important,” 5 being “somewhat important,” and 1 being “not at all important.”

Good Health Beauty Seeing the World Charity Justice Safety Love Honor Marriage/Family Friendship Fun Intelligence Faith Respect Power Wealth Fame Acco mplishment Individualism

Personal Activity Sheet

Another organizational tool is this activity sheet which will help you prepare a resume for college, scholarship, and job applications.

School Activities Circle Grade School Activities Circle Grade Examples: Academic Decathlon 9 10 11 12 ______9 10 11 12

Band 9 10 11 12 ______9 10 11 12

Chess Club 9 10 11 12 ______9 10 11 12

Colorguard/Winterguard 9 10 11 12 ______9 10 11 12

French Club 9 10 11 12 ______9 10 11 12

______9 10 11 12 ______9 10 11 12

Examples: Sports Activities Circle Grade Sports Activities Circle Grade Baseball 9 10 11 12 ______9 10 11 12

Cross-Country 9 10 11 12 ______9 10 11 12

Softball 9 10 11 12 ______9 10 11 12

Wrestling 9 10 11 12 ______9 10 11 12

______9 10 11 12 ______9 10 11 12

Describe any specific leadership experiences you have had in the activities you circled. Remember that being an officer is not the only way to be a leader.

15 Community Activities:

Work Experience:

Awards/Honors:

References: (at least three individuals, unrelated to you, who can attest to your abilities and character)

Name______Address______City______State______Zip______Telephone______

16 Analyze Your Options

Career Fields

The choice of a career involves not only narrowing to a field that matches one's aptitudes, interests, va lues, a nd t emperament, but a lso i nvolves unde rstanding l evels of c areers within a career field. Take time to explore varying occupations within a career field and the different levels of education required for each occupation. Don't rush into a specific career choice. As you consider occupations, think in terms of a career family rather than a specific job. Investigate all levels of jobs within that career family. Also, be aware of the level of education required for each specific job within a career field.

Exploring Careers

In addition to your informal self-assessment, seek information regarding careers and the career decision-making process. Sources of information include but are not limited to:

Counseling Office – Your counselor can assist you in further clarifying your abilities and strengths. I nterest i nventories and aptitude t ests m ight he lp in this a ssessment. In addition to conferencing with your counselor, rely upon the counseling office for a good source of printed career information.

Career Counselor – Each high school has a specific counselor who is knowledgeable in career information. T he car eer counselor i s a g ood resource for g uiding y our car eer exploration. He/She can help you as you pursue an intensive career search (via interest inventory, computer so ftware, and other ca reer sear ch avenues). U tilize hi s/her knowledge regarding proprietary schools, state technical institutes, community colleges, and vocational/technical programs as well as career information.

Career Libraries – Offer a wealth of c areer exploration information. There are many books that can assist students with occupation information.

Agencies and st ate em ployment ser vices, personnel offices a t bu siness es tablishments, trade unions, and professional societies and associations often have f ree car eer information.

The Bureau of Labor Statistics, U.S. Department of Labor (Washington, D.C. 20212), is an invaluable source of career information.

Professionals – Family, f riends, a nd people in c ertain pr ofessions are g ood r esources often overlooked.

Reference Sources – These are available in the library or i n the career counselors office and include but are not limited to:

1) Occupational Outlook Handbook, Bureau of Labor Statistics, U.S. Department of Labor

2) Texas Educational Opportunities, The C oordinating B oard of T exas C ollege a nd University System

3) Encyclopedia of Careers and Vocational Guidance, J.G. Ferguson Publishing Company

4) Dictionary of Occupational Titles, U.S. Department of Labor

5) Handbook of Trade and Technical Careers and Training, National Association of Trade and Technical Schools

6) Directory of Licensed Occupations and Apprenticeship Programs in Texas, Texas State Occupational Information Coordinating Committee

7) Postsecondary Educational Supply and Occupational Demand in Texas, The Coordinating Board of Texas College and University System

8) Texas Job Outlook, Texas Employment Commission

9) Computer sof tware for c areer exp loration, college f inancial a id, college e ntrance examinations, and college admissions

State Occupational Information Coordinating Committee – This ne wly formed committee serves a s a r esource pr oviding information on c areers, oc cupations, educational oppor tunities, a nd ot her r elated oc cupations a nd l abor m arket i nformation produced by s tate and federal a gencies. Y ou may s ecure computerized information regarding t he following aspects of an y career of your choice: pl aces o f em ployment, work settings, job descriptors, salaries, specialties available, advancement opportunities, education ne cessary, pr edicted gr owth pa tterns, a nd r esources a vailable. (Call The Career Information Hotline Toll Free 1-800-822-PLAN for this career information specific to Texas and your interests.)

18 Career Check List

The f ollowing i s a l ist of que stions t o he lp you de velop a n ove rall pi cture of your occupational choice. Make photocopies of these questions and apply them toward a number of careers. Continue to explore careers.

1. What education is required for this career?

2. Where would I obtain the training needed?

3. What competition is there for jobs in this field?

4. What is a realistic starting salary at the entry level?

5. Is there opportunity for travel? Is it required? How much?

6. Does this career require my living in a specific geographic location?

7. About how many people are currently engaged in this occupation in Houston? Harris County? Texas?

8. What personality traits are desirable for this profession?

9. Is there excessive pressure associated with this job?

10. Are there writing skills required for this occupation? math skills?

11. How much security does this career afford?

12. How do the swings in the economy affect this career?

13. What is the impact of this career on family life?

14. Does this career demand flexibility in lifestyle, such as hours, moving, shift work?

15. Is it possible to combine this career with rearing a family?

16. How easy is re-entry into this field after several years away from the field?

17. Are the opportunities for women in this field equal to those of men?

18. How rapidly may I expect to advance in the first ten years?

19. What is the need for this occupation in the next twenty years?

20. How would a person in this occupation spend an average working day?

Career Help Web Sites

Teenage Job Skills www.bygpub.com

The Work Source – Gulf Coast Careers www.theworksource.org

Texas Rehabilitation Commission www.dars.state.tx.us/

Texas Workforce Commission www.twc.state.tx.us

Dictionary of Occupational Titles www.oalj.dol.gov

Gulf Coast Education That Works www.gulfcoastetw.org

Military Career Guide Online www.militarycareers.com

Also check these informative websites out:

www.tracer2.com www.texasworkprep.com www.texascaresonline.com www.online.onetcenter.org http://www.careercube.org http://www.cdr.state.tx.us/RealityCheck

20 Level Of Education Chart The following chart gives an overview of the levels of education required for jobs within career levels

Type Description Anticipated Transfer of Credit Length of Study Training (OJT - Specific training offered by Usually less than 6 * On Job the employer; includes months Training) military service High School Allows students to finish 4 years * Diploma with entry-level job skills

Vocational Allows students to finish 3 months - 2 years * Technical with entry-level job skills; Certificate offered primarily at vocational-technical centers & comprehensive high schools Private Trade Specific skill training after 3 months - 2 years * School high school for a particular occupation Associate Offered at 2 years Institution granting Degree community/junior colleges, baccalaureate degree (Academic & some 4-year colleges & will determine Vocational) proprietary schools; applicability of provides training after high courses from A.D. school in specific vocations program toward high or for transfer to a senior degree college Apprenticeship Formal training program 2 - 5 years (usually Only credits earned in between employee and 4 years) a college may be employer; involves work transferable experience and classroom instruction

Bachelor's Formal 4-year program 4 years Credits may transfer Degree leading to a degree from a among colleges and college or university universities Master's Degree Advanced degree; may be 1 - 2+ years Credits may transfer required for entry into beyond bachelor's among colleges and certain careers degree universities upon approval of receiving school

Doctorate or Research or professional 3 -5 years beyond Transfer is difficult Professional degree in preparation for bachelor's degree Degree such careers as medicine, dentistry, law, education or science

21 WHAT EMPLOYERS WANT – A SUMMARY

The S ecretary's C ommission on A chieving N ecessary S kills ( SCANS), U .S. D epartment of Labor, was asked to examine the demands of the workplace and to determine whether young people are capable of meeting those demands.

The SCANS r esearch ve rified w orkplace "know-how" a s ha ving t wo e lements – the competencies a nd t he foundation. T he five competencies a nd t hree-part foundation a re summarized below.

FIVE COMPETENCIES THREE-PART FOUNDATION

Resources: Identifies, organizes Basic Skills: Reads, writes, performs, plans, and allocates resources mathematical operations, listens, and speaks Interpersonal: Works with others Thinking Skills: Thinks creatively, Information: Acquires and uses makes decisions, solves problems, information visualizes, knows how to learn, and reasons Systems: Understands complex interrelationships Personal Qualities: Displays responsibility self-esteem, sociability, self-management Technology: Works with a and integrity and honesty variety of technologies

Workplace Basics: The Skills Employers Want identifies seven skill groups which incorporate the competencies and foundation given above. They are as follows.

SEVEN SKILL GROUPS

1 – Learning to Learn

2 – Listening and Oral Communication

3 – Competence in Reading, Writing, and Computation

4 – Adaptability: Creative Thinking and Problem Solving

5 – Personal Management: Self-Esteem, Goal Setting/Motivation, and Personal Career Development

6 – Group Effectiveness: Interpersonal Skills, Negotiation and Teamwork

7 – Organizational Effectiveness and Leadership

Remember that ‘Interpersonal Skills’ (working with others) continues to be a key component in success in the workplace.

22 WHAT WILL I DO AFTER HIGH SCHOOL?

What Are Some Options? The options are as varied as the people who are needing them. It is important to think about and plan for your future. T oday's job market is very tough, especially for those without t he pr oper e ducation or s kills t raining. W ork of one ki nd or another i s t he activity that occupies most of our daily hours during the week for almost fifty years after high school.

World of Work

Should you go immediately to full-time work after you graduate?

NO, if you are just “working until…”

• you make up your mind what to do. Some careful planning and preparation now will make temporary stop-gap jobs unnecessary after you graduate.

• you e arn e nough m oney for college. Local c ollege t uition r emains i nexpensive enough for nearly everyone who wants to go. You can afford to start college right after graduation b y working part-time and continuing to live at home. Also, many grants and scholarships are available.

NO, if you know that you will do better in the long run by getting additional training or schooling now. Don’t be forced to stay on the bottom rung of the company ladder if you can start higher and rise faster by getting some training now. In the next century, 80% of the jobs will require technical training beyond high school. S chooling becomes harder later on w hen you h ave t he r esponsibilities of a hom e and f amily. If you ne ed m ore training, get it now.

YES, if you are already employed part-time and know that you want to continue with that company. T he company ma y a ssist w ith tuition or pr ovide a m anagerial t raining program.

YES, if you have a clear idea of the career you want to follow and know that you can succeed without further training or education. H owever, t imes and t echnology change and learning should continue with periodic updates for your lifetime.

If full-time work is your best choice after graduation, how can you prepare for it now?

You should do some research now about the job opportunities in the immediate future and in the long range future. You can learn a great deal about careers by:

• taking an interest and aptitude survey

23 • using the career materials available such as the Occupational Outlook Handbook, the Dictionary of Occupational Titles (DOT), which has job descriptions of the various occupations, continuing to work with a plan, just to name a few. • skimming through the want-ads in the newspaper from time to time and noticing what jobs seem to be in demand • checking the library for books about different careers • preparing a resume • keeping alert to newspaper and magazine articles about careers and future trends in employment

You should get some work experience to make you more desirable to a future employer and to give you some ideas about the work you might, or might not, want to do.

Some possibilities are:

• part-time jobs after school hours • a career and technology education program that combines school with work: internships, coops, and apprenticeships • summer employment • job shadowing, spending time in the workplace with an employee as he or she goes through a normal day on the job

Vocational/Technical Opportunities

If you are not planning to enter college (2-year or 4-year) upon graduation from high school, you may want to explore other alternatives that will offer practical job training. These alternatives may include the following:

Technical schools offer Getting training after high school will increase your opportunities two-year programs in seeking e mployment. A dditional job skills w ill r aise the designed to update beginning salaries, improve working conditions, and allow for technical skills more opportunity for advancement.

Should you go for further training right after you graduate?

NO, if you are still “fumbling around” looking for a career. Technical schools are very specialized and offer training in very specific jobs. They aim for immediate employment in a definite job, sometimes with a particular company.

NO, if you haven’t carefully studied the credentials of the vocational/technical school. Unfortunately, there are many “fast-buck” operators in the field who promise you a wonderful job after your expensive training and then deliver nothing. Do not sign a contract until you have verified that the school and its program are legitimate. You can make sure of this by asking the Better Business Bureau or the Texas Education Agency. You can also contact the Accrediting Commission of Career Schools and Colleges of Technology at 2101 Wilson Blvd., Arlington, VA 22201, for detailed information regarding vocational and technical schools.

24 YES, if you are sure what career you want to pursue, what training you must have, and where that training is available.

When making your career decision, you should consider:

• Careers that are in demand • What training and schooling is necessary • Stability of career/job

Technical s chools of fer t wo-year pr ograms de signed to update t echnical com petence and professional l evels. S ome t echnology c urriculum m ay l ead t o a n associate de gree. S tudents entering an associate degree program must meet certain requirements. Most technical schools will require an entrance examination in math, reading, English, and perhaps a technical aptitude.

Examples of vocational/technical schools include:

• Art institutes • Allied health schools • Business schools • Fashion schools • Electronic schools • Community colleges • Junior colleges

When selecting these schools, you should consider:

• Reputation of school • Credentials and accreditation • Success of job placement • Duration of school program • Tuition and total cost of program

• State technical schools/colleges. These public institutions offer technical/vocational training in a variety of fields at a cos t t hat i s often less than private t echnical schools. Texas S tate College Institute a t W aco, ( 1-800-792-8784) Harlingen, Marshall, Abilene, Sweetwater, Breckenridge and Brownwood and Institute of Electronic Science at Texas A&M are Texas technical schools.

• Private trade, technical or business schools. There are m ore t han 7,000 t rade o r t echnical schools t hroughout t he U.S. T hese s chools of fer t raining f or many occupations. W hen considering an occupation that requires training in one of these schools, one should consider courses, f acilities a nd e quipment, ha nds-on t raining, pl acement a ssistance, state l icensing, cost, a nd a ccreditation o ffered b y t he i nstitution. ( Contact t he A ccrediting C ommission of Career Schools and Colleges of Technology at 2101 Wilson Blvd., Arlington, VA 22201, for detailed information regarding trade and technical schools.

25 Contact t he Association of Independent Schools, 1620 L Street, N.W., Washington, D.C. 20036, for information regarding business schools.)

If a vocational/technical program is your best choice after graduation, how can you prepare for it now?

1. Go through the same steps recommended for full-time work after graduation. 2. In addition to doing job research, also check out the schools in which you are interested. 3. Visit w ith the representatives f rom v arious v ocational an d technical s chools w ho come t o our school. 4. Talk with your Counselor about your choices and the programs which might suit you best. 5. Contact a prospective employer or two. A sk him/her what sort of training is recommended and what school he/she thinks is good. Ask also about present hiring policy and the job prospects in that field for the next ten years.

• Industry training programs. Many private employers such as large corporations, hospitals, or insurance companies offer job training to employees.

• Apprenticeships. There are ove r 700 occupations, which offer apprenticeships. S upervised on-the-job t raining i s combined w ith t echnical s tudies. T hese pr ograms a re c onducted b y employers, of ten j ointly w ith l abor uni ons. T he a pprentice ga ins pr actical e xperience as a worker on t he j ob - possibly i n a f actory, l aboratory, of fice, or a t a c onstruction s ite. Apprenticeship p eriods l ast f rom one t o s ix years, w ith m ost t rades r equiring t hree t o five years of or ganized t raining and i nstruction. A pprentices are paid b y t heir employers while they learn - usually at progressive rates from a starting salary of about one-half of the skilled craftsman's rate to ninety percent of full pay near the end of the apprenticeship. A certificate of completion is given by the Bureau of Apprenticeship and Training of the U.S. Department of Labor when the required training has been completed. A few of the skilled trades in which apprentices a re f ound a re automotive m echanic, but cher, m ost of t he bui lding and construction t rades, c ompositor, e lectronic t echnician, pa ttern-maker, ma chinist, optical technician, lithographer, and medical and dental technicians. ( For more information, contact the Bureau of Apprenticeship and Training at http://www.doleta.gov/oa/. Click on search sponsor da tabase a nd you w ill receive a l ist of occupations of apprenticeships ava ilable i n your geographic area. Another va luable s ource of i nformation i s t he Texas Workforce Commission http://www.twc.state.tx.us/.

Private vocational schools are licensed and regulated in fewer than half the states. In those states that license and provisions for supervision may be lacking. Be sure to check for accreditation by a reputable accrediting agency.

26 Two Years of Career Programs Students w hose m ain goals are di rected t oward pr eparation for employment in a vocational, technical, or semi-professional occupation may pursue training immediately after high school at a community college. All career programs at the junior college stress competency in job-entry skills either in a degree program requiring two years of study, or a competency certificate program possibly requiring one year of study.

There are ov er f ifty community/junior col leges i n Texas al one, many offering a wide variety of programs.

Career t raining va ries from ins titution t o i nstitution. C onsult t he c ommunity c ollege catalogs to determine if the college offers career programs that interest you.

Example: Associate of Applied Science Degree Programs (Two-Year Program)

Accounting Interior Design Technology Air Conditioning/Refrigeration Legal Assisting Automotive Technology Management Childcare and Development Marketing Cosmetology Medical Office Management Criminal Justice Microcomputing Applications Data Processing Programmer/Analyst Nursing Data Processing Systems Operations Office Administration Dental Assisting Photographic Technology Diesel Technology Real Estate Drafting Technology Records Specialist Electronics (Computer Hardware Specialist) Respiratory Care Therapist Electronics (Telecommunication Specialist) Travel and Tourism Geological Technology Veterinary Technology Human Services Welding Information & Records Management Word Processing Institutional Food Service

Example: Certificate of Competency Programs

The C ertificate of C ompetency i s a warded upo n c ompletion of s pecific c ourses o f study i n t he f ollowing f ields. T hese pr ograms vary i n l ength a nd are designed t o prepare the student for immediate occupational employment.

Air Conditioning/Refrigeration Institutional Food Service Automotive Servicing Legal Assisting Child Care and Development Legal Secretary Cisco Academy Microcomputer Applications Cosmetology Office Clerical Dental Assisting Photographic Technician

27 Diesel Engine Mechanics Records Technical Diesel Technician Respiratory Care Technician Drafting Secretary Human Services Vocational Nursing Human Services: Substance Abuse Welding

Eighty percent of today's jobs require technical or vocational skills. Each year there are over 50,000 s tudents e nrolled i n T exas vocational/technical s chools w ho ultimately enter the marketplace as cour t r eporters, secretaries, computer pr ogrammers, medical or de ntal technicians, cosmetologists, ba rbers, electronic t echnicians, pr inters, a uto a nd di esel mechanics, com mercial artists, airline reservationists, welders, o r other skilled professions. Schools that train these students are sensitive to community and labor needs and are able to convert t heir curriculum qui ckly t o m eet t hese needs. T hey generally provide i ntensive training in a short period of time in order to enable a student to obtain employment as soon as possible.

Community Colleges Community c olleges ge nerally ha ve an “ Open A dmission” pol icy. S tudents w ho ha ve graduated from hi gh s chool c an us ually b e a dmitted, a lthough on -campus te sting ma y be required. Very low scores may necessitate some remedial or noncredit work depending upon the t ype of p rogram you pl an t o e nter. A s tudent’s pe rformance on t he T exas A cademic Skills Program test (TASP) may be used to determine whether a student must take remedial course work.

Texas has over fifty (50) community colleges that provide excellent opportunities to develop career skills or to take the basic course work toward a four-year degree.

Community c olleges generally of fer t wo m ajor t ypes of p rograms. O ne i s t he “ Transfer Program” f or t hose who l ater pl an t o a ttend a f our-year col lege. T he other i s a “Career Preparatory Program” that may lead to an associate of Applied Science Degree or some kind of certification that can be achieved in two years or less.

Associate Degrees are offered by community colleges for successful completion of specified programs. A ssociate D egree pr ograms a re de signed t o be c ompleted within t wo years. Students pl anning t o pur sue a de gree from a f our-year ins titution must pl an carefully to ensure that the courses taken at the junior college transfer to the senior institution and apply toward a specified baccalaureate degree. T he requirements for transfer and application to a degree vary from insitiution to institution and demand planning and coordination. S tudents taking “t ransfer cou rses” m ay e arn an Associate of A rts D egree w hen they com plete specified programs at the community college.

28 ADDRESSES* OF JUNIOR AND COMMUNITY COLLEGES IN TEXAS

Alvin Community College Cisco Junior College Galveston College 3110 Mustang Road Route 3, Box 3 4015 Avenue Q Alvin, TX 77511 Cisco, TX 76437 Galveston, TX 77550 281-756-3500 254-442-2567 409-944-1275 http://www.alvincollege.edu/ http://www.cisco.edu http://www.gc.edu

Amarillo College Clarendon College Grayson County College P.O. Box 447 P.O. Box 968 6101 Grayson Drive Amarillo, TX 79178 Clarendon, TX 79226 Denison, TX 75020 806-371-5030 806-874-3571 or 800-687-9737 903-465-6030 http://www.actx.edu http://www.clarendoncollege.net http://www.grayson.edu

Angelina College College of the Mainland Hill Junior College P.O. Box 1768 1200 Auburn Road P.O. Box 619 Lufkin, TX 75901 Texas City, TX 77591 Hillsboro, TX 76645 936-639-1301 409-938-1211 or 888-258-8859 254-582-2555 http://www.angelina.edu http://www.mainland.cc.tx.us http://www.hillcollege.edu

Austin Community College North Central Texas College - Gainesville Houston Community College System P.O. Box 2285 1525 West California P.O. Box 7849 Austin, TX 78768 Gainesville, TX 76240 Houston, TX 77270 512-223-7000 817-668-7731 281-265-5343 http://www.austincc.edu http://www.nctc.edu/General_Information/Campu http://www.hccs.cc.tx.us ses/gainesvillecampus.html Blinn College Howard College 902 College Avenue Coastal Bend College 1001 Birdwell Lane Brenham, TX 77833-4049 3800 Charco Road Big Spring, TX 79720 979-830-4140 Beeville, TX 78102 432-264-5072 http://www.blinn.edu 361-358-2838 http://www.howardcollege.edu/ http://www.coastalbend.edu Blinn College - Bryan Kilgore College 2520 E. Villa Maria Del Mar College 1100 Broadway Boulevard Bryan, TX 77802 101 Balwin Kilgore, TX 75662-3299 979-209-7223 Corpus Christi, TX 78404 903-984-8531 http://www.blinn.edu 361-698-1200 or 800-652-3357 http://www.kilgore.edu/ http://www.delmar.edu Brazosport College Laredo Community College 500 College Drive Eastfield College West End Washington Street Lake Jackson, TX 77566 3737 Motley Drive Laredo, TX 78040 979-230-3000 Mesquite, TX 75150 956-721-5117 http://www.brazosport.edu/ 972-860-7100 http://www.laredo.edu/ http://www.efc.dcccd.edu Brookhaven College Lee College 3939 Valley View Lane El Centro College P.O. Box 818 Farmers Branch, TX 75244 801 Main Street Baytown, TX 77520 972-860-4700 Dallas, TX 75202 281-427-5611 http://www.dcccd.edu/bhc 214-860-2037 http://www.lee.edu http://www.elcentrocollege.edu/ Cedar Valley College McLennan Community College 3030 North Dallas Avenue El Paso Community College 1400 College Drive Lancaster, TX 75134-3799 P.O. Box 20500 Waco, TX 76708 972-860-8201 El Paso, TX 79998 254-299-8622 http://cedarvalleycollege.edu 915-831-2000 http://www.mclennan.edu/ http://www.epcc.edu Central Texas College Midland College U.S. Highway 190 West Frank Phillips College 3600 North Garfield Killeen, TX 76542 P.O. Box 5118 Midland, TX 79701 254-526-7161 or 800-223-4760 Borger, TX 79008-5118 915-685-4500 http://www.ctcd.edu 806-274-5311 http://www.midland.edu http://www.fpctx.edu/

*NOTE: Include Office of Admission in all addresses

29 ADDRESSES* OF JUNIOR AND COMMUNITY COLLEGES IN TEXAS

Mountain View College Lone Star College - Willow Chase San Jacinto College - South College 4849 West Illinois Avenue 9449 Grant Road 13735 Beamer Road Dallas, TX 75211 Houston, TX 77070 Houston, TX 77089-6099 214-860-8600 281-401-5300 281-484-1900 http://www.mvc.dcccd.edu http://www.lonestar.edu/willow-chase- http://www.sjcd.edu/ center.htm Navarro College South Plains College P.O. Box 1170 North Lake College 1401 S. College Avenue Corsicana, TX 75110 5001 N. MacArthur Boulevard Levelland, TX 79336 903-875-7539 or 800-628-2776 Irving, TX 75062 806-894-9611 http://www.navarrocollege.edu/ 972-273-3000 http://www.southplainscollege.edu http://www.northlakecollege.edu Lone Star College - Carver Center Southwest Texas Junior College 2330 S. Victory Odessa College 2401 Garner Field Road Houston, TX 77088 201 West University Uvalde, TX 78801 281-618-5800 Odessa, TX 79762 830-278-4401 http://www.lonestar.edu/carver- 915-335-6400 http://www.swtjc.net center.htm http://www.odessa.edu St. Phillips College Lone Star College - North Harris Panola Junior College 1801 Martin Luther King Drive 2700 W.W. Thorne Drive 1109 W. Panola Street San Antonio, TX 78203-2098 Houston, Texas 77073-3499 Carthage, TX 75633 210-531-3200 281/618/5400 903-693-2000 http://www.alamo.edu/spc/ http://www.lonestar.edu/northharris http://www.panola.edu Tarrant County Jr. College: - Lone Star College - Cy-Fair Paris Junior College Northeast 9191 Barker Cypress Road 2400 Clarksville Street 828 Harwood Road Cypress, TX 77433 Paris, TX 75460 Hurst, TX 76053 281-290-3200 903-785-7661 or 800-232-5804 817-515-6100 http://www.lonestar.edu/cyfair http://www.parisjc.edu/ http://www.tccd.edu

Lone Star College - Greenspoint Ranger Junior College Tarrant County Jr. College - 250 N. Sam Houston Parkway East College Circle Northwest Houston, TX 77060 Ranger, TX 76470 4801 Marine Creek Parkway 281-618-5400 254-647-3234 Fort Worth, TX 76179 http://www.lonestar.edu/greenspoint- http://rangercollege.edu/ 817-515-7100 center.htm http://www.tccd.edu Richland College Lone Star College - Kingwood 1200 Abrams Road Tarrant County Junior College - 20000 Kingwood Drive Dallas, TX 75243 South Kingwood, TX 77379-3801 972-238-6106 5301 Campus Drive 713-359-1600 or 281-312-1444 http://www.rlc.dcccd.edu Fort Worth, TX 76119 http://www.lonestar.edu/kingwood 817-515-4100 San Antonio College http://www.tccd.edu Lone Star College- Montgomery 1300 San Pedro Avenue 3200 College Park Drive San Antonio, TX 78212-4299 Temple Junior College Conroe, TX 77384 210-733-2300 2600 South First Street 936-273-7000 http://www.alamo.edu/sac/sacmain/sac.htm Temple, TX 76501 http://www.lonestar.edu/montgomery 254-298-8282 San Jacinto College - Central Campus http://www.templejc.edu Lone Star College - Tomball 8060 Spencer Highway, P.O. Box 2007 30555 Tomball Parkway Pasadena, TX 77501-2007 Texarkana College Tomball, TX 77375-4036 281-476-1501 2500 North Robison Road 281-351-3300 http://www.sjcd.edu/ Texarkana, TX 77501 http://www.lonestar.edu/tomball 903-832-5565 San Jacinto College - North Campus http://www.texarkanacollege.edu/ 5800 Uvalde Road Houston, TX 77049-45999 281-458-4050 http://www.sjcd.edu/node/3578

*NOTE: Include Office of Admission in all addresses

30 ADDRESSES* OF JUNIOR AND COMMUNITY COLLEGES IN TEXAS

Texas Southmost College PRIVATE JUNIOR COLLEGES 80 Fort Brown Brownsville, TX 78520 Jacksonville College 956-514-8200 500 West Pine Street http://www.utb.edu Jacksonville, TX 75766 903-586-2518 Trinity Valley Community College http://www.jacksonville-college.edu - Athens 500 S. Prairieville Street Lon Morris College Athens, TX 75751 800 College Avenue 903-677-8822 Jacksonville, TX 75766 http://www.tvcc.edu/campus/athens/D 903-589-4000 or 800-594-5753 efault.aspx http://www.lonmorris.edu

Trinity Valley Community College - Palestine P.O. Box 2530 Palestine, TX 78502 903-729-0256 http://www.tvcc.edu/campus/palestine/ default.aspx

Trinity Valley Community College - Terrell P.O. Box 668 Terrell, TX 75160 972-563-9573 http://www.tvcc.edu/campus/terrell/

Tyler Community College P.O. Box 9020 Tyler, TX 75711 903-510-2200 or 800-687-5680 http://www.tjc.edu/

Vernon Regional Junior College 4400 College Drive Vernon, TX 76384 940-552-6291 http://www.vernoncollege.edu/

Victoria College 2200 East Red River Victoria, TX 77901 361-573-3291 http://www.victoriacollege.edu/

Weatherford College 225 College Park Drive Weatherford, TX 76086 817-594-5471 or 800-287-5471 http://www.wc.edu

Wharton County Junior College 911 Boling Highway Wharton, TX 77488 979-532-4560 or 800-561-9252 http://www.wcjc.edu/

*NOTE: Include Office of Admission in all addresses

31 Military Opportunities

Joining the military enables you to do several things at once. You can serve your country, earn a salary right away, and get training that will probably help you whether or not you make the service your lifetime career. You can also, through various educational programs, earn your college degree while in the service or have the government pay for a large part of your college expenses after you leave the service.

Full-time military personnel are the first called upon to serve in crisis areas in times of national need.

The various branches of the United States Armed Services provide a variety of opportunities for career training in occupationally specific areas. M any of the career training areas are common for all the military organizations, while some are specific to the respective branches.

Some of the programs that provide career education opportunities for military personnel are as follows:

• The National Apprenticeship Program – provides s kill t raining, w hich can l ead t o apprenticeship c ertification i n m any c areer f ields. A vionics, da ta s ystems, electronics, machinist, meteorology, mechanics, fire fighting, welding, photography, law enf orcement, and career couns eling a re j ust s ome of t he ex amples of ar eas i n which certification may be earned.

• The Montgomery G.I. Bill Program – enlistees who enroll in this program pay $100 per month for their first year of Various branches of the active duty ($1200). In return, they receive up to $19,000 U.S. Armed Services for college expenses. provide a variety of opportunities for career • Armed Services College Fund – offers a maximum of up training to $30,000 in addition to the Montgomery G.I. Bill.

• College Program – enables s tudents i nterested i n be coming of ficers t o r eceive R.O.T.C. benefits. A $150 per month allowance is paid during college enrollment. After graduation, students receive commissions as reserve offices.

• Service Academies (West Point, U.S. Naval Academy, Air Force Academy, and Coast Guard Academy) – consult t he c ollege por tion of t his ha ndbook a nd s ee your counselor the fall of your junior year regarding requirements. Nominations should be requested in the fall of your senior year.

If you do not wish to be in the military full time, a reserve program can provide you with some financial assistance for college.

32 • The Reserve G.I. Bill – provides a s tipend f or educational a ssistance. I n or der t o qualify, you must be a high school graduate, enlist in the reserves for six years (the minimum time allowed for reserve duty), and complete Initial Active Duty Training.

Persons in the reserves are required to serve one A military reserve program weekend of unit drill and training e ach month and two can provide you with weeks of training a year, usually in the summer months. financial assistance for While on active duty, you would earn the same salary as college. a f ull ti me s oldier. Enlistment in the reserves is for a time period of at least six years.

The reserves may be called upon to serve in crisis areas during times of national need after full time military have been called.

The reserve program allows students to begin their active duty the summer between the junior and senior years of high school. S tudents involved in this program serve for two months during the summer and earn a monthly stipend. During their senior year, they are required to serve one weekend each month in unit drill and training. The senior year of service counts as one of the six required years in the reserves.

High school students involved in the reserve program are exempt from being sent to crisis areas during time of national need.

Should you go into the military immediately after graduation?

NO, if you are doing that because nothing else seems handy.

YES, if you know what is expected o f you and what you will give in return. T he military services offer unique opportunities available nowhere else.

What is required to join the military?

Full time and reserve military after graduation:

You must…

• be able to pass a physical. There are some physical limitations that prohibit getting into the military. What is required • meet a height and weight standard to joint the established by the military military?

• have a hi gh s chool di ploma. In r are i nstances pe rsons m ay be allowed i nto c ertain br anches w ith a G .E.D. onl y. If you a re enlisting m onths or w eeks pr ior t o g raduation, y ou m ust br ing a letter from your school verifying that you will graduate.

• be a U.S. citizen

• provide your Social Security Card and your driver’s license

• provide you I.N.S. card, green card, or temporary resident card if you are an alien resident

Reserve military beginning the summer after your junior year in high school:

In a ddition t o t he r equirements l isted a bove, w ith t he exception of the hi gh school d iploma verification, you must:

• be a least 17 years old. Provide your birth certificate.

• provide a letter from your school verifying your grade level and good conduct record.

• Have a parent sign the military parental consent form.

If the military service is your best choice after graduation, how can you prepare for it now? You can talk to the recruiters from the various services. Local recruiting officer addresses are listed below:

KHS KFHS KOHS KCHS United States Air Force: (281) 446-4780 (281) 446-4780 (281) 446-4780 (281) 446-4780 United States Army: (281) 257-9281 (281) 257-9281 (281) 257-9281 (281) 257-9281 United States Coast Guard: (713) 641-3559 (713) 641-3559 (713) 641-3559 (713) 641-3559 United States Marine Corps: (281) 376-2162 (281) 955-1268 (281) 376-2162 (281) 376-2166 United States Navy: (281) 655-7267 (281) 655-7267 (281) 655-7267 (281) 655-7267

Recruiters also visit campus on a regular basis. Remember, not all se rvices off er the same opportunities; you need to find out what each one offers you and what your obligation is in return.

Other helpful tips:

• You can take t he A rmed Service V ocational A ptitude B attery ( ASVAB). T his t est he lps identify skills that are available for various jobs in the service. Contact your local recruiter regarding test date and times and talk with school personnel regarding possible on campus testing.

• Check with your counselor or recruiter about specialized military opportunities, such as the Academies, R.O.T.C. programs and scholarships, the National Guard, and the reserves.

34 Testing

Texas Assessment of Knowledge and Skills (TAKS) The Texas Assessment of Knowledge and Skills (TAKS) became the new statewide assessment program in 2003. TAKS is a graduation requirement for the class of 2005 and thereafter.

PSAT/NMSQT The PSAT is designed to familiarize students with the SAT and serves as an excellent predictor. It allows the student to receive feedback on their strengths and weaknesses on skills necessary for college study. T he PSAT is also the only way that a student can qualify for the National Merit Scholarship com petition, and the scores ar e u sed as t he s election ba sis f or m any col legiate, corporate and other types of scholarships. It assesses skills developed through years of study in a wide range of courses as well as through experiences outside the classroom.

The P SAT is b asically a condensed version of t he SAT. The P SAT ha s t hree pa rts: cr itical reading sections equaling 48 questions. Two math sections equaling 38 questions and one writing section equaling 39 questions.

The PSAT score reports provide three different scores on the 20 t o 80 scale. One each for critical reading skills, math skills, and writing skills. Also on your score report is the selection index, which is the sum of the three scores (CR + W + M). The selection index ranges from 60-240.

The Preliminary Scholastic Assessment Test (PSAT) takes place in October and will be given to all sophomores and juniors free of charge. Students are registered by Klein ISD for the test on their home campus, and receive a “Student Bulletin” with sample questions, scoring information and strategies f or t aking t he t est. A mple not ification will be g iven as t o the de adline f or registration, t he da te a nd hour o f the test. The test w ill be g iven on a Wednesday a nd lasts approximately 3 hours. Other pr eparatory m aterials ar e av ailable i n t he library and on the College Board web site and at bookstores and local libraries. Scores usually are reported to the students and their parent by December or January. A booklet with a comprehensive explanation of the scores and their meaning will be given to each student.

College Admissions Tests The p urpose of the co llege ent rance exa ms i s t o provide t he col lege adm inistration with a common measure o f a bility i n o rder t o understand a nd c ompare applicants f rom v arying educational backgrounds. High schools have different grading practices and standards; within a high s chool, s tudents take di fferent courses. The S cholastic A ssessment T est ( SAT) and t he American College Testing Program (ACT) provide that common measure of ability. The admission of ficer may c ombine y our S AT or A CT score w ith high school grades and/or class rank to determine your probability of suc cess on the campus. Colleges strive to admit students who will most likely succeed and graduate!

Therefore, the f irst step in t he c ollege a pplication pr ocess i s to take e ither t he S AT or ACT. Many colleges will accept either test; some require a specific one. You must find out which test the college of your choice requires. You are encouraged to take the SAT and ACT at the end of your junior year and again in the fall of your senior year. Early test results enable you to know if you qualify for the schools that interest you.

35 If your score is below the requirement, you have more time to retest. Obtain the applications for these tests in the counseling office. On the application, you will include your high schools CEEB code to ensure that the school receives information about your test results. The tests are given on Saturday mornings at local high schools or colleges.

Approximately six to eight weeks before the test date, you should complete your registration form and pa yment. R egistering onl ine is a g ood op tion t o us e if y ou ha ve a ccess. Your t icket for testing is available then. If you choose to mail your form, prior to the test date you will receive an admissions t icket t hrough t he m ail, w hich y ou must t ake t o t he t est c enter w ith pr oper identification. S pecific guidelines for ID must be followed; they are included with your ticket. Tests may be taken more than once; the higher scores will be accepted in most cases. Check the college website to determine how the university or college handles additional scores.

SAT and SAT Subject Tests

SAT: The SAT initials stand for Scholastic Aptitude Test. This test is a measure of the critical thinking skills you will need for academic success in college. The SAT assesses how well you analyze and solve problems, skills that you learn in high school that you will need in college. The SAT includes a critical reading, math and writing section, with a specific number of questions related to content. In addition there is one unscored section, known as the variable or equating section. This section can be one of the three mentioned areas. This section does not count toward the final score, but is used to try out new questions for future test. Each section is scored on a scale of 200-800 and the writing section will contain two sub scores. Be sure you answer the easy questions first, guess smart, omit questions that you really have no idea how to answer and don’t panic if you cannot answer every question.

SAT Subject Tests: These one -hour su bject tests a re g iven by t he C ollege B oard. Students register for them the same way they register for the SAT; they are given on the same dates. A student may take one, two, or three subject tests on a test day. These are given in the same time period as the SAT; one cannot take both the SAT and SAT subject tests on the same day. Many colleges do not require any SAT subject tests, but highly academic, competitive schools usually want to see your scores from three subject tests. Check with the individual colleges to see what tests are required. Students considering selective schools which may require SAT subject tests should consider taking English and Math tests at the end of junior year for early decision and no later than December of the senior year for regular decision. Some colleges require these tests to help decide admissions, along with the SAT, and others use the SAT subject tests as placement tests. N ormally t hese co lleges r equire t ests in Math, Writing, and one ot her s ubject of the student’s choice.

The be st t ime t o take t hese sub ject tests i s w hen t he i nformation is fresh in y our m ind. The colleges are the best source of advice about selecting the tests and determining when to take them.

Official SAT and/or ACT scores must be sent to colleges directly from the testing agency

36 ACT The Act is a three-hour curriculum-based test in English Usage, Mathematics (Algebra, Geometry and Trigonometry), Reading Comprehension and Science Reasoning. Each section is scored on a scale of 1-36; the composite score is most often used for admission decisions. Some colleges use subject test scor es on the A CT for advanced placement. Answer every question; there i s no penalty for wrong answers. Your score is based on the number of questions you answer correctly.

When preparing for the ACT, it is not necessary to review vocabulary or concern yourself with mental strategies but it is wise to review geometry. It is important to study the practice book, especially the instructions. To get the b est pos sible s core, you need to finish each section. Learn what the instructions will be so time is not lost on the test day. Answer each question; there is no penalty for guessing. Watch your time. If you see that you cannot finish a section, fill in something for the remaining questions before time is called.

37 SAT vs. ACT

The road to college can be a confusing and hectic experience. Choosing the right admissions test to take SAT or ACT doesn’t have to be. While most colleges across the country accept scores from either test, the SAT and ACT are significantly different, and in many ways, they measure different skills. Admission officers and educators often describe the difference between SAT and ACT in these terms: The ACT is a content-based test, whereas the SAT tests critical thinking and problem solving. A good practice is to take both tests and see which one you are better suited for.

Differences at a glance

SAT ACT w/Writing • no science section • vocabulary less important • no trigonometry questions • entirely multiple-choice • vocabulary emphasized • no guessing penalty • guessing penalty • English grammar tested • no English grammar • math accounts for 25% of your score • math accounts for 1/3 of your score • easy and hard questions mixed within • questions go from easy to hard in most sections sections • science reasoning section • math includes trigonometry • essay • essay

The Set-Up

SAT ACT The SAT is made up of 10 sections: Section Time • A 25-minute essay • English 45 min • Six 25-minute sections • Math 60 min (mathematics, critical reading, and writing) • Reading 35 min • Two 20-minute sections • Science 35 min (mathematics, critical reading, and writing) • A 10-minute multiple choice writing section Total test time: just over 4 hours without the writing test including instructions and breaks. Total test time: 3 hours and 45 minutes The ACT writing Test adds 30 minutes to the testing times. You will also get three short breaks during the Scoring is from 1-36 testing, so don’t forget to bring a snack! Scoring is from 200-800

SAT Critical Reading is like analyzing a debate, while ACT Reading is more like researching a term paper. If you’re good at interpretation, you’ll do well on t he S AT. B ut i f you’re m ore qua ntitative t hinker, you m ight be m ore comfortable on the ACT.

The Writing Sections SAT ACT The writing section will include grammar, The ACT English section gives you a series usage and word choice. The essay will of sentences and paragraphs and asks you to measure your ability to organize and express identify a nd c orrect a ny g rammatical or your ideas clearly, develop and support the punctuation errors, g arbled or r edundant main idea and use appropriate word choice prose, or stylistic flubs. Don’t be alarmed, and sentence structure. though. T hese questions do not test arcane grammar r ules, bu t r ather y our ba sic The Critical Reading Section grammar skills, logic and common sense. SAT This s ection will in clude s hort r eading In the ACT Reading section, you’ll be given passages along w ith long pa ssages. It w ill four reading passages followed by questions include critical r eading and sentence l evel mostly asking you to locate facts and verify reading. information.

The Mathematics Section ACT SAT The ACT Math sections require you to know This s ection will i nclude number a nd pre-algebra, algebra, and coor dinate and operations; algebra and functions, geometry, plane g eometries. U nlike t he SAT, y ou’ll statistics, probability and data analysis. The also see trigonometry, the quadratic formula, SAT w ill i nclude e xpanded M ath t opics and graphs and equations of circles, ellipses such a s e xponential g rowth, a bsolute v alue and parabolas. and functional no tation, a nd p lace g reater emphasis on such other t opics as l inear All que stions a re m ultiple-choice, r egular functional, m anipulations w ith e xponent, math que stions. They a re s traight forward, and properties of tangent lines. requiring y ou t o know a p articular c oncept or f ormula – so y ou’ll n eed t o ha ve this information memorized.

Both the SAT and ACT test high school math and permit you to use a calculator. If you enjoy questions t hat call upon l ogical reasoning and visualization, you might prefer the SAT. But if you’re more comfortable with straightforward, academically rigorous questions, the ACT.

Taking t he ACT Science Reasoning section doe sn’t m ean you’ll have t o memorize the periodic table! Any information you need is provided. W hat the section really tests is your ability to think like a scientist – draw conclusions from data, grasp the purpose of an experiment, or identify an assumption underlying a scientific theory.

Copied with permission from: Kaplan

39 40 41 Using the SAT Writing Section

The writing section on the SAT provides colleges and universities a new measure with which to evaluate applicants, as well as an opportunity for students to provide raw evidence of their writing abilities.

In addition to using the complete writing score, colleges and universities have also expressed an interest in reviewing the handwritten essay of candidates. Fully aware of the test environment and the time constraints they expect the essay to be an example of the kind of spontaneous writing required in the classroom.

TOP THREE REASONS CITED BY COLLEGE AND UNIVERSITIES FOR READING STUDENTS ESSAYS.

• To use it as an additional placement essay • To compare the SAT essay to the application essay • To gain additional information about a candidate’s writing skills.

42 COLLEGE ENTRANCE EXAMINATIONS 2010-2012 Dates and Fees

Applications for the SAT and ACT may be picked up in the counseling office. Students must show their social security number on applications. It is recommended that the SAT and/or ACT be taken late in the junior year and/or early in the senior year. See your counselor if you have any questions.

FEES*: The 2011-2012 test fees and additional late fees are as follows:

• SAT: $49.00/$75.00 late fee • SAT Subject Tests: $22.00 base fee + $22.00 language with listening test + $11.00 all other subject tests. • ACT: $32.00/$21.00 late fee • ACT Plus Writing: $47.00/$21.00 late fee

WEB SITES: SAT http://www.collegeboard.com ACT http://www.actstudent.org

Klein High School is a Test Center for the SAT. Check registration bulletin for dates. (The location is shown as Klein, Texas.) Please note that Klein High School is not a Test Center on the June 2, 2012 test date. The Test Center code number for Klein High is 44-584.

Test applicants should indicate their school code number on their applications for all tests. The school code numbers for the KISD high schools are as follows:

Klein High School - 446690 * Klein Forest High School - 443394 * Klein Oak High School – 446691 * Klein Collins High School - 446693

THE COLLEGE ENTRANCE EXAMINATION BOARD (SAT) SAT Registration Late Registration Test Date Test(s) Postmark Deadline Postmark Deadline** October 1, 2011 SAT and Subject Tests September 9, 2011 September 21, 2011 November 5, 2011 SAT and Subject Tests October 7, 2011 October 21, 2011 December 3, 2011 SAT and Subject Tests November 8, 2011 November 20, 2011 January 28, 2012 SAT and Subject Tests December 30, 2011 January 13, 2012 March 10, 2012 SAT only February 10, 2012 February 24, 2012 May 5, 2012 SAT and Subject Tests April 6, 2012 April 20, 2012 June 2, 2012*** SAT and Subject Tests May 8, 2012 May 22, 2012

AMERICAN COLLEGE TESTING PROGRAM (ACT)

ACT Registration Late Registration Test Date Postmark Deadline Postmark Deadline**

September 10, 2011 August12, 2011 August 13–26, 2011 October 23, 2011 September 16, 2011 Sept. 17–30, 2011 December 10, 2011 November 4, 2011 November 5–18, 2011 February11, 2012 January13, 2012 January 14–20, 2012 April 14, 2012 March 9, 2012 Mar. 10–23, 2012 June 9, 2012 May 4, 2012 May 5–18, 2012

TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL) This test is available to foreign students to demonstrate English language proficiency at the college level. For more information, contact a college admissions office.

* Fees are subject to change. Check publications. ** Additional fee required for late registration. *** Klein High is not a Test Center on this date.

43 Texas Higher Education Assessment (THEA)

The Texas Higher Education Assessment (THEA) is an instructional program designed to ensure that s tudents a ttending publ ic i nstitutions of hi gher l earning i n T exas a nd s tudents e ntering educator pr eparation pr ograms i n Texas ha ve t he a cademic s kills ne cessary t o perform effectively in college level work.

Students entering a Texas public college or university may need to take the THEA Test before enrolling in any college-level coursework, For information about whether you are exempt from testing, contact either the testing office or the advising office at the Texas college or university you plan to attend. Once again contact the college/university you will attend for information. Also, check the information that you have been given by your counselor to see if you meet the exemption status.

44 Advanced Placement Tests (AP’s)

AP ex ams could be a n impressive a nd i mportant c redential w hen a pplying t o c ollege. Schools have varying policies about awarding credit for advanced placement. Scores of 3, 4, or 5 on the 1-5 AP grading scale may be considered. While AP exams maybe taken by any pr epared student, t his g enerally requires w ork b eyond t he no rmal c lassroom requirements. A P c ourses of fered i n K lein ISD a re C alculus, S tatistics, E nglish III, English IV, U S H istory, W orld H istory, E uropean H istory, Government, E conomics (Marco and Micro), Psychology, Biology, C hemistry, P hysics, E nvironmental S cience, Art/Drawing, Art/2 Dimensional, Art/3 Dimensional, Music Theory, Spanish and French. Courses of fered on p articular campuses v ary due t o num ber of s tudent r equests. Registration for these test are handled at each of the high schools.

There are a number of reasons to consider an Advanced Placement Examination:

1. AP Exams provide an opportunity to certify one’s knowledge of college level materials. All students enrolled in an AP course Colleges and universities are strongly encouraged to take the corresponding AP exam. have varying policies about awarding credit

for advanced placement 2. The student who places out of prerequisite courses through AP testing can go on to more challenging higher level college courses.

3. An i ndividual w ho r eceives college credit f or AP w ork m ay h ave m any opt ions opened in college, such as entering disciplines without adding to one’s course load, being able t o c ut b ack on c ourses du ring a s emester of h eavy r eading, a nd t aking graduate courses while an undergraduate and still graduating in four years.

4. College cos ts can be s aved if cr edit i s aw arded. T he g reatest s avings oc curs if a student receives credit for one year of college work because of scoring a qualifying grade in three or more AP Examinations. M ore typically, a candidate takes one or two A P e xams, but e ven t his c an l ead t o a r eduction i n t he us ual f our-year requirements i f i t i s c ombined w ith t aking e xtra c ourses dur ing t he year or i n t he summer.

5. AP credit is a bargain. Six semester hours o f credit for one AP ex amination costs about $87. However the state of Texas generally subsidizes the cost of the test so that students typically pay only $57 representing a tremendous savings over college costs. A further savings is experienced by free/reduced lunch students.

6. AP examination grades are kept on file by the College Board. This allows the student to “bank” AP results and withdraw them when they are needed. They can be sent to the college for evaluation, for credit, or advanced placement in classes.

7. An AP exam can be taken only once in a school year, in May. It is most appropriate to take it at the end of the AP course, when the student is best prepared. The dates, the cost and all other information is given to the students by their AP teachers.

45 College Level Examination Program (CLEP)

CLEP tests are another means of receiving college credit for knowledge already acquired before college e nrollment. C LEP c onsists of f ive ge neral a nd t hirty-four s ubject examinations. Registration to take CLEP tests is made directly to a university test center which administers t he t ests s everal t imes dur ing t he year. S ince col lege cr edit-by- examination policies vary considerably, you should wait until you have made your final college decision to see what testing is appropriate. By receiving a satisfactory score, you can earn from three to twelve college credits toward your college degree for each CLEP you t ake, d epending on t he e xam s ubject. Visit the college board website www.collegeboard.com.

REPORTING admissions test results

When completing your college test application be sure to include which colleges need to receive your s cores. It is your responsibility as an applicant to report your SAT or ACT scores by indicating colleges as score recipients on the registration form. Check the testing website for further information.

SAT is http.//www.collegeboard.com ACT is http://www.actstudent.org

Be sure and watch college deadlines because your official scores are needed in order to have a completed application. Scores are usually mailed three weeks after test dates.

46 Test preparation

Klein c ounselors ha ve o bserved f irsthand t he t ruth of the C ollege B oard statement tha t “ the be st w ay for students t o pr epare for t he t ests i s t o t ake c hallenging academic cour ses and t o do plenty of r eading throughout school.” If you have done this and have the SAT or A CT s cores t hat m atch up w ith t he s cores of admitted s tudents a t t he s chools i n w hich you a re interested, you c an relax. Y ou w ill pr obably do f ine, and that will be the end of it.

If, how ever, your s cores a re not as hi gh as you expected, based on your a cademic accomplishments, or i f you are considering hi ghly s elective s chools and/or s cholarship competitions and want to improve your chances, you will probably decide to retest. If so, it will be beneficial to you to do some additional preparation (becoming familiar with the test content and format and learning appropriate test-taking strategies) before you take one or both of these tests a second time. You can improve In t he s hort-term, i t i s pos sible t o i mprove s cores t hrough test scores familiarization, m otivation, a nd ne w kn owledge. O f t he t hree, through motivation is the most important. There is no point in purchasing study familiarization, motivation and guides and computer software or signing up for prep classes if you do new knowledge not plan to make a reasonable effort to gain from the instruction.

Familiarization with the content and format of the tests can be accomplished through self- study using authentic practice materials. Examples are: your PSAT results, copies of old tests, computer software, the official test guides, and internet resources (see the appendix of this handbook for a list of helpful websites). S tudents w ho a re s elf-disciplined a nd motivated to use self-study can benefit from these low-cost materials.

Test prep classes are popular because time is structured into the student’s busy schedule. One caution: t o benefit from a class, you need to have time to complete the homework assignments t hat a re given as w ell as t o reflect and assimilate w hat i s t aught. As one expert s tates, “taking a class i sn’t an eas y way to improve our s cores. Just l ike your regular classes, you will have to put in outside time and effort. M erely sitting in on a n SAT pr ep c lass w on’t raise your s cores.” Look at the ins ert after th is s ection for information on RMASS offered on some Klein high school campuses.

Independent companies offer instruction. It is important to research the different options offered by each. Most will have several different courses of varying lengths and prices. For ex ample, some w ell-known na tional c ompanies a re t he P rinceton R eview. K aplan, RMASS, and Score! Information on t hese can be found in the counseling offices or by going to each specific web page.

We do not endorse any program. We believe that you should consider your needs, your learning s tyle, your r esources, your l evel of m otivation, your a vailable t ime, a nd t hen decide what is best for you.

After taking the PSAT, register for ‘My Road’. You will receive your password to register when your booklet is returned. This is outstanding preparation for taking the SAT.

Above a ll, w e hope t hat you w ill r esist g etting c aught up i n t he Research your options to decide testing hysteria that is so prevalent. If you test one time and get your best course of the s core you ne ed, you c an be f inished w ith t esting. F or t hose action striving for improvement, taking the test a second time might be enough. Be aware that without additional work/study, testing more than twice will have little benefit. Normally, three is the maximum number of times you should take either the SAT or ACT. College admissions testing and preparation is a big business, and very profitable. Consider the hype as you evaluate your options.

College planning begins here

Selecting A College

Selecting a college which is a great match for your abilities, values, goals – yours, not your best friend’s or your parents’ – is one of the m ost i mportant de cisions you w ill make as a young adult. This college decision may strongly influence the career path you take, m any o f t he friends you will m ake a nd ke ep t he r est of your l ife, a nd e ven t he geographic area where you will eventually live and work. R emember, ho wever, that the re is no one perfect college for you. R ather, t here a re m any colleges that would be an excellent “fit.” The secret is to know yourself. Be honest about your abilities, goals, and interests; identify the characteristics you prefer in a college; f ully r esearch t hese ch aracteristics i n a w ide range of colleges; then finally, narrow your application list to a realistic number of schools.

STEP ONE: Assess your a bilities a nd identify your goals and interests.

Examine your priorities. What are your goals and interests? What are you good at? In what environment do you do your best? What careers interest you the most? Make lists.

Ask questions such as:

Personal Considerations: Selecting a college is 1. How important are existing friendships with peers going to a one of the most specific college? Will they influence your decision? important decisions 2. Family traditions. Are they tied to a particular college, you will make university or religion? Is that important to you? 3. Area of the country in which school is located and proximity to home. 4. What is the school’s reputation? (academic, social, or a good balance) 5. What are the expenses? How much debt would you and/or your family assume? 6. What are the housing and meal options? 7. What percent of entering freshman graduate from this college? 8. What is the size of this school? Would you feel comfortable on a campus this size? 9. Are cultural activities available to suit your interest? 10. What are the wardrobe needs? 11. Would I adapt well to the climate of the area where the school is located?

50 Academic Considerations:

1. Will you be more comfortable at a two or four year college? 2. What are your personal study habits? Do they fit with the school attitude? 3. How is the academic year divided? 4. How large are classes? 5. What is the diversity of students and faculty? 6. Are credits transferable to other schools you might consider? 7. What percent of graduates are admitted to professional schools? 8. Is there a job placement service for graduates?

STEP TWO: Familiarize yourself with the different types of schools and find out what characteristics to look for when selecting a school.

The schools available to you are as varied as the interests of the students being served. When t rying t o de cide what t ype of s chool f its you be st, t ake a l ook at s ome of t he characteristics you may want to consider in selecting a school. In general, schools can be divided into two major categories: vocational training schools and colleges/universities.

Vocational Training Schools Vocational training schools are privately owned and operated schools that offer a wide Familiarize variety of t raining op tions i n a reas s uch as c osmetology, yourself with mechanical r epair, court r eporting, paralegal s ervices, travel different types of services, secretarial, and medical as sistance. Typical acad emic schools and find preparation is short, lasting from five to twelve months. However, out what some t raining pr ograms ( such a s court r eporting) c an t ake up t o characteristics to two to three years to complete. T he main appeal of these schools look for when is t heir c oncentrated c urriculum, j ob-training focus, a nd s hort courseselecting a school length. Additional information may be found on p.23.

Colleges and Universities

Two-year community/junior colleges provide the opportunity to get your feet wet before jumping i nto a f our-year col lege ar ena. C ommunity colleges generally of fer t wo-year studies with an associate’s degree conferred upon completion. The courses are designed to transfer to four-year colleges, should you decide to continue on. Also, like vocational schools, many community colleges often offer s pecialized job training i n certain areas. These studies are designed to prepare you for the work force as soon as you complete your training.

Four-year colleges and universities offer bachelor’s degrees and a much wider variety of studies. Many also offer graduate studies (studies after a bachelor’s degree is completed) with opportunities to earn a master’s degree, doctorate, or professional degree (such as a medical doctor). The curriculum is much broader than a two-year school and is designed to accommodate a va riety of interests (unless the college specializes in a certain area of study, such as art).

51 Public colleges and universities are subsidized by the states in which they are located and are generally l ess ex pensive t han private col leges. H owever, the che apest r ates g o to residents of t he state in which the college is loc ated. Out-of-state students usually p ay much higher fees. Private colleges, on t he ot her ha nd, a re f unded t hrough e ndowments, t uition, a nd donations. They usually cost more, but don’t rule them out! Private colleges often offer enough financial aid to make them financially feasible for your budget.

In a ddition t o t hose l isted a bove, s chools c an be di vided i nto a nu mber of ot her categories, including the following:

Size Specialization (liberal arts/art institute)

Location (urban/suburban/rural) Area(s) of study

Admissions requirements Ethnicity

Financial aid opportunities Gender (women’s/co-ed)

Cost Course offering

Family tradition Retention and graduation rates

Distance from home Housing

Religious affiliation Facilities

Diversity Campus life

STEP THREE: Choose the characteristics that are important to you. Choose characteristics that are important to you As you have worked through your handbook, you have and identify a list of examined who you are and what you value. This insight schools that meet your personal goals will enable you to evaluate the characteristics of colleges and to decide which ones are most important to you. For example, maybe it’s important to you to stay close to home, which will narrow your search. Perhaps you want to study a very specialized field that is only offered at a few schools. The choice is yours. MAKE A LIST OF THE FIVE TO TEN CHARACTERISTICS THAT YOU CONSIDER VERY IMPORTANT.

STEP FOUR: Gather information t o i dentify a s hort l ist of s chools t hat ha ve t hese characteristics and that meet your p ersonal goals and needs. S o many r esources are available to students looking at colleges that it is hard to know where to start. T o do a thorough job of researching, you will want to use several of these:

College Guidebooks

A number of different publishers put together guidebooks describing almost everything you w ant t o know a bout a ny c ollege or uni versity in t he U nited S tates a nd t he w orld. Many of these are available in the counseling center, the public library and bookstores. A number of guidebooks are also available on CD-ROM. Guides that also address quality- of-life issues are based on surveys of enrolled students and offer subjective information. These include The Fiske Guide to Colleges and Yale Insider’s Guide. For information about c ollege m ajors, t he C ollege Board’s Index of Majors and Graduate Degrees is available. R atings of academic pr ograms, also subjective, can be found in Rugg’s Recommendations on Colleges and U.S. News & World Reports Best Colleges.

College-Produced Resources

Colleges w ill inunda te you with publ ications. Y ou c an w rite or e-mail mos t c ollege admissions of fices f or i nformation on a dmissions, hous ing, f inancial a id, m ajors, e tc. The college’s catalog is always a valuable resource.

Librarians – check for resources and media research

Computer Resources

Research colleges Check with the career counselor at your school to see what specific using different computer programs are available for your use. materials

College Night

More than one hundred public and private two and four years colleges/universities from in-state a nd out -of-state w ill ha ve r epresentatives ava ilable at t he hi gh s chool c ollege night. The KISD Consolidated College night is October 14, 2010.

Family, Friends, Counselors

Find out what recommendations and experiences your parents, brothers, sisters, relatives, teachers, c ounselors, ne ighbors, a nd f riends ha ve ha d. B egin t o na rrow your l ist of school c hoices a nd f ind a lumni w ho c an give you i nsight i nto t he s chools you a re interested i n attending. T alk w ith your p arents a bout your pos sible c hoices a nd t he means for financing.

53 The Internet

Research colleges, scholarships, and other types of financial aid on-line.

Visits to College Campuses

The best way to gain firsthand knowledge of a college or university is to visit the campus. Call or write the Office of Admission to set up a n appointment. A lso, try to arrange to stay overnight in a dorm and to visit a class to get the “real feel” of the campus. Spring break of your junior year is a good time to visit if the college’s break does not coincide with ours. A lthough visiting in the summer may not give you the complete picture of a college’s atmosphere (the student population is generally much smaller in the summer), it does allow you to tour the actual facility and meet with admissions counselors. If you wait until your senior year to begin your visits, remember that you may be pressed for time w ith t he he ctic pa ce of your f inal year of high s chool. A lso, ke ep i n m ind t hat students can now receive t wo da ys for college visits. C heck with your individual hi gh school for specific procedures prior to making these visits. Also, if you cannot travel to a particular school, many colleges provide ‘virtual’ tours of their campus.

STEP FIVE: Apply to the three to five schools that top your list.

Before your c ollege s earch i s com plete, compare your a cademic and personal qualifications to those of students typically admitted to schools where you want to apply. Large public universities usually make admission decisions based on objective information including: number and level Be sure to apply to at of difficulty of high school courses, grade point average, least one “safe” school! class rank, and standardized test scores (SAT and/or ACT). Private a nd hi ghly s elective s chools a lso c onsider s pecial t alents, c ommunity s ervice, extracurricular and leadership activities.

As you narrow your college list, select one or two institutions that present an admission challenge. T hese schools are called “reachers: Make sure your final list also includes one or more “mid-range” colleges, where your qualifications closely match those of the average s tudent. F inally, b e s ure t o apply t o at l east on e “s afe” s chool, where your statistics equal or exceed those of most of the students admitted. Above all, apply only to schools where you believe you would be happy for four or more years.

54 Junior Planning Calendar

WHEN WHAT TO DO August & Return to school with a positive attitude. Realize that this is the start of the last full year September that colleges will see. It is the most important year for performance. Make a commitment to concentrate on good grades and challenging college prep courses.

Join a club or other extracurricular activity. Do something beyond academics. Visit the counseling office and discover valuable information you can secure there. Listen for announcements related to college and career planning. Visit prospective college campuses whenever possible this year. October Attend College Night. Take the PSAT in October. Your counselor will announce information about the test. Study carefully your free copy of PSAT/NMSQT Student Bulletin. Start to define your special abilities, interests, personal qualities and educational plans. Take TAKS - Retesters November Remain conscious of your grades. Continue self-assessment and career exploration. Explore features of colleges or other post-secondary options that meet your needs, interests, aptitudes, abilities (military, tech schools, specialized training). Contact military if interested in ROTC scholarships or military academies. December Compile a list of colleges that interest you. During the holiday break, talk with college friends who are home. Discuss your questions about college life and college selection. Have ongoing conversations with your parents during which you discuss your and their expectations about your college selection. January Understand the implications of your PSAT/NMSQT results by reading carefully the interpretation included in "Report of Student Answers" and "About Your PSAT/NMSQT Score." Review your answers to the test questions. Prepare for final exams. Prepare a list of subjects you would like to study after high school. Arrange in order of preference. Begin a personal resume sheet for next year, listing your awards and honors; school, extracurricular and community activities; and jobs. This four-year summary will help you in evaluating your interests. February Become familiar with applications for jobs, colleges, postsecondary training. Prepare a list of personal references (with addresses) to be used for applications. Register to take SAT (April, May or June) and/or ACT (April or June). Take TAKS (Texas Assessment of Knowledge and Skills). March Arrange in order of importance 3-4 careers that are of interest to you. Secure information regarding training necessary for success in those careers. Contact colleges if considering Early Decision Application next year. Be aware of deadlines for admission tests, achievement tests and applications for Early Decision. Continue to update your personal resume sheet. Visit prospective college campuses during Spring Break. Take the SAT or ACT.

55 Junior Planning Calendar

April Evaluate features of colleges/other postsecondary plans explored earlier and narrow to 3 or 4 choices. Finalize plans for senior year with your counselor. Register for April, May or June SAT, ACT, and/or SAT subject tests, if required by colleges. Take TAKS test. May Become aware of application deadlines for college admission next year. Take AP exams if applicable. Begin to evaluate your 3-4 college choices in terms of whether they meet your needs of size, cost, academic program, location, student body. Prepare for final exams. June Consider visiting colleges that interest you. Go with parents, friends, or on an organized tour; be aware that campuses can feel very different during the summer. August Use the summer productively. Begin working on college essay topics, continue working on resume. Get a job, do volunteer work, attend a summer institute, or travel. But do something productive. If you are working, discuss with your supervisor the possibility of getting a letter of recommendation for college or scholarships.

56 Senior Planning Calendar

WHEN WHAT TO DO All year Visit the counseling office and discover invaluable information you can secure there. Listen for announcements related to college and career planning, college visitations and scholarships. Meet with college representatives who visit your school.

Keep a calendar of important dates and deadlines. Mail well ahead of every deadline. Make copies of every college or scholarship application you submit. Research and begin applying for scholarships. August & September Register for the college entrance exams (SAT or ACT ) if you have not already done so. (Register at least five weeks in advance.) Obtain college admission test registration materials in College & Career Center. *September 10th is the deadline to register for the October 11th SAT. This is the most popular date with seniors. *Mail registration form directly to the testing company or register on-line (htt://sat.collegeboard.com/register).

You must indicate on test application which schools you want to receive your test scores. Colleges accept test scores as official only when sent directly from the test company. *Determine of your college(s) require SAT Subject Tests. Registration forms are available in counseling office or online. October Attend special programs such as College Night. Continue work on college essays. File early action/early decision applications. If you plan to visit a college campus, call ahead for an appointment with the college admissions office. Have a frank talk with your parents about college costs, how much they are prepared to contribute, and whether you should apply for financial aid. November November 1st to 15th - Most colleges using "early decision" admission require test scores and applications between these dates. Students must apply by the deadline and notification date varies. Register for THEA if you plan to attend a Texas public college/university and do not qualify for an exemption.

Work on preparing your college applications. Be sure to note when applications are due. Many colleges have a mid-November, December 15th or January 1st deadline. (Some colleges have an in-house, not a postmark deadline.) It is important to fill out applications as soon as possible. By early November turn in all requests to teachers and/or counselors for letters on recommendation or counselor's portions of applications due December 1. By the Thanksgiving break, turn in all requests to teachers or counselors for letters of recommendation or counselor portions of applications due between December 19 and January 14. (Requests turned in after Christmas break must still allow three weeks notice.) January 1, 10, and 15 are common college deadlines. December Try to mail all college applications before Christmas. (Your holidays will be much more enjoyable.) During the holiday break, talk with friends and/or relatives who are attending (or have attended) the colleges on your list. January Pick up FASFA application in counseling office. File as soon as possible after January 1st. January 1st, 10th, and 15th - Deadline dates for some applications to selective colleges. Others have other due dates. Make sure the counselor has your Mid-year Report Form, if required by your college. Watch admissions application deadline of February 1st. February Have your mid-year grades sent to colleges that require them. March & Most selective colleges start to announce their decisions this month. April Review college acceptance and compare financial aid offers. If you have more than one college offer, rank the colleges according to your important criteria. Does this ranking match your gut feeling? Pick your college and send in deposit by the deadline. Inform counselors of any scholarships and awards received so you can be included in the May awards program.

57 Senior Planning Calendar

May Notify all the colleges of your enrollment intention. Make sure you accept the financial aid offer according to the directions in your award letter. If you received financial aid offers from other colleges you are not attending, be sure you let the colleges know of your decision not to attend. Fill out Final Transcript form and turn it in to the Registrar. This will assure that your final transcript is sent to the college you have decided to attend. Final transcript must also be sent to NCAA if you plan to participate in college athletics. Make sure that you accept in writing the financial aid award from the college you decide to attend. Find out what else you need to do to maintain your eligibility. **Write a thank you note to everyone who has helped you with the admission application process, and tell them of your decision. Also send thank-you notes to donors from whom you have received scholarships.

Senior Award Programs Graduation - June 2, 2012 and August 25, 2012

Rank in class

Class rank for the class of 2011 - 2012 is based on semester grades earned in all state- approved credit courses in grades 9-12.

In grades 9-12, to receive credit for a course, a student must maintain an average of 70 or above. The school district awards credit semester by semester.

The 2000-01 and ensuing years grade point values are as follows:

Course Average Honor/GT/AP/DC Advanced Regular Basic Independent Study/ PreAP/PreIB& IB 100 6.0 5.5 5.0 4.0 99 5.9 5.4 4.9 3.9 98 5.8 5.3 4.8 3.8 97 5.7 5.2 4.7 3.7 96 5.6 5.1 4.6 3.6 95 5.5 5.0 4.5 3.5 94 5.4 4.9 4.4 3.4 93 5.3 4.8 4.3 3.3 92 5.2 4.7 4.2 3.2 91 5.1 4.6 4.1 3.1 90 5.0 4.5 4.0 3.0 89 4.9 4.4 3.9 2.9 88 4.8 4.3 3.8 2.8 87 4.7 4.2 3.7 2.7 86 4.6 4.1 3.6 2.6 85 4.5 4.0 3.5 2.5 84 4.4 3.9 3.4 2.4 83 4.3 3.8 3.3 2.3 82 4.2 3.7 3.2 2.2 81 4.1 3.6 3.1 2.1 80 4.0 3.5 3.0 2.0 79 3.8 3.3 2.8 1.8 78 3.6 3.1 2.6 1.6 77 3.4 2.9 2.4 1.4 76 3.2 2.7 2.2 1.2 75 3.0 2.5 2.0 1.0 74 1.8 1.8 1.8 .9 73 1.6 1.6 1.6 .8 72 1.4 1.4 1.4 .7 71 1.2 1.2 1.2 .6 70 1.0 1.0 1.0 .5

59 Top 10 percent eligible for automatic college admission

Students who are in the top 10 percent of their graduating class are eligible for automatic admission to any public university in Texas.

To be eligible for automatic admission, a student must: • Graduate in the top 10 percent of his/her class at a public or private high school in Texas, • Or graduate i n t he t op 10 pe rcent o f a hi gh s chool ope rated b y t he U .S. Department of Defense and be a Texas resident or eligible to pay resident tuition; • Enroll in college no more than two years after graduating from high school; and • Submit a n a pplication t o a T exas publ ic uni versity f or a dmission be fore t he institution’s application deadline

Since rules a nd deadlines va ry, pl ease ch eck w ith the s pecific uni versity t o verify t he application de adline. O nce a s tudent i s admitted, a uni versity m ay r eview a s tudent’s high school records to determine if the student is prepared for college-level course work. A s tudent w ho ne eds a dditional pr eparation m ay be r equired t o t ake a d evelopmental, enrichment or orientation course during the semester prior to the first semester of college.

Admission to a university does not guarantee acceptance into a particular college of study or department.

You should be aware that students who ARE NOT in the top 10 percent of their class are considered for college admission unde r ot her criteria. U niversity admissions of ficers may consider a student’s academic record, socio-economic background, work and family responsibilities, a dmission t o a comparable o ut-of-state ins titution, performance on standardized t ests s uch as t he S AT or A CT, c ommunity a ctivities, a nd pr oficiency i n more than one language.

Each university is required to publish in its catalog the alternate factors it c onsiders in making admission decisions. Consult the university you are interested in for details about admissions criteria for students who are not in the top 10 percent.

60 The Recommended High School Program & The Distinguished Achievement Program

The Recommended High School Program (RHSP) helps e nsure th at pa rticipating Texas high school students have the skills and knowledge necessary to succeed in the real work after graduation. T he pr ogram e ncourages s tudents t o s et t argets be yond t he minimum graduation requirements, and allows students to pursue their own interest in a variety of col lege-preparatory cour ses. The program requires cha llenging acad emic courses t hat m ean students w ill be be tter pr epared to complete te chnical s chool, community college, or a four-year university.

The Distinguished Achievement Program (DAP) r equires s tudents t o c omplete t he RHSP. Within those credits, students must complete advanced schoolwork that reflect college- or pr ofessional-level s kills as as sessed by out side evaluators. To achieve t his distinguished r ecognition, s tudents m ust c omplete a ny combination of f our of t he advanced measures listed below: • Earn a score of 3 or above on a College Board Advanced Placement (AP) exam or a score of 4 or above on an International Baccalaureate ( IB) exam. Each exam can count as one measure. • Complete original research or project under the direction of mentor(s), judged by professionals in the appropriate field, and reported to an appropriate audience. • Earn a P SAT s core t hat qua lifies a s tudent f or r ecognition a s a C ommended Scholar or higher. • Earn a grade of 3.0 or higher on courses that count for college credit.

In addition, i f you complete t he R ecommended H igh S chool P rogram or t he Distinguished Achievement Program and show financial need (based on set criteria) you may be eligible for a TEXAS Grant.

Visiting college representatives in Klein ISD College representatives routinely visit Klein ISD High Schools and are scheduled during the lunch periods whenever possible. S tudents are encouraged to meet with the college representatives of t heir choice, but m ust r emember t o m ake up a ny m issed c lasswork. Listen t o m orning a nnouncements a nd r ead your ne wsletters f or c ollege r epresentative visits.

Many colleges also schedule areas information sessions, which are typically held in the evenings or on a weekend at a Houston l ocation. Information i s pos ted as i t becomes available. Remember, college admissions counselors are eager to meet with you about their s chools a nd pr ovide great i nformation on c ollege p rograms, extracurricular activities, dorms, cafeteria food, as well as admissions and scholarships.

61 Campus visits and interviews

There is no better way to learn about a college or university—the faculty, facilities, spirit, academic at mosphere, and student values—than to visit the campus when college is in session. It is better to see through “your own eyes” rather than rely upon the word of a friend or the school’s literature.

The campus visit can be considered Educational Insurance.

• You are more likely to choose a college which is “matched” to your needs. • You will have an opportunity to evaluate what students wear, how they live, etc. • You w ill be a ble t o ob serve w here you w ill e at, s leep, s tudy, w orship, a ttend classes, and take part in campus activities. • You are likely to do better work if you are in an environment which is consistent with your value system and needs.

Preparing For a College Visit

Arrange for your vi sit i n advance b y c alling or writing t he Admissions Office about 3 weeks in advance. Avoid being a drop-in. Arrange for an interview with an admissions officer i f t his i s re quired by the c ollege or de sirable on your pa rt. A lthough s ummer holiday visits are most convenient for you, it’s preferable to visit while college classes are in session in order to experience the total environment of the campus. Many schools have special weekend events and tours for incoming students.

Familiarize yourself with college catalogues/bulletins before visiting so that you can ask intelligent que stions w hen you arrive on c ampus a nd a void a sking qu estions r eadily answered in the viewbook, catalog, or video. Call the admissions Inform the college about your areas of interest, academic preparation, office to schedule activities, etc. Indicate whether you have applied for admission. an appointment before you visit

If you will be interviewed while on t he visit, know facts about your high school before visiting: percentage of graduates going on to college, average test scores, etc.

To f urther pr epare f or t he i nterview, s ummarize your pe rsonal da ta ( interests, a wards, activities, test s cores, rank in class, etc.) E ven better, compile al l da ta i nto a pe rsonal resume.

Give careful attention to your appearance, grooming, and conduct. The interview, if the college offers this option, facilitates putting a face with a name. Often, notes are kept and placed i n your application f ile. Make s ure tha t a ll inf ormation pertaining to you i s appropriate. Remember to put your best appearance forward.

Try to do the following: • Take an official admissions office tour (if offered) and then supplement with one of your own. • Check in with the financial aid office to see what is available and how to apply for it. • Try to visit one or more classes. • Talk t o s everal college s tudents (not j ust t he t our guides). A sk t hem about t he academic and social life on campus. • Take your c amera and n otebook. T aking pi ctures of t he campus will help you remember what i t l ooks l ike w hen c omparing s chools. A fter you ha ve vi sited, make notes concerning the following while the information gained is still fresh in your mind: impression of facilities and campus impression of faculty and students instructional program and regulations cost names and titles of officials you visited while there • Stay overnight in a dorm. • Have lunch in the dining hall. • If you can’t visit a particular campus, take a virtual tour. • Check the college website for more information about the campus.

What To Learn About The College/University And What To Ask On A Campus Visit

Classes 1. What is the average class size for freshmen? Upperclassmen? 2. Who will teach freshmen courses—graduate assistants or faculty? 3. What is the faculty advisor system? How easy is it to meet with advisors? 4. Is there an organized professional counseling service for students? 5. What is the relationship between student – faculty – administrators? 6. Do faculty members seem accessible, friendly, and helpful? 7. What is the availability of courses in the field you are interested in? F lexibility and special opportunities (study abroad, co-op, internships)? 8. What are the college’s top three programs or majors?

Campus 1. Does the college campus appeal to you? Is it too large? Too small? Is it easy to get around? Do the buildings appeal to you? 2. How far is it from the local community? Is there easy access to shopping? 3. Is pride shown by students in maintaining a clean and well-ordered campus? 4. Inquire about campus security. H ave there been problems in the recent past? W hat preventative s ecurity m easures are i n pl ace? W ill you feel r easonably safe l iving there?

Housing 1. Are freshmen required to live in a dorm? 2. How many students per room? Are single rooms available? 3. How are roommates assigned? Can you request a particular roommate? 4. Are r ooms f ully f urnished or do you ne ed t o br ing c ertain i tems? A re refrigerators or microwaves allowed? 5. Are there study facilities in the dorm? How many computers are available? Will I need to furnish my own? Is there a computer hook-up in each dorm room? 6. Are there quiet hours? 7. Are the dining facilities of the dorm satisfactory? What options are available for meal plans? 8. What percentage of students lives on campus? 9. Are f reshmen al lowed to have cars on campus? If yes, what ar e t he p ros and cons? 10. How a nd w hen do I apply for hous ing? Is dor m s pace guaranteed t o e very freshman?

Religious

1. If it is a church-related school, is chapel required? 2. Are there religious organizations to suit your purposes?

Social and recreational 1. What do students do on weekends? 2. What percentage of students remain on campus on weekends? 3. Are there fraternities or sororities? What percentage of students belong? Are there opportunities for independents? 4. Does the college have a social room or union? 5. What varsity sports are played? Are there opportunities for participation? Are there intramurals? 6. Are the students active supporters of athletic events? Are the facilities adequate? 7. What cultural activities are available on or near the campus? Are speakers, plays, musicians and other artists brought to the campus? 8. Are there recreation and workout facilities available for all students?

Admissions Criteria 1. How will the college/university be evaluating the student? What criteria is used in the process? (Test scores, GPA, rank, quota, area of study, recommendations, activities, other subjective factors.) 2. Is the Admissions Office fully aware of the type of high school you attend? 3. What is the enrollment and composition of the student body? 4. What are the application deadlines and procedures?

64 College Costs and Financial Aid/Scholarship Opportunities 1. What are the school’s basic costs (tuition, room, board, fees, books)? 2. What kinds of financial aid programs are available? What is the procedure for applying? 3. Are work opportunities or loans available? 4. Are there merit or no-need scholarships or grants available? Athletic or talent awards? Scholarships for upperclassmen?

Placement and Graduate Statistics 1. What percentage of entering freshman graduate in 4 years? 2. What percentage of freshman returns the second year? 3. What percentage of graduates continues on with graduate or professional study? 4. What national recognition have students received? 5. What are some of the placement statistics of graduates not pursuing professional study? 6. What employers visit campus? 7. Is there a career planning program for students?

General Atmosphere and Student Body 1. What is the college’s history, objectives, extent of traditions, direction of philosophy? How will it affect the student? 2. How is the student body as a whole? Are they happy, friendly, and independent? 3. How diverse does the student body appear to be geographically, ethnically, racially, politically, and religiously? 4. What is the male/female ratio? 5. Where do the students come from? 6. What are the predominant styles of dress? 7. Do students appear serious about their studies? What do you look for 8. What are some of the regulations for all students? during a college visit 9. What’s the attendance policy? 10. In general, does the college appear to be relatively strict or fairly liberal in its operation? After the Campus Visit 1. Write thank-you notes to the Director of Admissions and to any other staff or faculty who interviewed you or extended you courtesies while on campus. This should be done promptly upon returning home. 2. Review your evaluations and impressions. 3. Make a list of pro’s and con’s. 4. Use the “College Planning Worksheet” included in this booklet to keep a running comparison of colleges. 5. Begin rank ordering the colleges on your list.

65 Typical Questions To Be Answered During the College Visit

1. Are there adequate facilities for the department of your major interest? 2. Do laboratory facilities appear to be up-to-date and adequate? 3. Do freshmen have opportunities to take courses with the “top” or “major” professors? 4. What is the typical class size? For freshmen? For upperclassmen? 5. Are library facilities sufficient? Would you want to spend a great deal of time there? What are the hours for student use? 6. Does the campus have appeal in general? 7. How near is the campus to the local community? Where is the nearest pizza? Are drugstores convenient? 8. Is the campus clean and orderly? Do student exhibit a pride in the college appearance? 9. What is the condition of the buildings? 10. What are the dormitories like? Must freshmen live in the dorms? May students decorate their rooms? How many to a room or suite? What are the dorm regulations? Are there student facilities in the dorms? Quiet hours? 11. What is the computer access in your room? An access fee? Computer centers available on campus? 12. Where are the dining facilities located? Are students required to buy meal contracts? How many meals are served per day? 13. What activities go on at the student union? 14. Are there fraternity/sorority houses? What percent of students belong? What effect do fraternities/sororities have on student life as a whole? 15. Is religious affiliation significant? Are there religious organizations to suit your purposes? 16. Are there good athletic facilities? Intercollegiate athletics? Intramural athletics? 17. What is the relationship between students-faculty-administrators? Do faculty members seem accessible, friendly, and helpful? 18. Do the students seem serious about their educational experience? Is there a country club atmosphere? Good balance? 19. What are the financial aid opportunities? Work opportunities? 20. What are the unique programs? Travel abroad programs? Internship or practical work experience in field of interest? 21. What percentage of students goes on to graduate study and to which graduate schools? What national recognition have students received? 22. What cultural activities are available on or near the campus? Are speakers, plays, musicians and other artists brought to the campus? 23. Do the majority of students leave the campus on the weekend? What do students do on typical weekends? 24. What club and student activity groups are available? 25. What are the traditions of the college? 26. What is the ratio of men to women? Where do the students come from? 27. How do you get there? How far to the nearest bus, plane or train? 28. Are advisors readily available? Is there an organized, professional counseling service for students? 29. What percentage of the freshman class is around to graduate in four years? 30. Are there tutoring services available on campus?

66 Interview and Essay Preparation

Throughout the a dmissions pr ocess, y ou w ill c onstantly be a sked to reflect up on y ourself a nd your a ctivities. The following que stions a re p rovided t o he lp y ou be gin t hinking a bout y our special talents and anything else you especially want the Admissions Committee to know about yourself.

1. Do you have any special interest which you feel is unusually or especially important to you?

2. Other than academics, what do you feel a re y our o wn special talents and how ha ve y ou discovered them?

3. What do you feel are your weaknesses? What especially would you like to correct?

4. What are the qualities you most often admire in other people?

5. Have you been personally responsible for any innovations or constructive ideas adopted by your high school?

6. Do you consider yourself a leader or follower? On what basis?

7. Why do you want to go to college?

8. What is your attitude toward academics? Do you expect it will change in college?

9. What motivates you to learn?

10. Have you gone through a particular experience, which has affected your life? Made a special friend? Took an important trip? Had a joyful or sad experience?

Prompts are provided in ‘Apply Texas’ to use as sample essays.

67 SAMPLE LETTER OR ONLINE INFORMATION FOR COLLEGE INQUIRIES

Pick a paragraph (or a combination of paragraphs) that meets your needs: Paragraph A: Information Request Letter Paragraph B: Campus Visit Letter Paragraph C: Financial Aid Letter Paragraph D: Housing Information Letter Paragraph E: Credit-By-Examination Letter

(Date)

Office of (Admissions) (Financial Aid) (Housing) Name of College Street Address City, State, Zip Code

To Whom It May Concern:

I am a student at High School and will graduate in of 20_ . (month)

A. Please send me an application for admission and information about your college (general information bulletin, college costs, and program descriptions). I am considering ______as my major.

B. I am interested in visiting your campus, taking a campus tour, and meeting with an Admissions Counselor. Since I am considering ______as my major, I would also like to meet with someone from that department, if possible. Please advise me of a date and time that would be convenient.

C. My parents and I would like to investigate college costs and possible sources of financial aid. Please send us information about what it costs, how and when to apply for financial aid, and what forms are necessary.

D. I am writing to request information for on-campus housing. Please send me location of dormitories, cost of dormitories, deposit fee information, and a housing application.

E. I am interested in your credit-by-examination program. Please send me information regarding the program(s), date for your departmental test(s), and deadline(s) for these opportunities.

I plan to enroll in college the term, 20 .

Thank you.

Sincerely, Your Signature (Your Name) (Your Address)

68 College Planning Worksheet

College 1 College 2 College 3 LOCATION * distance from home SIZE * enrollment * size of campus ENVIRONMENT * setting (urban, rural) * locaiton & size of nearest city * religious affiliation * male/female ration ADMISSION REQUIREMENTS * deadline * tests required * average SAT scores * average ACT scores * rank in top 10% * rank in top 25% * rank in top 50% * acceptance rate * admissions notification date ACADEMICS * your major offered * special requirements * student/faculty ratio * average class size * who teaches 1st yr. Classes * average graduation rate * support services available COLLEGE EXPENSES * tuition, room, & board * estimated total budget * application fee and deposits FINANCIAL AID * deadline * forms required * % receiving aid * scholarship awards HOUSING * availability for freshmen * food plan FACILITIES * academic * recreatonal * computer access CAMPUS VISITS * when * special opportunities

69 Preparing for college

Choose A Rigorous and Challenging Curriculum Success in challenging college preparatory courses is the best preparation for a s elective college. The more demanding your high school course of study, the better your chances are for admission to and success at the selective college of your choice. Check with the colleges you are interested in regarding their admissions standards.

Advanced Placement Courses: Advanced placement courses demonstrate your ability to handle advanced work. Colleges view advanced placement courses as a s ign of your willingness t o accept a challenge and as evi dence of your i ntellectual c uriosity. T he members of most college admissions committees will take special note of students with at least one advanced placement course on their high school transcript. However, this does not mean that you must take advanced placement courses to be admitted to a college.

Dual Credit Courses: Courses taken for college credit which also meet in most cases high s chool gr aduation c ourses. The t eachers of t hese cour ses m ust m eet t he col lege standard and the syllabus of the course demonstrates college type learning. Dual credit is generally accepted by colleges in the state of Texas.

What Counts Most? Copied with Success in a demanding college preparatory program is the first priority for a permission of college w hen i t r eviews a n a pplication for a dmission. Y et, i t is t he Randolph-Macon combination of courses, grade-point average and rank, standardized test College, Ashland, Virginia scores, out-of-class experiences, and even the essay on the application that determines your preparedness for a selective college.

Application: You c annot be a dmitted i f you do not c omplete a n a pplication t o t he college. Most colleges prefer an online application and direct communication with them. Check the college website for more information. Colleges review the application to learn about your in-school and extracurricular activities. Most colleges also require an essay. They us e t he e ssay t o l earn a bout you a nd a lso t o j udge your ability t o e xpress your thoughts in writing. R efer to the page devoted to Interview and Essay Preparation. The application is usually submitted in the fall of your senior year of high school.

Secondary School Record: Your hi gh school r ecord carries a great deal of w eight. Slightly lower grades in more rigorous courses may be more important than higher grades in an easier program. A transcript which is requested from the registrar must accompany each college application.

College Entrance Exams: The S AT or AC T (usually t aken no l ater t han f all of t he senior year) is required by most colleges. However, the importance a col lege places on the tests varies greatly.

Subject Tests Check your college(s) website to determine if SAT subject tests are required.

Recommendations: Recommendations from your high school Good luck with your college search! guidance counselor, principal, and/or teacher(s) are taken seriously b y m ost s elective col leges. T he col leges us e t hese as evidence o f your potential, character, and cl assroom effect. K ey people at your s chool w ho know you well ar e b est abl e t o give t he col lege a f air and valuable as sessment of you and your work. Out-of-Class Activities: Colleges s eek s tudents w ith a w ide variety of i nterests and experiences. These col leges r ealize t hat the intellectual ability and the varied perspectives of their students contribute to the overall educational climate. Community service, student government, athletics, overseas study, unusual hobbies, as well a s pa rticipation i n theatre, m usic, a rt, da nce, or a cademic clubs are vi ewed positively b y s elective col leges. H owever, participation i n out -of-class a ctivities w ill not c ompensate f or a poor academic record.

The Interview: If a college you are considering encourages interviews, be sure to take advantage of the oppo rtunity. T he int erview is a n excellent w ay to determine if a college will really “fit” you. Admissions counselors at the college can answer most of your questions. In some cases an interview may make the difference in whether you are admitted or not. I f you believe you may be a “marginal” candidate for admission to a specific college, request a n i nterview. H owever, do your hom ework b efore you go. Have good questions and be sure you can explain why that college is attractive to you.

71 Common admission decision definitions you will want to know

Early Decision requires you to commit to a c ollege or uni versity at the time of application that, if admitted, you will enroll. You should apply under an Early Decision plan only if you know that you can make a well-reasoned, first-choice decision. U pon admission, the institution will require a nonrefundable deposit before May 1. You may apply to other colleges but may have only one Early Decision application pending at any time. Colleges will respond to requests for financial aid at or near the time admission is offered. If admitted, you must enroll unless the financial aid award is inadequate.

Early Action permits you to apply to a college or university of your choice and receive a decision early i n t he s enior year, well i n advance of t he normal s pring r esponse dates. Though you will hear early regarding your admission, you are not committed to attend and you may apply to other colleges. If you are applying for financial aid you will follow the a id a pplication de adlines s et b y t he i nstitution. Y ou a re not r equired t o m ake a commitment before May 1, but you are encouraged to do s o as soon as a final choice is made.

Regular Decision is a plan in which institutions review most of their applications before notifying t he m ajority o f candidates of t heir admission. In t his process, colleges s et a deadline for completing applications and will respond to completed You may have only applications by a specified date. If you are applying for financial one Early Decision aid you will follow aid application deadlines set by the school. You application pending may apply to other colleges. Y ou will not be required to make a at any time decision regarding enrolling before May 1.

Rolling Admission is a t erm us ed to describe t he application process i n which an institution reviews applications as they are received and offers decisions to students soon after they are made. If you are applying for financial aid you will follow aid application deadlines set by the school. You may apply to other colleges as you will not be required to make a decision regarding enrolling before May 1.

Wait List is a term used by institutions to describe a process in which they may initially delay of fering or de nying you a dmission, but r ather e xtends t o you t he pos sibility of admission in the future. Colleges offer admission to wait list candidates if insufficient numbers of regularly admitted candidates accept their offers of admission. Please refer to the Statement of Students’ Rights and Responsibilities for t he r ights w hich you are assured if placed on a wait list.

72 Glossary of Collegiate Terms

* Advanced Placement (AP) – Granting o f c redit a nd/or a ssignment t o a n a dvanced course on t he ba sis of evidence t hat t he s tudent ha s m astered the conc epts of t he course.

* American College Testing Program (ACT) – This or ganization administers the scholastic aptitude examination known as t he American C ollege Test. The ACT i s one of the two major college entrance examinations.

* Application Form – A completed application form mus t be s ent to the c olleges to which you are applying. In many cases a completed FAFSA form must be attached. Please check your college(s) website to see what is required from them.

* Associate Degree – It is a planned and s equential two-year de gree program us ually offered by a community college.

* Bachelor Degree – Awarded b y a c ollege o r university f or a pr ogram of s tudy generally requiring four years of study.

* CEEB – College E ntrance E xamination B oard pr oduces t he P SAT, SAT, S AT Subject Tests, Advanced Placement, and other test instruments.

* College-Level Examination Program (CLEP) – A s eries of general and subject examinations for the evaluation of abilities of college applicants whose education has been a chieved i n s uch non -traditional w ays as i ndependent r eading, on -the-job training, or correspondence courses.

* College Work Study – Federally-funded program that enables college students to earn money from non-profit organizations assigned by the college.

* Dual Credit – Taking a course or courses which earn credit for both college and high school graduation.

* Early Decision – Some colleges offer students the opportunity of receiving action on their admissions applications in the seventh term of high school. There are two types of Early Decision plans: the single choice plan and the first choice plan. In the single choice plan, the s tudent c an m ake no a pplications t o ot her c olleges u ntil he ha s received notification from hi s E arly D ecision college. In the first choice plan, the student may apply to other colleges, but he names the early Decision application as his first choice and agrees to enroll at that college and withdraw all other applications if he is accepted.

* FAFSA– Free Application f or Federal S tudent Aid. T he a pplication required for grants, student and/or parent loans and financial aid at college.

* Grant – An award of money given to a college student that requires neither repayment nor performance of a service.

* Honors Program – Any program offering opportunity for superior students to enrich their educational experience through independent, advanced, or accelerated study.

73 * Hours – A m eans of counting c redits for course work, also m ay denote amount of time in class per week.

* Major – The subject of study in which the student chooses to specialize; a series of related courses, taken primarily in the junior and senior years.

* PSAT / NMSQT – Preliminary S cholastic A ssessment/National M erit S cholarship Qualifying Test.

* Pell Grant – Federal funds awarded to students based upon a n eligibility index that determines financial need.

* Rolling Admissions – This means that a college gives an admissions decision as soon  as possible after an application is completed and does not specify an application or a notification deadline. U sually, it is w ise to apply e arly to colleges us ing thi s procedure, since further applications are normally not accepted after the admissions quota has been reached.

* SAT (Scholastic Assessment Test) – A mul tiple-choice t est de signed to measure proficiency in mathematical and verbal ability and composition skills designed by the College Entrance Examination Board. It is used as an entrance examination by many colleges.

* SAT (Subject Tests) – Tests g iven by th e C ollege E ntrance E xamination Board to measure ability in different subject areas.

* Scholarship – Financial award based on need, scholastic achievement, merit, special interest, or s ome s pecial a ffiliation. T his m oney may be given by a college, governmental agency, corporation, or private group. It is an outright gift and does not need to be repaid.

* Transcript – A record of a student's grades, kept by the registrar.

* THEA – Texas Higher Education Assessment. Mastery in mathematics, reading and writing is required for students entering state institutions in Texas. Certain colleges will place a student in remedial courses if the student has not taken and demonstrated mastery prior to entry.

* TEXAS GRANT – Funds awarded to students who graduate from hi gh s chool with the r ecommended o r d istinguished di ploma a nd who meet t he f inancial ne ed guidelines.

SELECTED REFERENCES

College and Financial Aid Reference Materials

These materials may be available in the counseling office, school library or local library.

Barron's Profile of American Colleges, Barron's Educational Series

Collegeboard.com

The College Cost Book, The College Entrance Examination Board

College Handbook, The College Entrance Examination Board

Compendium of Texas Colleges and Financial Aid Calendar, Minnie Stevens Piper Foundation

Educational Opportunities in Texas, Coordinating Board, Texas College and University System

Going Right On, The College Entrance Examination Board Publication

Lovejoy's College Guide, Simon and Schuster

Need a Lift?, American Legion

Peterson's Guide to College Admissions, Peterson's Guides, Inc.

Job and Career Information

Public Libraries:

Most public libraries have the following kinds of career occupational information:

• Print resources (lists of local, state, federal and international job opportunities; newspapers from other cities; job hunters' newspapers and special supplements; descriptions of jobs)

• Information about associations and professional organizations (directories listing convention information, addresses and publications; interviews at conferences, workshops and seminars; professional joblines or hotlines)

• Information on specific careers (salaries, qualifications, benefits, job market outlook)

• Information about potential employers (size of company, locations of offices, types of jobs, salaries)

• Information about special populations (people over 40, women, minorities, handicapped, mid-life career changers)

• Information about job search methods (lists of resources on the job search, how to decide on the right career for you, how to write a résumé, how to prepare for the interview)

• Sample military tests, sample civil service tests and tests for specific occupations

Standard References:

The following is a list of titles, each of which is followed by the publisher and a summary of content. Although each library and career center has its own resource collection, the following are standard resources with which you should become familiar:

The Career Guide. Dun's Employment Opportunity Directory. Provides an overview, career opportunities, location of offices, benefits, addresses and contact persons for U.S. companies with 1,000 plus employees.

Career Information Center. Glencoe/Macmillan. Maintains 600 occupational profiles that review the work characteristics, job entry, education and training requirements, advancement, employment outlook and earnings and benefits for 3,000 jobs.

Discover What You're Best At: The National Career Aptitude System and Career Directory by Barry Gale. An administered and self-scored career aptitude evaluation system that discusses career strengths, career goals, job potential and potential careers.

The Encyclopedia of Careers and Vocational Guidance. J.G. Ferguson Publishing Company. A three-volume reference with information on careers, personality type for specific jobs, education requirements, opportunities, related occupations and starting salaries.

National Job Bank. Bob Adams, Inc. Details the hiring activity, educational requirements and benefits of specific occupations; gives the names, addresses, phone numbers and contact people for information on available jobs; and includes a state listing of companies, what they do and whom they hire.

Dictionary of Occupational Titles. U.S. Department of Labor. Offers a comprehensive, standardized description of the duties of 20,000 occupations. DOT is designed to match job requirements and workers' skills.

Occupational Outlook Handbook. U.S. Department of Labor. Includes information on specific jobs, working conditions, training and education requirements, earnings projections and job prospects.

The American Almanac of Jobs and Salaries. Avon. Includes job descriptions, predictions for employment opportunities, salary data by place, jobs for recent college graduates and a comparison of salaries by city, region, state and company for all types of jobs.

Index of Majors, College Board.

Computer Software and Video Tapes

Various software packages and video tapes on topics such as career exploration, college entrance examinations, financial aid information, and college selection may be available for student check out in the school library. Additionally, the libraries may contain selected study guide software licensures. Consult your school librarian for information and assistance.

Computer Assisted Career Guidance Programs

Choices or eChoices is a database which can give you in-depth information on 748 careers and 4,132 colleges/universities/technical and trade schools. Also available is information on military careers and financial aid. Students can take an interest inventory through Choices.

The College Board Fund Finder is a guidance software program designed to provide updated, accurate information about college costs, financial aid, scholarships, and loans. Personalized student data can be put into the program to provide a report streamlined to individual student needs.

Contact the career counselor in your building or your guidance counselor for information regarding the use of computer assisted career guidance programs.

77 Ten things every parent should know about the college application process

1. Relax – Your son or daughter will thank you. Much of th e s tress th at pa rents feel in the admissions pr ocess is s elf-induced. Choosing colleges, applying, getting admitted, and deciding where to enroll isn’t easy. T here’s a lot of work involved, and it’s drawn out over a long p eriod of time. T he b est w ay t o avoid s tress i s t o pl an s lowly and de liberately, using a calendar that builds in an ample cushion for time-sensitive endeavors.

2. Make a plan-of-action calendar – and stick to it! Together with your son or daughter and his or her college counselor, construct an outline f or t he e ntire c ollege admissions pr ocess, f rom i nitial br owsing f or information to deciding where to attend. Create an itinerary for visiting colleges and fathering your financial information for filing aid forms. Post the calendar in a handy location, touching base periodically with your child to monitor progress.

3. Plan out your tests. In thi s c ompetitive a dmissions e nvironment, s tandardized t ests a re b ecoming increasingly i mportant. In addition t o t he S AT I and A ct, t he m ost i mportant college admissions t ests, t here a re ot her exams s tudents s hould c onsider. T he PSAT not only helps student practice for the SAT, it allows them to qualify for National M erit s cholarships. T he S AT II, formerly known as t he Achievement Tests, are necessary for admissions to many competitive colleges; student should take e ach s ubject t est imme diately after the y finish the class. A dvanced Placement exams are administered in a variety of subjects. Passing the AP test means that students are able to receive college credit or even pass out of a certain college prerequisite courses. Students should take AP tests after they have taken AP courses.

4. Have your child contact the college admissions offices. Assist your c hild in making hi s/her c alls to the c ollege a dmission officers, but remember to allow your child the opportunity to make those calls themselves.

5. Keep copies of everything. Set up f ile f olders f or each c ollege t o w hich your c hild i s a pplying. K eep a ll correspondence within these folders. Document phone calls as well – always get the na mes of t itles of those w ith w hom you ha ve ha d c ontact. Q uick a nd comprehensive access to all pertinent materials will pay off in the long run.

6. File all financial aid forms as soon as possible after January 1. Do a ll t ax f orms pr omptly s o you c an complete t he r equired f inancial a id applications. Be sure to do a good job of recordkeeping and filing so that you can complete the forms.

7. Be on the lookout for scholarship opportunities for your son or daughter. Many employers, social clubs, and religious organizations offer scholarships. Be sure to check with these organizations early, before your child’s senior year. A lot of these programs have selection calendars that do not mesh with the college admissions c alendar. C onstantly s earch c ollege w ebsites, t he s chool w ebsite, school ne wsletters, s cholarship pos tings i n your s enior c lasses, e tc. Don’t miss out due to lack of awareness.

8. Visit your child’s top college options. If you can, vi sit a ll o f t he c olleges w here your child i s a pplying. T here i s no substitute for a campus visit, and college-produced videos are not “the next best thing.” And never stick strictly to a “packaged” admissions visit consisting of an information session/interview and a slide show or tour. Balance the experience by lunching on your own in the dining hall and browsing around campus. When you do vi sit, make sure that you allow enough time on c ampus for your son or daughter to explore on h is or her own – the perfect time for you to meet with a financial aid officer. If you can not visit in person take a virtual tour of a campus.

9. Be aware of new methods that make the application process easier. Most colleges now have their application for admission on their website. You can either download and print the application or apply online. A dditional resources are available in the counseling office at your child’s school.

10. Remember that you’re not going to college; your child is. There’s no doubt that you should have some say in the matter, just remember to keep it in perspective. Parental input should focus on the mechanics of making a choice, not on the choice itself. Be frank and direct about any absolutes, such as financial limita tions, but be low -key and reserved about t he cha racteristics you think t hey w ant i n a c ollege. T hink a bout he lping your c hild c hoose t he be st college for him or her.

79 Student athletes

If you are planning to participate in Division I or Division II college athletics, you must be certified by the NCAA Initial-Eligibility Clearinghouse. The Clearinghouse insures that each student meets certain academic standards in order to be eligible as a student athlete. It is imperative that you contact the Clearinghouse about you individual circumstances at:

NCAA Clearinghouse – Form Processing P.O. Box 4044 Iowa City, Iowa 52243 – 4044 Phone (319) 262-1492 Fax (319) 337-1556 Eligibility Hotline (800) 638-3731 Website: www.ncaaclearinghouse.net

Student Responsibilities

1. Make sure that you contact the Clearinghouse directly so that you can stay abreast of their requirements. 2. In May of your senior year, complete Final Transcript Request form to have a transcript mailed to NCAA Clearinghouse after graduation. (This is in addition to the final transcript mailed to the college you have decided to attend.) 3. Questions? See your coach.

Student athletes and their parents should sign a release form in the athletic office so records can be released to coaches for recruiting purposes.

80 2011-2012 PROCEDURES FOR COLLEGE AND SCHOLARSHIP APPLICATIONS

Parents and Students: Please read these instructions carefully.

TRANSCRIPTS: • Transcript request must be in writing • All official transcripts must be mailed by the appropriate high school to the appropriate institution.

COLLEGE APPLICATIONS: • Bring the counselor page, if required, to your counselor at least two weeks prior to the due date. • Included with the completed application should be all appropriate paperwork, the application fee, etc. which is then given to the registrar to include the transcript.

SCHOLARSHIP APPLICATIONS: • There are no processing fees for scholarship applications. Transcript fees still apply.

DEADLINES • All requests for counselor recommendations are due to the counselor at lease three (3) weeks before the official application deadline. Counselors establish priorities based on application deadlines. • Pay close attention to school holidays and deadlines that occur during winter break. BE SURE TO BE AWARE OF YOUR HIGH SCHOOL’S DEADLINE FOR REQUESTS FOR RECOMMENDATIONS. • Transcript requests only (no counselor section required) are due NO LATER THAN one week prior to the official college deadline. • Of course, it is always better to submit your requests as soon as possible.

PLEASE DO NOT IGNORE THESE DEADLINES. WE CANNOT GUARANTEE THAT WE WILL BE ABLE TO PROCESS YOUR APPLICATIONS BY THE DEADLINE IF YOU TURN THEM IN AT THE LAST MINUTE.

81 The Application

APPLY EARLY

BE ACCURATE AND COMPLETE

MAKE COPIES OF EVERYTHING YOU SUBMIT

MEET DEADLINES

The following is a brief summary of the admission process:

1. Complete accurately the application for admission and any other document as required by the college by the requested deadline. In some instances, the student will be required to write an essay or an autobiography. Students may also be required to include a photograph.

2. Attach the application fee, if required. Since this fee is non-refundable, it is advisable for the student to narrow choices before applying.

3. Refer to the Instructions For Submitting College and Scholarship Applications to g et your Complete applications in a timely manner and applications pr ocessed ef ficiently. G ive the copy everything registrar’s of fice s ufficient time to process a transcript request.

4. Take the required tests needed for admission and have the score report sent to the colleges by the testing company.

5. Complete any required health forms.

6. Apply for housing by completing an application and submitting the required fee. The time to apply for housing varies from college to college.

7. Apply for financial aid. This is a separate procedure. Direct such requests to the Office of Financial A id. P lease not e: B efore a s tudent c an be c onsidered f or financial aid, he must be accepted for admission. An application for financial aid does not constitute an application for admission and vice versa.

8. Some colleges may require recommendations from high school teachers and the principal or counselor. Select teachers who know you well to write letters which will be sent to the college along with the transcript and applications.

9. Consult with the college admissions officer or the college catalog to be sure you have done all t hat i s r equired before the deadline date for applications has passed.

10. If letters of r ecommendation are r equired, give at l east t hree ( 3) w eeks notice before the application deadline. See sample on the next page.

11. It i s your r esponsibility t o ke ep t rack of t he s tatus of your a pplication, e ither through contact with a college admissions representative or on-line.

12. Arrange with the registrar’s office to have a final transcript sent upon graduation.

83 2010-11 First-year Application For Spring 2011 or Fall 2011 Enrollment

APPLICANT Legal Name ______Last/Family/Sur (Enter name exactly as it appears on official documents.) First/Given Middle (complete) Jr., etc. Preferred name, if not ﬁrst name (choose only one) ______Former last name(s), if any ______Birth Date ______ Female Male US Social Security Number, if any ______mm/dd/yyyy Optional, unless applying for US Federal financial aid with the FAFSA form Preferred Telephone Home Cell Home (______) ______Cell (______) ______Area/Country/City Code Area/Country/City Code E-mail Address ______IM Address ______Permanent home address ______Number & Street Apartment # ______City/Town County or Parish State/Province Country ZIP/Postal Code If different from above, please give your current mailing address for all admission correspondence. (from ______to ______) (mm/dd/yyyy) (mm/dd/yyyy) Current mailing address ______Number & Street Apartment # ______City/Town County or Parish State/Province Country ZIP/Postal Code If your current mailing address is a boarding school, include name of school here: ______

FUTURE PLANS Your answers to these questions will vary for different colleges. If the online system did not ask you to answer some of the questions you see in this section, this college chose not to ask that question of its applicants.

College ______Deadline ______mm/dd/yyyy Entry Term: Fall (Jul-Dec) Spring (Jan-Jun) Do you intend to apply for need-based ﬁnancial aid? Yes No Decision Plan ______Do you intend to apply for merit-based scholarships? Yes No Academic Interests ______Do you intend to be a full-time student? Yes No ______Do you intend to enroll in a degree program your ﬁrst year? Yes No ______Do you intend to live in college housing? ______Career Interest ______What is the highest degree you intend to earn? ______

DEMOGRAPHICS

Citizenship Status ______1. Are you Hispanic/Latino? Non-US Citizenship ______ Yes, Hispanic or Latino (including Spain) No ______Please describe your background ______2. Regardless of your answer to the prior question, please indicate how you identify yourself. (Check all that apply.) Years lived in the US? ______ American Indian or Alaska Native (including all Original Peoples of the Americas) Birthplace ______Are you Enrolled? Yes No If yes, please enter Tribal Enrollment Number______City/Town State/Province Country First Language ______Please describe your background ______ Primary language spoken at home ______Asian (including Indian subcontinent and Philippines) Are you proﬁcient in any other languages? ______Please describe your background ______ Black or African American (including Africa and Caribbean) ______Optional The items with a gray background are optional. No information you Please describe your background ______provide will be used in a discriminatory manner. Native Hawaiian or Other Paciﬁc Islander (Original Peoples) Marital Status ______Please describe your background ______Religious Preference ______ White (including Middle Eastern) US Armed Services veteran? Yes No Please describe your background ______

84 © 2010 The Common Application, Inc. AP-1 / 2010-11 FAMILY Please list both parents below, even if one or more is deceased or no longer has legal responsibilities toward you. Many colleges collect this information for demographic purposes even if you are an adult or an emancipated minor. If you are a minor with a legal guardian (an individual or government entity), then please list that information below as well. If you wish, you may list step-parents and/or other adults with whom you reside, or who otherwise care for you, in the Additional Information section. Household Parents’ marital status (relative to each other): Never Married Married Widowed Separated Divorced (date ______) mm/yyyy With whom do you make your permanent home? Parent 1 Parent 2 Both Legal Guardian Ward of the Court/State Other Parent 1: Mother Father Unknown Parent 2: Mother Father Unknown Is Parent 1 living? Yes No (Date Deceased ______) Is Parent 2 living? Yes No (Date Deceased ______) mm/yyyy mm/yyyy ______Last/Family/Sur First/Given Middle Title (Mr./Ms./Dr., etc.) Last/Family/Sur First/Given Middle Title (Mr./Ms./Dr., etc.)

Country of birth ______Country of birth ______Home address if different from yours Home address if different from yours

______

______Preferred Telephone: Home Cell Work Preferred Telephone: Home Cell Work (______) ______(______) ______Area/Country/City Code Area/Country/City Code E-mail ______E-mail ______

Occupation ______Occupation ______

Employer ______Employer ______

College (if any) ______CEEB ______College (if any) ______CEEB ______

Degree ______Year ______Degree ______Year ______

Graduate School (if any) ______CEEB ______Graduate School (if any) ______CEEB ______

Degree ______Year ______Degree ______Year ______

Legal Guardian (if other than a parent) Siblings Please give names and ages of your brothers or sisters. If they are enrolled in Relationship to you ______grades K-12 (or international equivalent), list their grade levels. If they have attended or are currently attending college, give the names of the undergraduate ______institution, degree earned, and approximate dates of attendance. If more than Last/Family/Sur First/Given Middle Title (Mr./Ms./Dr., etc.) three siblings, please list them in the Additional Information section. Home address if different from yours ______Name Age & Grade Relationship College Attended ______CEEB ______Preferred Telephone: Home Cell Work Degree earned ______Dates ______or expected mm/yyyy – mm/yyyy (______) ______Area/Country/City Code ______E-mail ______Name Age & Grade Relationship College Attended ______CEEB ______Occupation ______Degree earned ______Dates ______Employer ______or expected mm/yyyy – mm/yyyy

College (if any) ______CEEB ______Name Age & Grade Relationship Degree ______Year ______College Attended ______CEEB ______Graduate School (if any) ______CEEB ______Degree earned ______Dates ______Degree ______Year ______or expected mm/yyyy – mm/yyyy 85 © 2010 The Common Application, Inc. AP-2 / 2010-11 EDUCATION Secondary Schools Current or most recent secondary school attended ______

Entry Date ______Graduation Date ______School Type: Public Charter Independent Religious Home School mm/yyyy mm/dd/yyyy Address ______CEEB/ACT Code ______Number & Street ______City/Town State/Province Country ZIP/Postal Code Counselor’s Name (Mr./Ms./Dr., etc.) ______Counselor’s Title ______

E-mail ______Telephone (______) ______Fax (______) ______Area/Country/City Code Number Ext. Area/Country/City Code Number List all other secondary schools you have attended since 9th grade, including summer schools or enrichment programs hosted on a secondary school campus: School Name & CEEB/ACT Code Location (City, State/Province, ZIP/Postal Code, Country) Dates Attended (mm/yyyy) ______Please list any community program/organization that has provided free assistance with your application process: ______If your education was or will be interrupted, please indicate so here and provide details in the Additional Information section: ______

Colleges & Universities List all colleges you have attended since 9th grade, including summer schools or enrichment programs hosted on a college campus: College/University Name & CEEB/ACT Code Location (City, State/Province, ZIP/Postal Code, Country) Degree Candidate? Dates Attended Degree Earned Yes No mm/yyyy – mm/yyyy ______ ______ ______ ______

ACADEMICS The self-reported information in this section is not intended to take the place of your official records. Please note the requirements of each institution to which you are applying and arrange for official transcripts and score reports to be sent from your secondary school and the appropriate testing agencies. Where “Best Scores” are requested, please report the highest individual scores you have earned so far, even if those scores are from different test dates. Grades Class Rank ______Class Size ______Weighted? Yes No GPA ______Scale ______Weighted? Yes No (if available) (if available) ACT Exam Dates: ______Best Scores: ______(past & future) mm/yyyy mm/yyyy mm/yyyy (so far) COMP mm/yyyy English mm/yyyy Math mm/yyyy ______Reading mm/yyyy Science mm/yyyy Writing mm/yyyy SAT Exam Dates: ______Best Scores: ______(past & future) mm/yyyy mm/yyyy mm/yyyy (so far) Critical Reading mm/yyyy Math mm/yyyy Writing mm/yyyy TOEFL/ Exam Dates: ______Best Score: ______IELTS (past & future) mm/yyyy mm/yyyy mm/yyyy (so far) Test Score mm/yyyy AP/IB/SAT Best Scores: ______Subjects (per subject, so far) mm/yyyy Type & Subject Score mm/yyyy Type & Subject Score ______mm/yyyy Type & Subject Score mm/yyyy Type & Subject Score ______mm/yyyy Type & Subject Score mm/yyyy Type & Subject Score ______mm/yyyy Type & Subject Score mm/yyyy Type & Subject Score Current Courses Please indicate title, level (AP, IB, advanced honors, etc.) and credit value of all courses you are taking this year. Indicate quarter classes taken in the same semester on the appropriate semester line. First Semester/Trimester Second Semester/Trimester Third Trimester or additional first/second term courses if more space is needed ______86 © 2010 The Common Application, Inc. AP-3 / 2010-11 Honors Briefly list any academic distinctions or honors you have received since the 9th grade or international equivalent (e.g., National Merit, Cum Laude Society). Grade level or Honor Level of Recognition post-graduate (PG) School State/ National Inter- 9 101112PG Regional national ______ ______ ______ ______ ______

EXTRACURRICULAR ACTIVITIES & WORK EXPERIENCE Extracurricular Please list your principal extracurricular, volunteer, and work activities in their order of importance to you. Feel free to group your activities and paid work experience separately if you prefer. Use the space available to provide details of your activities and accomplishments (speciﬁc events, varsity letter, musical instrument, employer, etc.). To allow us to focus on the highlights of your activities, please complete this section even if you plan to attach a résumé.

Grade level or Approximate When did you participate If applicable, post-graduate (PG) time spent in the activity? do you plan Positions held, honors won, letters earned, or employer Summer/ to participate 9 10 11 12 PG Hours Weeks School School per week per year year Break in college?

______ Activity ______

Short Answer Please brieﬂy elaborate on one of your extracurricular activities or work experiences in the space below or on an attached sheet (150 words or fewer).

______

Personal Essay Please write an essay (250 words minimum) on a topic of your choice or on one of the options listed below, and attach it to your application before submission. Please indicate your topic by checking the appropriate box. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. NOTE: Your Common Application essay should be the same for all colleges. Do not customize it in any way for individual colleges. Colleges that want customized essay responses will ask for them on a supplement form. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. Discuss some issue of personal, local, national, or international concern and its importance to you. Indicate a person who has had a significant influence on you, and describe that influence. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or an encounter that demonstrated the importance of diversity to you. Topic of your choice. Additional Information If there is any additional information you’d like to provide regarding special circumstances, additional qualifications, etc., please do so in the space below or on an attached sheet.

______

______Disciplinary History Have you ever been found responsible for a disciplinary violation at any educational institution you have attended from 9th grade (or the international equivalent) forward, whether related to academic misconduct or behavioral misconduct, that resulted in your probation, suspension, removal, dismissal, or expulsion from the institution? Yes No Have you ever been adjudicated guilty or convicted of a misdemeanor, felony, or other crime? Yes No [Note that you are not required to answer “yes” to this question, or provide an explanation, if the criminal adjudication or conviction has been expunged, sealed, annulled, pardoned, destroyed, erased, impounded, or otherwise ordered by a court to be kept conﬁdential.] If you answered “yes” to either or both questions, please attach a separate sheet of paper that gives the approximate date of each incident, explains the circumstances, and reﬂects on what you learned from the experience.

SIGNATURE

Application Fee Payment If this college requires an application fee, how will you be paying it? Online Payment Will Mail Payment Online Fee Waiver Request Will Mail Fee Waiver Request Required Signature I certify that all information submitted in the admission process-including the application, the personal essay, any supplements, and any other supporting materials-is my own work, factually true, and honestly presented, and that these documents will become the property of the institutions to which I am applying and will not be returned to me. I understand that I may be subject to a range of possible disciplinary actions, including admission revocation, expulsion, or revocation of course credit, grades, and degree should the information I have certified be false. I acknowledge that I have reviewed the application instructions for each college receiving this application. I understand that all offers of admission are conditional, pending receipt of final transcripts showing work comparable in quality to that upon which the offer was based, as well as honorable dismissal from the school. I affirm that I will send an enrollment deposit (or equivalent) to only one institution; sending multiple deposits (or equivalent) may result in the withdrawal of my admission offers from all institutions. [Note: students may send an enrollment deposit (or equivalent) to a second institution where they have been admitted from the waitlist, provided that they inform the first institution that they will no longer be enrolling.]

Signature ______Date ______mm/dd/yyyy

Common Application member institution admission offices do not discriminate on the basis of race, color, ethnicity, national origin, religion, creed, sex, age, marital status, parental status, physical disability, learning disability, political affiliation, veteran status, or sexual orientation. 88 © 2010 The Common Application, Inc. AP-5 / 2010-11 2010-11 Teacher Evaluation TE For Spring 2011 or Fall 2011 Enrollment

TO THE APPLICANT After completing all the relevant questions below, give this form to a teacher who has taught you an academic subject (for example, English, foreign language, math, science, or social studies). If applying via mail, please also give that teacher stamped envelopes addressed to each institution that requires a Teacher Evaluation.

Female Legal Name ______ Male Last/Family/Sur (Enter name exactly as it appears on official documents.) First/Given Middle (complete) Jr., etc.

Birth Date ______Social Security # ______mm/dd/yyyy (Optional)

Address ______Number & Street Apartment # City/Town State/Province Country ZIP/Postal Code

School you now attend ______CEEB/ACT Code ______

IMPORTANT PRIVACY NOTICE: Under the terms of the Family Educational Rights and Privacy Act (FERPA), after you matriculate you will have access to this form and all other recommendations and supporting documents submitted by you and on your behalf, unless at least one of the following is true: 1. The institution does not save recommendations post-matriculation (see list at www.commonapp.org/FERPA). 2. You waive your right to access below, regardless of the institution to which it is sent: Yes, I do waive my right to access, and I understand I will never see this form or any other recommendations submitted by me or on my behalf. No, I do not waive my right to access, and I may someday choose to see this form or any other recommendations or supporting documents submitted by me or on my behalf to the institution at which I'm enrolling, if that institution saves them after I matriculate. Required Signature ______Date ______

TO THE TEACHER The Common Application membership finds candid evaluations helpful in choosing from among highly qualified candidates. You are encouraged to keep this form in your private files for use should the student need additional recommendations. Please submit your references promptly, and remember to sign below.

Teacher’s Name (Mr./Ms./Dr., etc.) ______Subject Taught ______Please print or type

Signature ______Date ______mm/dd/yyyy

Secondary School ______

School Address ______Number & Street City/Town State/Province Country ZIP/Postal Code

Teacher’s Telephone (______) ______Teacher’s E-mail ______Area/Country/City Code Number Ext.

Background Information How long have you known this student and in what context? ______

What are the ﬁrst words that come to your mind to describe this student? ______

List the courses you have taught this student, noting for each the student’s year in school (10th, 11th, 12th; ﬁrst-year, sophomore; etc.) and the level of course difﬁculty (AP, IB, accelerated, honors, elective; 100-level, 200-level; etc.).

______

Very good One of the top few Good (well above Excellent Outstanding I’ve encountered No basis Below average Average (above average) average) (top 10%) (top 5%) (top 1%) Academic achievement Intellectual promise Quality of writing Creative, original thought Productive class discussion Respect accorded by faculty Disciplined work habits Maturity Motivation Leadership Integrity Reaction to setbacks Concern for others Self-conﬁdence Initiative, independence OVERALL

Evaluation Please write whatever you think is important about this student, including a description of academic and personal characteristics, as demonstrated in your classroom. We welcome information that will help us to differentiate this student from others. (Feel free to attach an additional sheet or another reference you may have prepared on behalf of this student.)

Birth Date ______Social Security # ______mm/dd/yyyy (Optional)

Address ______Number & Street Apartment # City/Town State/Province Country ZIP/Postal Code

School you now attend ______CEEB/ACT Code ______

IMPORTANT PRIVACY NOTICE: Under the terms of the Family Educational Rights and Privacy Act (FERPA), after you matriculate you will have access to this form and all other recommendations and supporting documents submitted by you and on your behalf, unless at least one of the following is true: 1. The institution does not save recommendations post-matriculation (see list at www.commonapp.org/FERPA). 2. You waive your right to access below, regardless of the institution to which it is sent: Yes, I do waive my right to access, and I understand I will never see this form or any other recommendations submitted by me or on my behalf. No, I do not waive my right to access, and I may someday choose to see this form or any other recommendations or supporting documents submitted by me or on my behalf to the institution at which I’m enrolling, if that institution saves them after I matriculate. Required Signature ______Date ______

Teacher’s Name (Mr./Ms./Dr., etc.) ______Subject Taught ______Please print or type

Signature ______Date ______mm/dd/yyyy

Secondary School ______

School Address ______Number & Street City/Town State/Province Country ZIP/Postal Code

Teacher’s Telephone (______) ______Teacher’s E-mail ______Area/Country/City Code Number Ext.

Background Information How long have you known this student and in what context? ______

What are the ﬁrst words that come to your mind to describe this student? ______

______

91 © 2010 The Common Application, Inc. TEACHER EVALUATION 2 TE-1/ 2010-11 Ratings Compared to other students in his or her class year, how do you rate this student in terms of: Very good One of the top few Good (well above Excellent Outstanding I’ve encountered No basis Below average Average (above average) average) (top 10%) (top 5%) (top 1%) Academic achievement Intellectual promise Quality of writing Creative, original thought Productive class discussion Respect accorded by faculty Disciplined work habits Maturity Motivation Leadership Integrity Reaction to setbacks Concern for others Self-conﬁdence Initiative, independence OVERALL

TO THE APPLICANT After completing all the relevant questions below, give this form to your secondary school counselor or another school ofﬁcial who knows you better. If applying via mail, please also give that school ofﬁcial stamped envelopes addressed to each institution that requires a Secondary School Report. Female Legal Name ______ Male Last/Family/Sur (Enter name exactly as it appears on official documents.) First/Given Middle (complete) Jr., etc. Birth Date ______Social Security # ______mm/dd/yyyy (Optional) Address ______Number & Street Apartment # City/Town State/Province Country ZIP/Postal Code School you now attend ______CEEB/ACT Code ______

Current year courses—please indicate title, level (AP, IB, advanced honors, etc.) and credit value of all courses you are taking this year. Indicate quarter classes taken in the same semester on the appropriate semester line. First Semester/Trimester Second Semester/Trimester Third Trimester or additional ﬁrst/second term courses if more space is needed

______

IMPORTANT PRIVACY NOTE: By signing this form, I authorize all schools that I have attended to release all requested records covered under the Federal Educational Rights and Privacy Act (FERPA) so that my application may be reviewed by the Common Application member institution(s) to which I am applying. I further authorize the admission ofﬁcers reviewing my application, including seasonal staff employed for the sole purpose of evaluating applications, to contact ofﬁcials at my current and former schools should they have questions about the school forms submitted on my behalf. I understand that under the terms of the FERPA, after I matriculate I will have access to this form and all other recommendations and supporting documents submitted by me and on my behalf, unless at least one of the following is true: 1. The institution does not save recommendations post-matriculation (see list at www.commonapp.org/FERPA). 2. I waive my right to access below, regardless of the institution to which it is sent: Yes, I do waive my right to access, and I understand I will never see this form or any other recommendations submitted by me or on my behalf. No, I do not waive my right to access, and I may someday choose to see this form or any other recommendations or supporting documents submitted by me or on my behalf to the institution at which I’m enrolling, if that institution saves them after I matriculate. Required Signature ______Date ______

TO THE SECONDARY SCHOOL COUNSELOR Attach applicant’s ofﬁcial transcript, including courses in progress, a school proﬁle, and transcript legend. (Check transcript copies for readability.) Use both pages to complete your evaluation for this student. Be sure to sign below.

Counselor’s Name (Mr./Ms./Dr., etc.) ______Please print or type Signature ______Date ______mm/dd/yyyy Title ______School ______

Class Rank ______Class Size ______Covering a period from ______to ______. How many courses does your school offer: (mm/yyyy) (mm/yyyy) AP ______IB ______Honors ______The rank is weighted unweighted. How many students share this rank? ______If school policy limits the number a student may take, please list the maximum allowed: We do not rank. Instead, please indicate quartile ______quintile ______decile ______AP ______IB ______Honors ______Is the applicant an IB Diploma candidate? Yes No Cumulative GPA: ______on a ______scale, covering a period from ______to ______Are classes taken on a block schedule? Yes No (mm/yyyy) (mm/yyyy) In comparison with other college preparatory students This GPA is weighted unweighted. The school’s passing mark is ______. at your school, the applicant’s course selection is: Highest GPA in class ______Graduation Date ______most demanding (mm/dd/yyyy) very demanding demanding Percentage of graduating class immediately attending: ______four-year ______two-year institutions average below average

How long have you known this student and in what context? ______

What are the ﬁrst words that come to your mind to describe this student? ______

Ratings Compared to other students in his or her class year, how do you rate this student in terms of: Very good One of the top few Good (above (well above Excellent Outstanding I’ve encountered No basis Below average Average average) average) (top 10%) (top 5%) (top 1%) Academic achievement Extracurricular accomplishments Personal qualities and character OVERALL

Evaluation Please provide comments that will help us differentiate this student from others. Feel free to attach an additional sheet or another reference you’ve prepared for this student. We especially welcome a broad-based assessment and encourage you to consider describing or addressing: • The applicant’s academic, extracurricular, and personal characteristics. • Relevant context for the applicant’s performance and involvement, such as particularities of family situation or responsibilities, after-school work obligations, sibling childcare, or other circumstances, either positive or negative. • Observed problematic behaviors, perhaps separable from academic performance, that an admission committee should explore further.

Has the applicant ever been found responsible for a disciplinary violation at your school from 9th grade (or the international equivalent) forward, whether related to academic misconduct or behavioral misconduct, that resulted in the applicant’s probation, suspension, removal, dismissal, or expulsion from your institution? Yes No To your knowledge, has the applicant ever been adjudicated guilty or convicted of a misdemeanor, felony, or other crime? Yes No [Note that you are not required to answer “yes” to this question, or provide an explanation, if the criminal adjudication or conviction has been expunged, sealed, annulled, pardoned, destroyed, erased, impounded, or otherwise ordered to be kept conﬁdential by a court.] If you answered “yes” to either or both questions, please attach a separate sheet of paper or use your written recommendation to give the approximate date of each incident and explain the circumstances. Check here if you would prefer to discuss this applicant over the phone with each admission office.

I recommend this student: No basis With reservation Fairly strongly Strongly Enthusiastically 94 © 2010 The Common Application, Inc. SR-2 / 2010-11 2010-11 MIDYEAR Report MR For Spring 2011 or Fall 2011 Enrollment

TO THE APPLICANT After completing all the relevant questions below, give this form to your secondary school counselor or another school ofﬁcial who knows you better. If applying via mail, please also give that school ofﬁcial stamped envelopes addressed to each institution that requires a Midyear Report. Female Legal Name ______ Male Last/Family/Sur (Enter name exactly as it appears on official documents.) First/Given Middle (complete) Jr., etc. Birth Date ______Social Security # ______mm/dd/yyyy (Optional) Address ______Number & Street Apartment # City/Town State/Province Country ZIP/Postal Code School you now attend ______CEEB/ACT Code ______

______

TO THE SECONDARY SCHOOL COUNSELOR Please submit this form when midyear grades are available (end of first semester or second trimester). Attach applicant’s official transcript, including courses in progress, a school profile, and transcript legend. (Please check transcript copies for readability.) Use both pages to complete your evaluation for this student. Be sure to sign below.

Counselor’s Name (Mr./Ms./Dr., etc.) ______Please print or type Signature ______Date ______mm/dd/yyyy Title ______School ______

School Address ______City/Town State/Province Country ZIP/Postal Code Counselor’s Telephone (______) ______Counselor’s Fax (______) ______Area/Country/City Code Number Ext. Area/Country/City Code Number Secondary school CEEB/ACT code ______Counselor’s E-mail ______95 © 2010 The Common Application, Inc. MR-1 / 2010-11 Background Information If any of the information on this page has changed for this student since the Secondary School Report was submitted, please enter the new information in the appropriate section below. If your recommendation for this student has changed, please comment in the space below or on a separate sheet. If nothing has changed, you may leave this page blank. However, your signature is still required.

How long have you known this student and in what context? ______

What are the ﬁrst words that come to your mind to describe this student? ______

Evaluation Please use this space to elaborate on any changes in the student’s academic record, personal demeanor, or status at your school.

I recommend this student: No basis With reservation Fairly strongly Strongly Enthusiastically 96 © 2010 The Common Application, Inc. MR-2 / 2010-11 2010-11 ﬁnal Report FR For Spring 2011 or Fall 2011 Enrollment

TO THE APPLICANT After completing all the relevant questions below, give this form to your secondary school counselor or another school ofﬁcial who knows you better. If applying via mail, please also give that school ofﬁcial a stamped envelope addressed to the institution you plan to attend. Female Legal Name ______ Male Last/Family/Sur (Enter name exactly as it appears on official documents.) First/Given Middle (complete) Jr., etc. Birth Date ______Social Security # ______mm/dd/yyyy (Optional) Address ______Number & Street Apartment # City/Town State/Province Country ZIP/Postal Code School you now attend ______CEEB/ACT Code ______

______

TO THE SECONDARY SCHOOL COUNSELOR Please submit this form when final grades are available (end of second semester or third trimester). Attach applicant’s official transcript, a school profile, and transcript legend. (Please check transcript copies for readability.) Use both pages to complete your evaluation for this student. Be sure to sign below.

Counselor’s Name (Mr./Ms./Dr., etc.) ______Please print or type Signature ______Date ______mm/dd/yyyy Title ______School ______

School Address ______City/Town State/Province Country ZIP/Postal Code Counselor’s Telephone (______) ______Counselor’s Fax (______) ______Area/Country/City Code Number Ext. Area/Country/City Code Number Secondary school CEEB/ACT code ______Counselor’s E-mail ______97 © 2010 The Common Application, Inc. FR-1/ 2010-11 Background Information If any of the information on this page has changed for this student since the Midyear Report was submitted, please enter the new information in the appropriate section below. If your recommendation for this student has changed, please comment in the space below or on a separate sheet. If nothing has changed, you may leave this page blank. However, your signature is still required.

How long have you known this student and in what context? ______

What are the ﬁrst words that come to your mind to describe this student? ______

Evaluation Please use this space to elaborate on any changes in the student’s academic record, personal demeanor, or status at your school.

Some c olleges and most e mployers w ill r equire a r esume a s p art o f t he a pplication package. T his r esume i s a concise s ummary of your e ducation, a ccomplishments, experience, and skills. It s erves as a pe rsonal adve rtisement, enabling a pr ospective employer or college admissions counselor quickly to get a sense of who you are – your goals, your interests, your abilities.

All resumes contain much of the same information, such as:

• Name, address, phone number, social security number, e-mail address • Educational History • Honors and Achievements • Skills and Abilities • Organizations and Activities/Leadership Positions • Community Service • Work Experience

However, t he resume you w rite t o a ccompany your c ollege or s cholarship a pplication will pr obably va ry i n or ganization a nd e mphasis f rom one you w ould s end w ith a j ob application. J ust remember that the overall purpose is the same – to generate interest in you b y hi ghlighting your a chievements a nd s trengths. T he f ollowing t ips a pply t o a ll resumes.

• Be brief. Limit your resume to two pages. • Be n eat and accurate. Proofread carefully. R emember t hat t his r esume i s a reflection of you. • Emphasize your most significant achievements. Put your “best stuff’ first. • Be specific, offering examples when appropriate. • Be honest. • Add current information about all activities as they occur (A sample follows.)

Getting Started

Before you begin writing your resume, you will need to gather and organize all pertinent facts about yourself. If you completed the Self-Assessment Worksheet and the Personal Activity Checklist from this handbook, you already have a great start.

One g ood or ganizational t ool i s t he A ctivities S heet f rom t he T exas C ommon Application, located in this handbook. Completing it accurately and thoroughly is time- consuming, but i t i s w ell w orth t he e ffort be cause m ost c ollege a pplications i nclude a similar f orm. O ne hi nt: A s you list indi vidual a ctivities, be s ure to include your responsibilities. For example, as a club officer you might have coordinated a community service pr oject b y cont acting a l ocal s ocial s ervice a gency, recruiting and training volunteers, de signing pu blicity m aterials, de veloping a work s chedule, and pur chasing supplies.

99 Student Resume for College and Scholarship Applications

Your r esume w ill be u seful s upplement t o a college or s cholarship a pplication. O f course, the resume should never be sent in place of the comparable sections of the application form, unless t he a pplication i nstructions s pecifically give you t hat opt ion. The information to include in your resume is listed below and a sample resume illustrates the format. Always list the most recent or most significant activities first, and be sure to include dates and numbers of hours per week when appropriate. Keep in mind that the goal is to accentuate your strengths, so feel free to eliminate sections that do not apply to you.

• Name, Address, Phone Number, e-mail address • Major Goal or Objective (Optional; include if you know your major) • Academic Information: • High School Name, Address, Phone Number • CEEB Code # • Counselor’s Name, if applicable • Graduation Date • GPA • Class Rank • Test Scores • Senior Year Schedule • Academic Awards and Honors. Include the date you received the award. Always list the most significant honors first. • Athletic Participation. Include dates of participation, leadership roles, special awards. • Extra-curricular Activities. Include dates of participation, responsibilities, leadership positions, special awards, time commitment. • Part-time E mployment. Include da tes o f employment, name of c ompany, responsibilities, hour s worked p er week. E mphasize l eadership o r s upervisory experience. • Community S ervice. I nclude da tes of participation, na mes of or ganizations, leadership responsibilities, time commitment. • Special C onferences / Camps / S ummer P rograms. Include da tes at tended, skills acquired • Special Skills / Training

100 Sample Resume for a College Application

Mary E. Smith 7200 Spring Cypress Road Klein, Texas 77379 936-555-9999 [email protected]

GOAL: To attend a four-year university and major in engineering.

ACADEMIC High School Klein Forest High School INFORMATION: 11400 Misty Valley Houston, Texas 77066 832-484-4500 CEEB Code 443-394

Graduation Date June 2010 GPA / Class Rank 3.81 Top 25% Test Scores SAT Verbal 610 Math 690 ACT Composite 28

Senior Schedule Marching Band Concert Band Government Honors AP Calculus AP Physics Economics Honors Advertising Marketing English IV Honors Computer Sci. II Honors

ACADEMIC AWARDS Mu Alpha Theta Outstanding Member 2009-2010 AND HONORS: High School Physics/Engineering Competition 1st place, 2009 Science and Engineering Fair of Houston 3rd place, Jr. Computer Division ,2009 National Honor Society Grades 11,12 2 Year Mu Alpha Theta Letterman Grades 11,12 3 Year Academic Letterman Grades 10, 11, 12

EXTRA-CURRICULAR Klein Forest High School Marching Bank Grades 9, 10, 11, 12 ACTIVITIES Klein Forest Section Leader. All-District 2009 Mu Alpha Theta Grades 11, 12 Coordinator for After-School Tutoring 2009-2010 National Honor Society Grades 11, 12 DECA Grades 11, 12 Treasurer; Chairperson of fund-raising committee 2009-2010

COMMUNITY Math Tutor, Barbara Bush Elementary School Grades 11, 12; 2 hrs./wk SERVICE: Math Tutor, Klein Forest High School Grades 11, 12; 2 hrs./wk. Habitat for Humanity Grades 10, 11, 12

PART-TIME Papa John/s Pizza, cashier and delivery June – August, 2010 EMPLOYMENT: Cutten Green Community Pool, June – August, 2010 Lifeguard

SPECIAL TRAINING/ Computer Literacy (MS Word, PowerPoint, Excel) SKILLS: Fluent In Spanish

101 Student Resume For A Job Application

Many employers require a resume as part of the job application. Most experts agree that there are two basic types of resumes: c hronological and functional. T he chronological format is the mos t tr aditional, beginning with the m ost r ecent a ccomplishment a nd emphasizing pa st e mployment experience. T he f unctional r esume, on t he ot her h and, focuses on a pe rson’s a bilities r ather t han hi s o r he r work hi story. It might be m ost appropriate for high school and college students who want to highlight their skills rather than their limited job experience. The sample which follows uses the functional resume format.

Whichever format you use, you will want to include the following components.

• Heading: Your name, address, phone number, e-mail address • Objective: In one sentence, tell the employer what type of work you are looking for • Education: N ame a nd address of hi gh s chool, date of graduation. Include a ny additional training (i.e., workshops, seminars, internships) outside of high school. If you t ook a ny c ourses t hat pa rticularly apply t o t he t ype of w ork you a re s eeking, include them. Mention GPA and class rank if they are especially impressive. • Skills and Abilities • Activities / Leadership • Awards • Work E xperience. B egin w ith t he m ost recent job, i ncluding t he c ompany name, address, and date you left the job. Include notable accomplishments. N ote: W ork experience also includes part-time or summer jobs and volunteer/community service activities. • References: Most experts agree that references should not be included in the resume. Simple s tate t hat r eferences a re a vailable upon request. However, you do w ant t o have the name address, and phone number of no more than three references available if an employer asks for that information. Be sure to inform these individuals that you are listing them as references.

102 Sample Resume for Job Applications

Mary E. Smith 7200 Spring Cypress Road Klein, Texas 77379 936-555-9999 [email protected]

OBJECTIVE: Seeking a position in retail sales

EDUCATION: Klein Forest High School 11400 Misty Valley Houston, Texas 77066 832-484-4500.1 CEEB Code 443-394

Graduation Date May, 2010

Specialized Courses:

Marketing Entrepreneurship Advertising International Marketing Desktop Publishing Business Computer Information Systems Spanish IV AP

SKILLS AND Computer Literacy (Microsoft Word, Page Maker, Excel, PowerPoint, Photoshop ABILITIES: Fluent in Spanish Attended summer study abroad program in Costa Rica, July, 2009.

ACTIVITIES/ Varsity Soccer Grades 10, 11, 12 LEADERSHIP: Team Captain 2007-2008

Spanish Club Vice-President Grades 11, 12 (Coordinated Cinco de Mayo Festival 2007)

Students Against Destructive Grades 11, 12 Decisions (SADD)

WORK EXPERIENCE: Bed Bath and Beyond August, 2007 - Present Cashier 15 hrs. / week

Office Depot Business Services (Copy Center) Associate January – June, 2007

REFERENCES: Available on Request

103 Writing your college essays

Introduction If you are like most students, you see the college essay as another hurdle that you must jump on t he way to being accepted at the college o f your choice. In f act, t he e ssay i s not a hur dle b ut a r are opportunity; it is a ch ance for you to “talk” directly to the college’s admissions committee and to help them “see” you as a thinking and feeling person, rather than simply a set of impersonal s tatistics. E xcept f or the int erview, it is your only chance to share your thoughts, insights, and opinions; to highlight your accomplishments, and to convey your maturity and outlook on life. If you see the college essay in this way – as an opportunity, then it is clearly worth the effort to put some extra time, thought, and energy into writing it.

Purpose of the Essay The college essay is extremely important for two major reasons: 1. It enables the college admissions office to evaluate your communication skills. Through your essay they can assess the clarity of your thinking and your ability to convey your thoughts in written form. 2. It enables the admissions office to learn more about you as a person, beyond what grades and SAT scores can convey. A well-written essay can speak worlds about your attitudes, feelings, personal qualities, imagination, and creativity. For the admissions staff, it adds another important p iece t o t he puzzle be cause it d istinguishes y ou a s a n individual, different from any other student who is applying.

The choice of a topic is frequently not an issue, because many colleges and universities will either give you a topic to write about or present several specific topics from which you must choose. Other colleges may simply “suggest” broad general topics or give you total f reedom to write a bout s omething t hat i nterests or c oncerns your. R egardless of whether you must respond to a prescribed topic or come up w ith one of your own, here are a few general hints about the most effective way to approach your topic: • Narrow your topic and try to be as specific and as illustrative as possible.

• The easiest topic to write about is yourself. S ince one important purpose of the essay is self-revelation, it is no place to be shy or modest, although you should not exaggerate. If you choose to write about yourself remember that little incidents and facts are often the most revealing of character and outlook.

• Do not be afraid to write about something you think is a little different. A unique topic or approach is often refreshing to a college admissions officer Copied with who has been reading applications all day. Further, an unusually permission of or off-beat essay is an excellent way to show your creativity. Be Randolph-Macon sure that whatever you write is in good taste. College, Ashland, Virginia

104 Preparing to Write Before actually s itting down to write a f irst d raft of your essay, spend some time organizing your thoughts. Develop a framework for your essay so it will have a smooth and logical progression from one idea or incident to the next. Consider your purpose in writing, what you want to convey, and the tone that you think is most appropriate for the topic. D ecide on a style that is comfortable for you, not one that you think the college admissions c ommittee p refers. F inally, remember tha t organizing your t houghts a nd deciding on a framework does not mean you must be overly rigid at the start; leave room for flexibility and creativity as you begin writing.

Writing the Essay You do not have to get it right the first time! Instead, write the first draft of your essay with the main focus on c ontent – communicating your thoughts. T hen set it aside for a day or two, reread it with a fresh perspective, and make any necessary changes. This is also t he poi nt a t w hich you s hould c onsider m atters of or ganization, s tyle, grammar, spelling, and tone. Once you have rewritten your first draft, you may wish to try it out on your family, friends, or English teacher. While the final product and final “voice” should be yours, t hey m ay b e a ble t o of fer he lpful s uggestions f or t echnical or ot her improvements.

Within this g eneral out line f or a ctually w riting the e ssay, there a re s ome “ do’s” a nd “don’ts” which should be highlighted:

Do’s • Do think “small” and write about something that you know about. • Do reveal yourself in your writing. • Do show rather than tell. By giving examples and illustrating your topic, you help being it to life. • Do write in your own “voice” and style.

Don’ts • Don’t write what you think others want to read. • Don’t exaggerate or write to impress. • Don’t use a flowery, inflated, or pretentious style. • Don’t neglect the technical part of your essay (grammar, spelling, sentence structure). • Don’t ramble – say what you have to say and conclude.

Your c ollege e ssay, a long w ith your hi gh s chool r ecord, s tandardized t est s cores, a nd extracurricular i nvolvement, w ill pr ovide t he ba ses upon w hich t he c ollege m akes i ts admissions decision. A thoughtful well-written essay can affect in a very positive way that final decision. Keep this in mind and take full advantage of the opportunity which the college essay affords you.

John C. Conkright Dean of Admissions Randolph-Macon College

105 STUDENT BRAG SHEET

Student’s Name SS

Address Home Phone

Email Address Cell Phone

Counselor Today’s Date

Standardized Testing Information (If you ha ve not yet taken the S AT or ACT, or if you plan to take them again, indicate the date here.)

PSAT: Verbal Math SAT: Date Verbal Math ACT: Composite Date Date Verbal Math ACT: Composite Date

Senior Year Schedule Remember that one factor in college admissions is your senior curriculum.

FALL SPRING

1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7.

Please answer the questions below as thoroughly as possible; use additional sheets of paper if necessary. I will use this information when writing your college recommendation letter-the more information I have, the more personal the letter.

Academic/Personal 1. What two or three (academic and personal) accomplishments are you most proud of? Why?

2. What do you see as your greatest academic strengths? Weaknesses? Strengths and weaknesses in personal characteristics? For each strength you lis t, d escribe a tim e when you d emonstrated that trait.

3. List three adjectives you would use to describe yourself. Why? a. b. c. List two adjectives your friends would use to describe you. Why? a. b.

106

4. List at least two of your Klein ISD high school teachers or staff members who know you well and who can speak confidently about your academic ability. W hat adjective do you think each would use to describe you. Why? a.

5. Of all the classes you have taken in high school, which have you enjoyed most? Why?

Which has been the most difficult for you? Why did you take it?

Describe one significant educational experience in detail.

Extracurricular 6. Complete the attached Activity Sheet (or attach a r esume if you already have one). THEN discuss which of the activities you listed (extracurricular, volunteer/community service, employment) has had the most meaning for you and why.

7. What are your reading interests? Discuss a book which has made an impact on you. Why? A movie or play? Why?

8. Describe any special hobbies or interests.

College Admissions Colleges ar e i nterested i n k nowing h ow p rospective students r eact t o d ifficulty. Questions 9-11 will help me address that in your recommendation letter.

9. How d o you r eact t o s etbacks or di sappointments? D escribe a ny s ignificant obs tacles or h ardships which you have had to overcome.

10. Are there any factors related to your grades that colleges should know?

11. Are t here an y factors ab out ad missions t est s cores t hat you want ad dressed i n your le tter o f recommendation?

12. List 5 characteristics you are looking for in a college. Why is each important to you? (examples: location, college major, size, facilities, extracurricular activities, study abroad/internship opportunities, cost, student/faculty ratio, sororities/fraternities, etc.) a. b. c. d. e.

107 13. List your college choices, in order of preference. a. b. c. d.

14. What co llege majors ar e y ou co nsidering? W hy? W hat h ave you d one t o ex plore t hese car eer interests? (Example: academic courses, employment, internships, etc.)

15. The charts below are from the teacher and counselor evaluation forms of a college application. T hey are examples of how we will be asked to evaluate you. Imagine that you are your own counselor and complete the chart, rating yourself in comparison to all seniors in Klein.

One of the Good Very Good top few Below (above (well above Excellent encountered No Basis Average Average average) average) (top 10%) in my career

Creative, original thought

Motivation

Self-confidence

Independence, initiative

Intellectual ability

Academic achievement

Written expression of ideas

Effective class discussion

Disciplined work habits

Potential for growth

Extracurricular Accomplishments

Personal Qualities and Character

Creativity

I recommend this student: With Reservation Fairly Strongly Strongly Enthusiastically

16. Discuss anything else that you consider special or unique about yourself, something that I might not know, something you feel will help me with I am writing a letter of recommendation.

108 Activities Sheet

Name SS# Last First

Extracurricular Activities Were you Elected to this Hours Per Week/ Position? Weeks Per Year Organization Your Position/Year (circle Yes Level Description of Activities (3/32=three hours per or No) week/32 weeks per year)

Examples: Examples: Examples: Examples: Fresh. Soph. Jr. Sr. Speech/Debate Club Committee Chair/senior Regional Hosted Speech Tournament 3/32 3/32 6/32 6/32 Basketball team Captain/junior Local Played Forward 5/16 5/16

yes/no

Community Service Service/Volunteer Work Your Specific Role From-Thru Hours Examples: Examples: Per Week Habitat for Humanity Helped build houses 5/00-5/01 8 Hospital Volunteer Helped nurses and visited patients 6/00-8/01 36

Talents/Awards/Honors Talent/Award/Honor Description Level Year Received Examples: Examples Fresh. Soph. Jr. Sr. Voice Sang in school choir X X X Regional Qualifier (speech) 1 of 3 chosen for regional team (UIL) Regional X All-State Basketball Team 1 of 5 in state chosen for first team State X X

Employment/Internships/Summer Activities Job/Title Your Specific Role From-Thru Hours Examples: Examples: Per Week Sacker Sacked groceries, helped customer 6/00-5/01 10 Exchange Program Spent two months with host family in Spain 6/01-7/01 n/a

109 PARENT BRAG SHEET

Student’s Name SS Date

Parent’s Name Counselor

Email Address

Parents: Please complete this form so that your child’s counselor will have information which may be helpful in writing letters of recommendation. Feel free to use additional pages if necessary. This form should be returned to your child’s counselor upon completion.

1. What do you consider to be your child’s outstanding accomplishments during the past three or four years/ Why did you select these as most important?

2. In what areas has your child shown the most development and growth during the past three or four years?

3. What do you consider to be his/her outstanding personality traits? Describe a situation in which these qualities were evident.

4. If you had to describe your son/daughter in five adjectives, what would they be? P lease include an example to illustrate each one. a. b. c. d. e.

5. Based on your observations over the last three years, what classes has your son or daughter enjoyed most? Least? What does that say about his/her approach to learning?

6. Describe an act ivity ( school, community, athletic, extracurricular) to which he /she ha s d evoted extensive time and effort during the last two years. W hat do you think was gained from participation in this activity?

110 7. Describe a particular challenge or disappointment which your son/daughter has handled effectively.

8. Are t here an y o ther u nusual circumstances t hat have a ffected your c hild’s ed ucational o r p ersonal accomplishments? If so, please explain.

9. Please list specific colleges your child is considering attending. a. b. c. d.

What can he/she contribute to this college(s) if selected for admission?

10. Use t he space b elow to t ell us anything else ab out your son o r d aughter t hat y ou think w e ne ed to know.

Thank you for your time. Please return the completed form to your child’s counselor. It will become part of the student’s college application file.

111 TEACHER RECOMMENDATION FORM

• Complete this form and give it to your teacher at least 3 weeks before deadline. • For College Applications, provide your teacher with a stamped addressed envelope as well as any forms required by the college. • For Scholarship Applications, provide your teacher with any forms required by the specific scholarship. • Teachers will mail the college recommendation letter(s) directly to the college. They will return scholarship letters to the appropriate counselor.

Student’s Name SS# E-Mail Address Teacher’s Name Today’s Date

Thank you for agreeing to write this letter of recommendation. I think you are a teacher who knows me well and who can accurately evaluate my potential for academic success in college. This information may be helpful to you as you write the recommendation for the following schools/scholarships.

Name and Address of School/Scholarship Official Deadline

Postmark or Received by Date Date

112 STUDENTS: If you have already submitted this form to the same teacher, it is not necessary to complete the information below, unless you wish to change or give additional information.

1. I think my academic strengths are . . . a. b. c.

2. I think my personal strengths are . . . a. b. c.

3. My most memorable academic experiences in your class were . . . a. b. c.

4. The most important things I learned in your class were . . . a. b. c.

5. I am considering the following college majors because . . . a. b.

6. Things I would like the college admissions and/or scholarship committee to know about me are . . . a. b. c. d.

7. The specific things I hope you will discuss in this letter are . . . a. b. c.

8. Additional information that might be helpful . . . (You may attach a resume to this form if you wish. But remember that the teacher recommendation will focus on you as a student in this teacher’s classroom.)

Again, thank you. I know this is a big time commitment. I appreciate it.

113 Financial aid information

Financial aid programs help students pay for college. With financial assistance from the state or federal government, civic groups and even the colleges themselves, students have found they can afford to go to college. M any resources are available in the counseling office t o a ssist s tudents w ith f inding m oney f or c ollege. S chool a nnouncements a nd newsletters are used to inform seniors of scholarships mailed directly to the schools.

Colleges may offer aid through programs not described here. Check the school’s catalog and f inancial a id of fice f or m ore i nformation a bout s uch pr ograms. F or e ligibility determination, a pplication g uidelines, a nd d eadlines, t he f inancial a id director at t he colleges under consideration can answer questions you may have regarding the college’s financial aid information at the colleges of your choice.

Because of the large number of aid programs and the lengthy titles of many programs, financial aid literature is filled with acronyms. Consult with individual college financial aid offices to determine what is required and complete a F AFSA form. A financial aid application i s g enerally required. Some c olleges ma y r equire a dditional information to help determine the student’s eligibility for institutional or state aid.

Financial aid application – A form provided by financial aid offices at institutions of higher e ducation. M ost financial a id o ffices r equire t he s tudent t o complete t he Free Application for Federal Student Aid. Many offices also ask students to provide additional information to help determine the s tudent’s e ligibility f or ins titutional or s tate a id. To know w hich f orm(s) a re ne eded a t your i nstitution, c ontact your college f inancial a id office.

114 Determining Financial Aid Eligibility

General Rules Students s hould a lways keep c opies of f orms t hey s ubmit t o t he s chool, g overnmental entity, or lender as part of the financial aid process. T his will help them keep track of what they have done and will make it easy for them to resubmit the required information if a form is lost. S tudents should keep in touch with the financial aid office where they are applying for aid. Most problems arise when deadlines are missed. The school would rather t he s tudent c all t oo of ten t han t o not he ar f rom t he s tudent unt il after de adlines have passed.

The Process Get a Free Application for Federal Student Aid (FAFSA) from the counseling office or the college financial aid office. Find out from your college aid office whether there are additional f orms you ne ed t o c omplete t o be c onsidered f or i nstitutional or s tate a id. Also, you m ay want t o check onl ine and see w hat i s av ailable. Complete the forms as instructed and mail them to the appropriate office(s).

Find out the college’s priority deadline for applying for aid. This information will be in the School’s catalog, or can be obtained by calling the financial aid office. Count back four to six weeks for processing time. Prior to that date, send your federal application to the processor as indicated in the form instructions. (For example, if the priority deadline is FAFSA applications should be filed as April 1, your federal application should be sent to the processor soon as possible By mid-February.) Federal applications may not be filed after January 1 Before January 1 of the year in which aid is sought. The application should be filed as soon as possible after that date. The form asks for federal income tax information. The r elevant t ax r eturn is t he one f or t he m ost r ecently completed calendar year pr ior t o the col lege t erm for w hich aid is r equested. If y our family has not filed its income tax return early enough for you to use the tax form data in filling out the financial statement, use an estimate of the income tax information so that you can allow four to six weeks for the forms to be processed and still expect the results to reach your col lege be fore i ts pr iority d eadline. If you us e e stimated da ta, pl an on resubmitting a ctual da ta as s oon as t hey are available. Please b e s ure t o ke ep ac curate records all along the way.

Student financial aid may be grouped into the following categories:

• Scholarships or grants – These a re gifts a nd r equire ne ither r epayment no r performance of a service. • Service awards – These awards are based on a service which the student renders the college, as in athletics or music. • Work-Study Programs/Jobs – Part-time jobs are often available for students who need to earn money to pay college costs and for those who choose to work even though

115 they have adequate financial resources. Some work-study programs alternate periods of w ork w ith a cademic t erms. F or i nformation a bout c o-operative e ducation programs, check with the dean of the department in which you enroll. • Loans – Loans ar e av ailable f rom s tate and federal governments, educational foundations, i ndustrial organizations a nd pr ivate l ending agencies s uch a s b anks, credit uni ons a nd s avings a nd l oan a ssociations. Student loans must be repaid, usually with interest.

Use fafsa4caster to estimate possible eligibility: www.fafsa4caster.ed.gov

116 Examples of awards/grants/loans available for Texas high school graduates

Please keep in mind that this list is JUST A SAMPLING and not complete by any means, but it does give you an overview of items that are available. Please remember to contact the financial aid office at the college(s) of your choice to see what is available, check the school’s website, read your newsletters, and check senior classes for postings.

Texas Tuition Promise Fund

Program Purpose The Texas Tuition Promise Fund is a Section 529 prepaid tuition plan. It a llows you to lock i n t he c ost of undergraduate college tuition and required fees, protecting you against future tuition inflation.

Please r efer t o http://www.texastuitionpromisefund.com for f urther i nformation on Texas Tuition Promise Fund.

Early High School Graduation Scholarship

Program Purpose To i ncrease e fficiency i n t he F oundation S chool Program a nd pr ovide t uition a ssistance t o s tudents completing grades 9-12 in three rather than four years; thus, enabling and encouraging the student to attend college in Texas.

Who can apply? Individuals who:

• Completed t he r equirements o f hi gh s chool g raduation ( grades 9 -12) w ith a R ecommended o r Distinguished Diploma in no more than 36 continuous months;

• Completed all coursework at a public high school in Texas;

• Graduated from a public high school in Texas;

• Are Texas resident; and

• US citizen

Website: http://ritter.tea.state.tx.us/curriculum/EHSGSP.pdf Or search the internet for Early High School Graduation Scholarship Texas

117 Check the following sites on the Internet to determine if any of these apply to you:

Robert C. Byrd Scholarship Exemption for Highest Ranking High School Graduate Families of Freedom Scholarship Fund Tuition Rebate for Certain Undergraduates Reduction in Tuition Charges for Students Taking 15or More Semester Credit Hours Per Term Professional Nursing Scholarships Texas B-ON-TIME Program Toward Excellence, Access & Success (TEXAS) Grant Program Leveraging Educational Assistance Partnership Program Federal PELL Grant Federal Supplemental Educational Opportunity Grant Texas Public Educational Grant Tuition Equalization Grant Program Parent Loan for Undergraduate Students (PLUS) Perkins Loan Hinson-Hazelwood College Access Loan Program (CAL) Exemption for the Surviving Spouse and Dependent Children of Certain Deceased Public Servants Military: Children of U.S. Military who are Missing in Action or Prisoners of War TANF Exemption Program Blind/Deaf Student Exemption Program Students in Foster or other Residential Care Children of disabled or Deceased Firemen, Peace Officers, Game Wardens, and Employees of Correctional Institutions

Hope Tax Credit

Program Purpose Provide a t ax credit ( a reduction in the amount of taxes t o be pa id f or the year) t o families with s tudents (taxpayer, spouse, or dependent children) in the first two years of college or vocational school to make postsecondary education more affordable.

Who can apply? Individuals whose families have paid educational expenses for an eligible student. Eligible students are those students who were:

• Enrolled at least ½ time in an eligible institution in a program leading to a degree, certificate, or other recognized educational credential,

• Had not completed the first two years of undergraduate education as of the beginning of 2001,

• Have not been convicted of a felony for possessing or distributing a controlled substance.

118 How much can be awarded? 100% tax credit for the first $1,000 of tuition and required fees; and a 50% tax credit on the second $1,000. The maximum tax credit for the 2001 tax year is $1,500 per eligible student. The Hope credit is subtracted from your federal income tax. It is nonrefundable. This means that if the credit are more than your tax, the excess is not refunded to you.

Tax Deductions for Interest Paid on Educational Loans

Program Purpose To reduce the cost of education loans for borrowers during the first five years of repayment.

Who can apply? Individuals who:

• Meet the IRS requirements.

You c an onl y de duct i nterest pa id du ring t he f irst 6 0 m onths t hat interest p ayments a re r equired. This deduction is an adjustment to gross income, so you can claim it even if you did not itemize deductions. The requirements to take this deduction are:

• If a qualified loan is refinanced, the new loan can qualify for the tax deduction, but refinancing does not extend to 60-months period of eligibility, which is based on the original loan;

• Loan origination fees (other than service fees) and capitalized interest are deductible as student loan interest if all other requirements are met by the loan;

• Interest on loans made under a qualified employer plan or under a contract purchased under such a plan cannot be deducted; and

• Borrowers w hose f iling st atus is “m arried-filing s eparate r eturns” a nd de pendents for w hom a n exemption is claimed on the tax return of another taxpayer are not eligible.

How much can be awarded? Deductions may be applied against the first 60 months of required interest payments of an eligible loan. Full deductions may be applicable for individuals with a modified adjusted gross income (AGI) of $40,000 or more ( $60,000 i n t he c ase of a joint r eturn). L imited de ductions m ay be a pplicable f or individuals w ith adjusted gross income of $55,000 ($75,000 in the case of a joint return). The maximum limits for interest deductions are $2,500 in the 2001 tax year.

Where can I get additional information?

• For information on including this tax deduction on your tax return, contact the IRS at 800-829-1040 or visit http://www.irs.gov.

119 Students’ rights and responsibilities

When You Apply To Colleges and Universities You Have Rights

Before You Apply • You have the right to receive factual and comprehensive information from colleges and universities a bout their a dmission, financial c osts, aid opportunities, pr actices a nd packaging pol icies, and h ousing pol icies. I f y ou c onsider a pplying unde r a n e arly decision plan you have a right to complete information from the college about its process and policy.

When You Are Offered Admission • You have the right to wait to respond to an offer of admission and/or financial assistance prior to May 1. Colleges must clearly offer you the opportunity to request (in writing) an extension until M ay 1. They must gr ant you this extension a nd your request may not jeopardize your status for admission and/or financial aid. ( This right does not apply to candidates admitted under an early decision program.) Please check with your college and with your scholarship or financial aid source to ensure that this information is accurate in your case.

If You Are Placed On A Wait List Or Alternate List • The letter that notifies you of that placement should provide a history that describes the number of students on the wait list, the number offered admission, and the availability of financial aid and housing. This article is reprinted • Colleges m ay r equire neither a d eposit nor a w ritten with the permission of commitment as a condition to remaining on a wait list. the National Association for College Admission Counseling • Colleges are expected t o notify y ou of t he resolution of y our (NACAC). wait list status by August 1 at the latest.

120 Best Bookmarks for High School Students Getting Into College

Admissions Calendars College Board’s Calendar for the College Bound – http://www.collegeboard.org/ataglance/jan/html/jan.html

Picking a School Peterson’s College Search – http://www.petersons.com/college-search.aspx Embark College Search – http://www.embark.com/ My College Guide: – http://www.mycollegeguide.org/ College Net – www.collegenet.com/ College View – www.collegeview.com/ Careers and Colleges – www.careersandcolleges.com

College Directories U.S. Universities, Alphabetic - http://www.utexas.edu/world/univ/alpha/ U.S. Universities, by State - http://www.utexas.edu/world/univ/state/ Universities.com (international, searchable) - http://www.universities.com/ Campus Tours Index of Interactive College Tours – http://www.campustours.com/ Community College Web - http://www.mcli.dist.maricopa.edu/cc/index.html

Admissions Tests College Board Online – http://www.collegeboard.com/ ETS Net The Educational Testing Service Network – http://www.ets.org Kaplan SAT – http://www.kaptest.com/ Princeton Review SAT – http://www.review.com/ ACT Home Page – http://www.act.org/ , http://www.actstudent.org Kaplan ACT – http://www.kaptest.com/ Vocabulary.com – http://www.vocabulary.com/

Resources and Publications Dept. of Education’s Web site – http://www.ed.gov FinAid: The Financial Aid Information Page – http://www.finaid.org/ National Association of Student Financial Aid Administrators (NASFAA) – http://www.nasfaa.org/Home.asp Financial Aid Search Through the Web (fast WEB) – www.fastweb.com/

EFC Calculators FinAid’s Financial Aid Estimation Form – http://www.finaid.org/finaid/calculators/estimate.html

Free application for Federal Student Aid (FASFA) FAFSA Online – http://www.fafsa.ed.gov/

121 129

Federal Aid and Loans Direct Loan Program – http://www.ed.gov/offices/OSFAP/DirectLoan/index.html Student Guide – http://studentaid.ed.gov/PORTALSWebApp/students/english/index.jsp Getting Ready for College Early - http://www.ed.gov/pubs/GettingReadyCollegeEarly/ FinAid’s List of Alternative Loans for Undergraduates – http://www.finaid.org/loans/privateloan.phtml

Scholarships and Private Aid USNews Scholarship Search –http://www.usnews.com/usnews/edu/dollars/tools/scholarship_search.htm FastWEB – http://www.fastweb.com Sallie Mae’s Online Scholarship Service – http://scholarships.salliemae.com/ Federal Trade Commission’s Scholarship Scam Information – http://www.ftc.gov/scholarshipscams FinAid’s Scholarship Scam Alert – http://www.finaid.org/finaid/scams.html Scholarship Resource network – http://www.srnespress.com/index.cfm

ROTC Army ROTC – http://www.armyrotc.com/ Navy ROTC – http://www.navy.com/navy/joining/education-opportunities/nrotc/

122 ADDRESSES OF PRIVATE SENIOR COLLEGES AND UNIVERSITIES IN TEXAS NOTE: Include Office of Admissions in all addresses

Abilene Christian University Houston - Tillotson College St. Mary’s University ACU Box 29000, Station 900 Chicon Street One Camino Santa Maria Abilene, TX 79699-9100 Austin, TX 78702-2795 San Antonio, TX 78228-8503 915-674-2650 or 800-460-6228 512-505-3000 or 877-505-3028 210-436-3011 or 800-367-7868 http://www.acu.edu http://www.htc.edu http://www.stmarytx.edu

Amberton University University of the Incarnate Word Schreiner College 1700 Eastgate Drive 4301 Broadway 2100 Memorial Boulevard Garland, TX 75041-5595 San Antonio, TX 78209-6397 Kerrville, TX 78028-5697 972-279-6511 210-829-6000 or 800-749-9673 830-896-5411 or 800-343-4919 http://www.amberton.edu http://www.uiw.edu http://www.schreiner.edu

Austin College Jarvis Christian College South Texas College of Law 900 N. Grand Avenue P.O. Box 1470 1303 San Jacinto Sherman, TX 75090-4400 Hawkins, TX 75765-9989 Houston, TX 77002 903-813-2000 or 800-526-4276 903-769-5700 713-659-8040 http://www.austincollege.edu http://www.jarvis.edu http://www.stcl.edu

Baylor University LeTourneau University Southern Methodist University P.O. Box 97008 2100 Mobberly Ave – PO Box 7001 6425 Boaz Street Waco, TX 76798 Longview, TX 75602 Dallas, TX 75205 254-710-1011 or 800-229-5674 903-233-3000 or 800-759-8811 214-768-2000 or 800-323-0672 http://www.baylor.edu http://www.letu.edu http://www.smu.edu

Concordia Lutheran College Lubbock Christian University Southwestern Adventist College 3400 IH-35 North 5601 19th Street 100 Hillcrest Dr. – PO Box 58 Austin, TX 78705-2799 Lubbock, TX 79407-2099 Keene, TX 76059 512-486-2000 806-796-8800 or 800-933-7601 x260 817-645-3921 or 800-433-2240 http://www.concordia.edu http://www.lcu.edu http://www.swau.edu

Dallas Baptist University McMurry University Southwestern University 3000 Mountain Creek Parkway South – 4th and Sayles 1001 East University Avenue Dallas, TX 75211-9299 Abilene, TX 79697-0001 Georgetown, TX 78626 214-333-7100 or 800-460-1328 915-793-3800 or 800-460-2392 512-863-6511 or 800-252-3166 http://www.dbu.edu http://www.mcm.edu http://www.southwestern.edu

East Texas Baptist University Our Lady of the Lake University of San Antonio Texas Christian University 1209 N. Grove 411 Southwest 24th Street 2800 South University Drive Marshall, TX 75670-1498 San Antonio, TX 78207-4689 Fort Worth, TX 76129-0002 903-935-7963 210-434-6711 or 800-436-6558 817-257-7000 or 800-823-3764 http://www.etbu.edu http://www.ollusa.edu http://www.tcu.edu

Hardin-Simmons University Paul Quinn College Texas College 2200 Hickory Street 3837 Stuart Road 2404 North Grand Avenue Abilene, TX 79698-0001 Dallas, TX 75241-4331 Tyler, TX 75712 915-670-1000 or 800-568-2692 214-376-1000 or 800-237-2648 903-593-8311 http://www.hsutx.edu http://www.pqc.edu http://www.texascollege.edu

Houston Baptist University Rice University Texas Lutheran College 7502 Fondren Road P.O. Box 1892 1000 West Court Street Houston, TX 77074-3298 Houston, TX 77252-1892 Sequin, TX 78155-5999 281/649/3000 – 800/969/3210 713-348-7423 or 800-527-6957 830-372-8000 or 800-771-8521 http://www.hbu.edu http://www.rice.edu http://www.tlu.edu

Howard Payne University St. Edward’s University Texas Wesleyan University 1000 Fisk Avenue 3001 South Congress Avenue 1201 Wesleyan Street Brownwood, TX 76801-2794 Austin, TX 78704-6489 Forth Worth, TX 76105-1536 915-646-2502 or 800-880-4478 512-448-8400 or 800-555-0164 817-531-4444 or 800-580-8980 http://www.hputx.edu http://www.stedwards.edu http://www.txwes.edu/

NOTE: Include Office of Admissions in all addresses

123 ADDRESSES OF PRIVATE SENIOR COLLEGES AND UNIVERSITIES IN TEXAS *NOTE: Include Office of Admission in all addresses

Trinity University 715 Stadium Drive San Antonio, TX 78212-7200 210-999-7011 or 800-874-6489 http://www.trinity.edu

University of Dallas 1845 East Northgate Irving, TX 75062-4736 972-721-5266 or 800-628-6999 http://www.udallas.edu

University of Mary Hardin Baylor 900 College Street Belton, TX 76513 800-727-8642 http://www.umhb.edu

University of St. Thomas 3800 Montrose Boulevard Houston, TX 77006-4696 713-522-7911 or 800-856-8565 http://www.stthom.edu

Wayland Baptist University 1900 West 7th Street, Box 712 Plainview, TX 79072-6998 806-291-1000 or 800-588-1928 http://www.wbu.edu

Wiley College 711 Wiley Avenue Marshall, TX 75670-5199 903-927-3300 or 800-658-6889 http://www.wileyc.edu

124 ADDRESSES* OF PUBLIC SENIOR COLLEGES AND UNIVERSITIES IN TEXAS

Angelo State University Texas A&M University University of Houston 2601 West State University P.O. Box 30014 4800 Calhoun San Angelo, TX 76909 College Station, TX 77843-0100 Houston, TX 77204-2161 325-942-2041 979-845-3211 713-743-2255 http://www.angelo.edu http://www.tamu.edu http://www.uh.edu

Lamar University Texas A&M University – Commerce University of Houston – Clear Lake 4400 Martin Luther King Parkway 2600 South Neal Street 2700 Bay Area Blvd. Beaumont, TX 77710 Commerce, TX 75428 Houston, TX 77058-1098 409-880-7011 903-886-5081 281-283-7600 http://www.lamar.edu http://web.tamu-commerce.edu/ http://www.uhcl.edu

Lamar State College at Orange Texas A&M University – Corpus Christi University of Houston – Downtown 410 Front Street 6300 Ocean Drive One Main Street Orange, TX 77630 Corpus Christi, TX 78412 Houston, TX 77002 409-883-7750 361-825-5700 713-221-8000 http://www.lsco.edu/ http://www.tamucc.edu http://www.uhd.edu

Lamar State College at Port Arthur Texas A&M University – Galveston University of Houston – Victoria 1500 Proctor Street P.O. Box 1675 3005 North Ben Wilson St. Port Arthur, TX 77640 Galveston, TX 77553-1675 Victoria, TX 77901-4450 409-983-4921 or 800-477-5872 409-732-4443 or 877-322-4443 361-570-4848 or 877-970-4848 http://www.lamarpa.edu/ http://www.tamug.edu http://www.uhv.edu

Midwestern State University Texas A&M University – Kingsville University of North Texas 3410 Taft Boulevard 700 University Blvd. P.O. Box 311277 Wichita Falls, TX 76308 Kingsville, TX 78363-8202 Denton, TX 76203-1277 800-842-1922 or 940-397-4334 361-593-2111 940-565-2000 or 800-735-2989 http://www.mwsu.edu/ http://www.tamuk.edu http://www.unt.edu

Prairie View A&M University Texas A&M University – Texarkana University of Texas – Arlington 188 University Drive 2600 North Robison Road 701 S. Nedderman Dr. Prairie View, TX 77446 Texarkana, TX 75501 Arlington, TX 76019-0111 936-857-2626 903-223-3069 817-272-2011 http://www.pvamu.edu http://www.tamut.edu http://www.uta.edu

Sam Houston State University Texas Southern University University of Texas P.O. Box 2418 3100 Cleburne Avenue P.O. Box 8058 Huntsville, TX 77341-2418 Houston, TX 77004-4584 Austin, TX 78713 936-294-1828 713-313-7011 512-475-7348 http://www.shsu.edu http://www.tsu.edu http://www.utexas.edu

Stephen F. Austin State University Texas State University University of Texas – Brownsville 1936 North St., Rusk Bldg. Room 206 601 University Drive 80 Fort Brown Nacogdoches, TX 75962 San Marcos, TX 78666-5709 Brownsville, TX 78520-4991 936-468-2504 or 800-731-2902 512-245-2111 956-544-8200 http://www.sfasu.edu http://www.txstate.edu http://www.utb.edu

Sul Ross State University Texas Tech University University of Texas – Dallas East Highway 90 2500 Broadway P.O. Box 830688 Alpine, TX 79832 Lubbock, TX 79409-5005 Richardson, TX 75083-0688 432-837-8053 or 888-722-7778 806-742-2011 972-883-2111 http://www.sulross.edu http://www.ttu.edu http://www.utdallas.edu

Tarleton State University Texas Woman’s University University of Texas – El Paso 1333 West Washington 304 Administration Drive 500 West University Avenue Stephenville, TX 76402 Denton, TX 76204-3589 El Paso, TX 79968-0001 800-687-8236 940-898-3188 or 866-809-6130 915-747-5000 http://www.tarleton.edu http://www.twu.edu http://www.utep.edu

*Note: Include Office of Admission in all addresses 125 ADDRESSES* OF PUBLIC SENIOR COLLEGES AND UNIVERSITIES IN TEXAS

University of Texas – San Antonio 6900 N. Loop, 1604 West San Antonio, TX 78249-0617 210-458-4011 or 800-669-0919 http://www.utsa.edu

University of Texas – Tyler 3900 University Boulevard Tyler, TX 75799-0001 903-566-7000 or 800-888-9537 http://www.uttyler.edu

University of Texas – Pan American 1201 West University Dr. Edinburg, TX 78541 959-381-8872 http://www.panam.edu

University of Texas – Permian Basin 4901 East University Odessa, TX 79762-0001 432-552-2020 http://www.utpb.edu

West Texas A&M University 2501 4th Avenue Canyon, TX 79016-0001 806-651-2020 or 800-999-8268 http://www.wtamu.edu

*Note: Include Office of Admission in all addresses 126