Westborough High School
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Westborough High School College/Career Handbook
~ Class of 2015 ~
http://westborough.ma.schoolwebpages.com http://westboroughschoolcounselingdept.weebly.com Naviance: www.connection.naviance.com/westborough On Twitter: @WboroCounselors Westborough High School CEEB Code: 222-300 WHS SAT Test Center Code: 22-860 WHS ACT Test Center Code: 224-180
Prepared by: The WHS School Counseling Department WESTBOROUGH HIGH SCHOOL SCHOOL COUNSELING
Welcome to Westborough High School Counseling program. We are looking forward to and are excited to inform, assist, support, indeed counsel you as you make one of your first major independent decisions of your life during your journey through the college/career process.
No, we cannot tell you what college or career will be best for you. Only through thoughtful self- reflection and careful research can you ascertain that. And you are likely to discover that, indeed, there are several options that will be just right for you. As counselors we value the unique style of each student, and work one-on-one to create an appropriate plan that takes advantage of individual gifts and skills. The students who find the greatest success in the process are those who understand their abilities, passions and interests, and are therefore able to find the “right fit”.
Our College/Career Handbook is a valuable reference guide that should be used in conjunction with the resources located on Naviance, our Counseling website, as well as by working with your school counselor. This guide is designed to provide a general introduction to the college/ career research and admission process. Our goal is to provide information that will defuse the angst and demystifying the process while providing support where students can ask questions.
Good Luck! The School Counseling Staff
The student and counselor working together Table of Contents
~ 3 ~ Website Addresses and Your Passwords
Student’s Name ______YOG: ______
Family Connection / Naviance Website
Website Address Student’s Email Address / Username Password
www.connection.naviance.com/westborough or Select: High School/Departments/School Parent’s Email Address / Password Counseling/Naviance-Family Connection Username www.westboroughk12.org
College Board / SAT Website Website Address Username Password m
ACT Website Website Address Username Password www.actstudent.org
The Common Application Website Website Address Username Password g
Colleges Not Listed on the Common Application School Name: Website Address Username Password
School Name: Website Address Username Password
School Name: Website Address Username Password
School Name: Website Address Username Password
Page | 4 Student Parent Counselor Responsibilities
Student Will: Complete all tasks outlined in the junior/parent letter, prior to your appointment with your counselor.
Read the WHS College/Career Planning Booklet and become familiar with critical information necessary to have a successful experience.
Engage in an honest, thoughtful analysis of your strengths, weaknesses, goals and dreams, and apply this knowledge in the college/career search and application.
Select and enroll in appropriate courses to meet college entrance requirements.
Research necessary to identify and apply to a variety of colleges/careers that meet your needs.
Register for the SAT, ACT, Subject, TOEFL tests.
Take control of and be responsible for the process rather than be dragged or coerced through it.
Exhibit seriousness of purpose by making use of available resources and by asking for assistance.
Do the best academic work of which you are capable through the end of senior year
Communicate with your school counselor throughout the entire process.
Plan for college visits throughout junior year as well as April and summer vacation.
Meet with and request 2 teacher recommendations by the end of junior year.
Write your essay thoughtfully and honestly. If your schedule allows, sign up for the Summer College Essay Workshop at WHS.
Send your transcript to NCAA if you plan on playing Division 1 or 2.
Start working on your Common Application at the beginning of August to get a jump start.
Parent Will: Read the WHS College/Career Planning Booklet and become familiar with critical information necessary for your student to have a successful outcome.
Discuss future plans, including financial guidelines, with your child early in the research process.
Have a conversation and review documents given to your student at their junior appointment with their counselor.
E-mail/call counselor with any questions or concerns
Check with your student periodically about their progress
Encourage your student to sign up for the Summer College Essay Workshop at WHS [further details to come].
Page | 5 Counselor Will: Provide information on SAT, ACT, Subject Tests, TOEFL and encourage students to register for their testing dates.
Be available to advise you about colleges and programs that fit your academic profile and interests.
Announce and post important information through Naviance that will keep you informed about upcoming deadlines, events, responsibilities, etc.
Communicate with both students and parents throughout the process via Naviance e-mails and when necessary scheduled meeting with students.
Page | 6 Junior Next Steps Planning Check List
Prior To the Part 2 Junior Meeting with Counselor STUDENTS MUST Complete Junior Questionnaire and Parent Questionnaire On Naviance Complete and Upload Activity Resume A Tentative College List Updated Under ‘Colleges I am Thinking About’ On Naviance Completed Checklist On Naviance Develop a list of questions that you and your parents have.
COMPLETE THE FOLLOWING TASKS ☐ Select and enroll in appropriate courses to meet college entrance requirements [check individual colleges for this information or ask during your college visits] ☐ Identify and meet with a teacher if you have an interest in an internship. During the first week of May, pick up and complete the paperwork (from Mr. Hebert A007). ☐ Meet with Mrs. Diane Rodriguez in room A216 (next to the school store) if you plan to take a VHS course ☐ Use Naviance, reference books, view books, books and brochures and school/college websites available to assist you in your search in the School Counseling Office as well as online resources. ☐ Register for the May 28th Assumption College National College Fair by completing and submitting the College Fair Permission Form and Payment in School Counseling Office by: May 14th ☐ Have a conversation with your parents to develop a plan when you will visit colleges
COLLEGE ENTRANCE TESTING ☐ Take SAT or ACT practice tests (free on their websites) ☐ Decide if you plan to take a SAT/ACT Test Prep Course (resource list in Naviance document library) if you are on free/reduced lunch, ask your counselor for a fee waiver ☐ Register for the ACT with Writing @ www.actstudent.org by May 9th for the June 14th ACT Test date @ WHS. ☐ Register for the SAT @ www.collegeboard.com by April 4th for the May 3th test date and May 9th for the June 7st test date @ WHS ☐ Check the colleges you are considering to see if they also recommend/require SAT Subject Tests (or if the ACT can cover both). ☐ If you are on an IEP or a 504, you are required to submit needed paperwork to your counselor for submission to College Board and ACT for accommodations requests. See your counselor immediately! Tips: Answer the SAT Question of Day (online, email, Twitter) o Review questions and scores o Read, read, read….. . Recommended novels: “Head Over Heals” By Ryan Nertx “Rave New World” By Lynne Hansen
Page | 7 COLLEGE FAIRS ☐ Assumption College Fair field trip on May 28th 8:30-11:30. Sign up by completing the Permission Form and returning to the School Counseling Office by May 14th. ☐ National College Fair March 30th & 31st @ www.collegefairsnacac.com ☐ Metro West College & Career Fair Saturday, March 22nd, www.ashlandpto.com/mccf ☐ Colleges That Change Lives College Fair Wednesday, May 21st @ the Sheraton Boston Hotel Boston www.CTCL.org
COLLEGE/CAREER RESOURCES AND RECOMMENDATIONS ☐ Read the Westborough High School College/Career Guide Handbook ☐ Review information in your junior folder ☐ Utilize resources on Naviance in document library under junior document ☐ Review the WHS 2011-2013 College Statistics located on Naviance ☐ Start an organizational system at home for your college materials ☐ Determine if there are any volunteer/internship opportunities that would enhance your personal development and add to the richness of your applications ☐ Research colleges 1 hour per week ☐ Visit and tour colleges during junior year while the students are on campus. April school vacation is a great time to visit. [3 excused absences are given for college visits] ☐ Request 2 Teacher recommendations by having a personal conversation with those teachers by the end of junior year
COLLEGE ESSAY WRITING WORKSHOP ☐ Sign up for WHS summer College Essay Writing Workshop (further details to come on Naviance) ☐ Write your essay during the summer if you did not have the opportunity to attend the summer essay workshop
OTHER ☐ Continue to update your activity resume ☐ Start to complete your Common Application over the summer and write down questions for your counselor in September ☐ Register for NCAA if you plan to play Division 1 or 2 sports ☐ Check for important College Application Deadline Dates
Page | 8 College Admissions Timeline Junior & Senior Year
Page | 9 Student / Parent Action Plan: 11th Grade
Junior year is when college planning activities kick into high gear! Refer to 2013-2014 Junior Calendar regarding curriculum contacts and student/counselor post-secondary planning appointment.
Make sure your child checks in with his/her school counselor. This meeting is especially important this year as your 11th-grader starts to engage in the college application process. Learn more about the counselor's role in applying to college: https://bigfuture.collegeboard.org/get-in/applying-101/applying-to-college-your-counselors-role
Encourage your child to set goals for the school year. Working toward specific goals helps your high school student stay motivated and focused.
Help your child stay organized. Work with your 11th-grade student to make weekly or monthly to-do lists to keep on top of the tasks required to get ready for applying to colleges. For more time-management tips, see 8 Ways to Take Control of Your Time: https://bigfuture.collegeboard.org/get-started/inside-the-classroom/8- ways-to-take-control-of-your-time
Help your junior get ready for the PSAT/NMSQT in October. This is a preliminary test that helps students practice for the SAT and assess their academic skills. Juniors who score well on the test are also eligible for scholarship opportunities. Find out more about the PSAT/NMSQT: https://bigfuture.collegeboard.org/get- in/testing/an-introduction-to-the-psat-nmsqt
Review PSAT/NMSQT results together. Your child’s score report comes with a free SAT study plan. This online, customized plan is based on your child’s test scores and can help him or her work on areas that need improvement. Learn more about this individualized SAT study plan: https://quickstart.collegeboard.org/posweb/login.jsp
Help your child prepare for college admission tests. Many juniors take college admission tests, such as the SAT and the ACT, in the spring so they can get a head start on planning for college. See which tests your high school junior may need to take: https://bigfuture.collegeboard.org/get-in/testing/which-college-admission-tests-do-i-need-to-take
Learn more about which schools are test-optional: http://www.fairtest.org/university/optional Discuss taking challenging courses senior year. Taking college-level or honors courses as a senior can help your child prepare for college work — and these are also the courses that college admission officers like to see. Learn more about advanced classes: https://bigfuture.collegeboard.org/get-started/inside-the-classroom/how-to-take-your- classes-to-the-next-level
Page | 10 Encourage your junior to consider taking SAT Subject Tests. Many colleges require or recommend taking these tests to get a sense of your child’s skills in a certain academic area. In general, it’s best to take a Subject Test right after taking the relevant course. Learn more about SAT Subject Tests: http://sat.collegeboard.org/about-tests/sat-subject-tests
Encourage your child to take AP Exams, if applicable. If your 11th-grader takes AP or other advanced classes, have him or her talk with teachers now about taking these tests in May. Read more about the AP Program: https://bigfuture.collegeboard.org/get-in/testing/learn- about-the-ap-program
Search together for colleges that meet your child’s needs. Once you have an idea of the qualities your child is looking for in a college, help him or her enter these criteria into College Search to create a list of colleges to consider applying to. https://bigfuture.collegeboard.org/college-search
Naviance is also a great tool to use for your college search. Begin creating your “Colleges I’m Thinking About” list located under the “Colleges” tab.
Help your child research scholarships. This form of financial aid provides money for college that doesn’t need to be repaid. Learn more through College Board’s Scholarship Search: https://bigfuture.collegeboard.org/scholarship-search
Attend college fairs and financial aid events. These events allow you to meet with college representatives and get answers to questions. Your child can ask the school counselor how to find events in your area. Check out the College Fair Checklist for more information: https://bigfuture.collegeboard.org/find-colleges/how-to-find-your-college-fit/college-fair-checklist
Help your child make summer plans. Summer is a great time to explore interests and learn new skills — and colleges look for students who pursue meaningful summer activities. Help your high school student look into summer learning programs or find a job or internship: https://bigfuture.collegeboard.org/get-started/inside-the-classroom/summer-learning-programs- what-why-and-how
Visit colleges together. Make plans to check out the campuses of colleges your child is interested in. Use the Campus Visit Checklist to learn how to get the most out of these experiences: https://bigfuture.collegeboard.org/find-colleges/campus-visit-guide/campus-visit- checklist
Page | 11 Log On To Naviance
Our Naviance Link is located on the Westborough High School Main Page. From this point, you will have access to many research tools including statistics and graphs on how WHS students have fared at individual schools. Additionally, you can start your college research by accessing individual college web pages.
Here are a few things to think about as you view websites: What do they think is important to tell you? How easy is it to navigate the site? This is a place to learn about policies for tour, information sessions, and interviews. Read the Mission Statement to understand the school’s origins and sense of self and what it hopes its students will be like when they graduate. Find out if an honor code exists. What governs students in the school? Are they rules you can live with? Make sure the school has a program or opportunity to study what you think you are interested in (this sounds obvious but it’s sometimes overlooked). Core Curriculum? Distribution requirements? General education requirements? Student- selected curriculum? What does this mean to you? Read the requirements for graduation. Foreign language requirement? Notice the way the curriculum is organized-is it traditional or an open design? Do they list text books? Is their approach experiential? How are the classes titled? Do they present in a way that interests you? Read about special programs Are their study abroad programs? Are they school- based or exchange programs with other colleges. Are internships or Co-op programs available? Are their opportunities for independent study or honors programs? Is there an opportunity for independent work? What support services are available? Academic and personal advising? Go to (Frequently Asked Questions Learn about the school’s mission and what it hopes its students will be like when they graduate.
Page | 12 The Tests of College Admission
College Board: Administers PSAT/SAT/SAT Subject Tests/AP Exams. Also offers the PROFILE for financial aid applications to specific colleges.
PSAT®: Official Name: Preliminary SAT/National Merit Scholarship Qualifying Test. Cosponsored by the College Board and the National Merit Scholarship Corporation, the PSAT serves as valuable practice for the SAT®. Usually taken during the fall of junior year (and sometimes offered to sophomores), the PSAT is also used to select students for National Merit Scholarships. Duration: 2 hours, 10 minutes. www.collegeboard.com or www.nationalmerit.org.
SAT®: Official Name: SAT Reasoning Test. Developed for the College Board® by Educational Testing Service, the SAT® (pronounced “S-A-T” not “sat”) is designed to help measure a student’s ability to handle college-level work. The ten sections that currently make up the exam are comprised of a variety of verbal and math questions, designed to gauge a student’s critical thinking and problem-solving skills and a writing component to determine writing skills. It’s typically taken in the junior and/or senior year but many students take the SAT® more than once since most colleges consider only the highest scores from each section. Students can use Score Choice to choose which scores to send to colleges. Duration: about 3 hours, 45 minutes. www.collegeboard.com
TOEFL: If English is NOT your 1st language, you are required to take the Test of English as a Foreign Language (TOEFL) or addition to SAT/ACT. TOEFL has become an admission requirement for non-native English speakers at many English speaking college/universities. Test Center telephone number: 508-853-7250 or www.toefl.org ETS is the Educational Testing Service that administers the TOEFL Test www.ets.org/toefl
ACT™: Formerly called the American College Testing Program, the test is now officially simply the ACT (pronounced “A-C-T” not “act”). Most colleges will accept either the ACT™ or the SAT®; you can decide which one to take based on your particular strengths and weaknesses. The ACT™ is more of a content-based test than the SAT® Reasoning Test. While still a test of problem-solving skills, the ACT™ more closely tests a student’s knowledge of the “core curriculum” taught in most classrooms. The format of the ACT™ consists of five subject tests in English, math, reading, writing, and science reasoning. Colleges will not accept ACT without writing. We encourage students to take the ACT Plus Writing. Duration: 3 hours, 25 minutes. www.actstudent.org
SAT® Subject Tests: The College Board’s college admissions exams has 17 subject tests, each designed to measure what a student has learned in specific subjects such as literature, American history, biology, or Spanish. The SAT® Reasoning Test measures how well a student reads and thinks, while SAT® Subject Tests measure the extent of a student’s knowledge in a specific discipline. Student should consider taking these subject exams after the course material is completed. Duration: one hour for each subject test (up to three may be taken on one test date.) www.collegeboard.com
Page | 13 ETS: Educational Testing Services that administers the TOEFL test.
TOEFL: Test of English as a Foreign Language, required for all students applying to college for who English is not their first language. The iBT – internet based test – is the test most generally accepted
AP® Exams: The AP Exams are part of the College Board’s Advanced Placement Program® which gives students the opportunity to take college-level courses while still in high school. By doing well on the AP exam at the end of the course, high school students can earn credits toward their college graduation. Duration: 2-3 hours. www.collegeboard.com
Tips: * We encourage taking both the SAT’s and ACT’s at least once in March, May or June to determine which test is most appropriate for you. * About 1 out of every 3 students scores higher on the ACT than the SAT. * Colleges accept scores from either the SAT or ACT for Admission. * There is a growing list of colleges that is “Test Optional”. Check out the list at www.fairtest.org.
College Board,® SAT,® AP,® and Advanced Placement Program® are registered trademarks of the College Entrance Examination Board. ACT™ is a trademark of ACT, Inc.
Page | 14 SAT Prep
In discussing the SAT process, the issue of “SAT Prep” always arises. There are a number of programs available. They range from private individual tutors to the large Kaplan/Princeton Review type organizations. In addition, there are a number of computer software packages available as well as printed materials sold at bookstores. All of these offer intense review of the SAT designed to improve student performance. When reviewing the myriad of options, the following factors should be considered:
The SAT measures quantitative and verbal aptitudes that are developed over a long period of time. There are no “quick fixes” or easy methods that will have a significant impact on scores. Any quality preparation requires significant commitment of time and energy on the part of the individual student. Even then, there is no guarantee at all that scores will improve. Commitment to a program of SAT prep should not compromise a student’s academic and personal involvement at Westborough High School. Remember, a student’s transcript will be the most important credential as he/she applies to college. An increase in scores combined with a drop in academic performance is not a good trade off.
Most students’ scores will improve during the courses of testing process whether or not they take advantage of an SAT prep course. Existing academic research (2009 NACAC Discussion Paper- Preparation for College Admission Exams) suggest average gains as a result of committed test preparation are in the neighborhood of 30 total points on the SAT and less than one point on the ACT, substantially lower than gains marketed by test preparation companies. Westborough High School offers a Princeton Review SAT prep course through Community Education.
The counseling staff highly recommends that students take advantage of the free services and resources offered at the College Board website. Given the academics and social time constraints of The Westborough High School schedule, the best preparation for doing well on any standardized test continues to be hard working in the most challenging courses a student is capable. Any other review strategy, from an organizational program to individual tutoring, is best left to the summer when students can devote the full attention required to yield meaningful results.
Page | 15 2013 – 2014 SAT Calendar
REGISTRATION LATE REGISTRATION TEST TEST DATES LOCATION DEADLINE DEADLINE
SAT only March 8, 2014 February 7, 2014 February 21, 2014 WHS
SAT & Subject Tests May 3, 2014 April 4, 2014 April 18, 2014 WHS
SAT & Subject Tests June 7, 2014 May 9, 2014 May 23, 2014 WHS
***2014-2015 SAT dates will be available in early February on the Collegeboard.org
Fees SAT Reasoning Test o SAT Subject Tests o Basic Registration Fee, Plus o Language Tests with Listening o All Other Subject Tests
Score Reports o 4 Reports on the Registration Form or on the Correction Form o Additional Score Report mailed to a college or scholarship program
Registration Services (add to total test fees) Late Registration Fee Re-Registration by Telephone Waitlist Testing Fee Change fee (test type, center, or date change) Receive scores on line or received by mail
www.collegeboard.org SAT Parent Help-line: 866-756-7346
Page | 16 2013 – 2014 ACT Calendar
REGISTRATION TEST TEST DATES LATE FEE REQUIRED LOCATION DEADLINE ACT September 21, 2013 August 23, 2013 August 24 – September 6, 2013 WHS ACT October 26, 2013 September 27, 2013 September 28 – October 11, 2013 WHS ACT December 14, 2013 November 8, 2013 November 9-22, 2013 WHS ACT February 8, 2014 January 10, 2014 January 11-24, 2014 WHS ACT April 12, 2014 March 7, 2014 March 8-21, 2014 WHS
ACT June 14, 2014 May 9, 2014 May 10-23, 2014 WHS
ACT September 13, 2014 TBA TBA
ACT October 25, 2014 TBA TBA
ACT December 13, 2014 TBA TBA
***Registration deadlines for the remainder of 2013 and for 2014 will be available in March 2014 Fees ACT (includes 4 free score reports to colleges) ACT plus Writing Assessment (includes 4 free score reports to colleges) Score Reports o 4 reports at the time of registration o Additional score report mailed to a college or scholarship program
Registration Services (add to total test fees) Late Registration Fee Standby Testing Fee Re-registration by telephone Early Scores by Web Test Date Change Test Center Change (for the same test date)
www.ACTstudent.org Registration Helpline: 319-337-1270
Page | 17 My Testing Plan
SAT
Testing Date Registration Deadline Completed
ACT
Testing Date Registration Deadline Completed
Page | 18 Comparing the PSATs and SATs
Page | 19 Structure PSAT SAT 5 Sections: 10 sections: 2 Critical Reading Sections 3 Critical Reading Sections two 25-minute sections two 25-minute sections 2 Math Sections one 20-minute section two 25-minute sections 3 Math Sections Test 1 Writing Section two 25-minute sections Format one 30-minute grammar section one 20-minute section 3 Writing Sections one 25-minute grammar section one 10-minute section one 25-minute written essay 1 Experimental Section
Question Types Question Types Multiple Choice Multiple Choice Critical Content Content Reading Content Sentence Completions Sentence Completions Short Reading Passages Short Reading Passages Long Reading Passages Long Reading Passages Question Types Question Types Multiple Choice Multiple Choice Student Produced Responses (Grid- Student Produced Responses (Grid- Ins) Ins) Content Content Math Content Number and Operations (Arithmetic) Number and Operations (Arithmetic) Algebra and Functions (Algebra I) Algebra and Functions (Algebra I) Geometry and Measurement Geometry and Measurement (Geometry) (Geometry) Data Analysis, Statistics and Data Analysis, Statistics and Probability Probability Question Types Question Types Sentence Improvement Sentence Improvement Error Recognition Error Recognition Writing Paragraph Improvement Paragraph Improvement Content Content Essay Grammar/Standard Written English Content Grammar/Standard Written English Writing Critical Reading Score: 20-80 Critical Reading Score: 200-800 Math Score 20-80 Math Score: 200-800 Scoring Writing Score: 20-80 Writing Score: 200-800 Total Score: 60-240 Total Score: 600-2400 Testing Time 2 hours 10 minutes 3 hours 45 minutes **Every SAT will have an experimental section that is used to try out new problems. Things to remember about the experimental section: It can show up anywhere on the test as a math, writing, or reading section. Don’t try to guess which section is experimental. It might be more difficult than the sections that count. If you encounter a section that seems more difficult, there is a chance that it is experimental. Relax, and do your best.
Page | 20 Critical Reading Test Basics
The Critical Reading sections test your vocabulary and reading comprehension skills through sentence completion exercises and questions based on reading passages.
Format & Scoring PSAT SAT
2 Critical Reading Sections: 3 Critical Reading Sections: One 25-minute section One 25-minute section (24 multiple choice) (24 multiple choice) Test Format One 25-minute section One 25-minute section (24 multiple choice) (24 multiple choice) One 20-minute section (19 multiple choice)
Question Types Question Types All multiple choice All multiple choice Content Content Writing Content Sentence Completions Sentence Completions Short Reading Passages Short Reading Passages Long Reading Passages Long Reading Passages
Scoring Critical Reading Score: 20-80 Critical Reading Score: 200-800
Testing Time 50 minutes 1 hour, 10 minutes
Page | 21 Math Test Taking Basics
Chances are that you are familiar with most of the math concepts that are on the SAT. Generally speaking, the SAT tests arithmetic, algebra, and geometry. There are no trigonometry or calculus problems.
Format & PSAT SAT Scoring 2 Math Sections: 3 Math Sections: One 25-minute section One 25-minute section (20 multiple choice) (20 multiple choice) Format One 25-minute section One 25-minute section (8 multiple choice, 10 Grid-Ins) (8 multiple choice, 10 Grid-Ins) One 20-minute Section (16 multiple choice)
Question Types Question Types Multiple Choice Multiple Choice Student Produced Responses Student Produced Responses (Grid- (Grid-Ins) Ins)
Content Content Content Number and Operations Number and Operations (Arithmetic) (Arithmetic) Algebra and Functions (Algebra I) Algebra and Functions (Algebra I) Geometry and Measurement Geometry and Measurement (Geometry) (Geometry) Data Analysis, Statistics, and Data Analysis, Statistics, and Probability Probability
Scoring Math Score: 20-80 Critical Reading Score: 200-800
Testing 50 minutes 1 hour, 10 minutes Time
Page | 22 Writing Test Taking Basics
Format & PSAT SAT Scoring
1 Section: 2 Sections: One 30-minute grammar One 25-minute grammar section (39 multiple choice) 35 multiple choice) Test Format One 10-minute grammar section 14 multiple choice) One 25-minute written essay
Question Types Question Types Sentence Improvement Sentence Improvement Error Recognition Error Recognition
Writing Paragraph Improvement Paragraph Improvement Content Content Essay Grammar/Standard Written Content English Grammar/Standard Written English NO ESSAY Writing
Writing Score: 200-800 Scoring Writing Score: 20-80 Grammar Sub score: 20-80 Essay Sub score: 2-12
Testing 30 minutes 60 minutes Time
TIP: The Writing Section is always given first (the first 20 minutes)
Page | 23 The Essentials of the SAT® Reasoning Test, SAT® Subject Tests and the ACT™
SAT® Reasoning Test The SAT® Reasoning Test, commonly referred to as simply the SAT®, measures verbal and mathematical reasoning abilities. SAT® used to stand for Scholastic Aptitude Test, but that name has been dropped, and today it’s officially just the SAT® (pronounced S-A-T).
SAT® Reasoning Test Structure
Section Time # of Questions Scoring Critical Reading Sentence Completion 19 Passage Based Reading 48 Total Critical Reading 70 mins. 67 200-800
Writing Identifying Sentence Errors 18 Improving Sentences 25 Improving Paragraphs 6 Essay Writing 1 Total Writing Questions 60 mins. 49+ Essay 200-800
Math Multiple Choice 44 Student-Produced Response (Grid-Ins) 10 Total Math Questions 70 mins. 54 200-800 3 hours, TOTAL 170 + Essay 600-2400 45 minutes
You may take the SAT Reasoning Test more than once, and beginning with the Class of 2010, the College Board has approved Score Choice™, an important change to the current SAT® score-reporting policy. This new policy gives students the option to send SAT scores by test date in accordance with a particular college’s score-use practice. Score Choice is optional, and if students choose not to use it, all scores are sent automatically. Each college, university and scholarship program has different score-use practices.
Page | 24 SAT Subject Tests™ Most colleges do not require the Subject Tests. However, it’s important to plan ahead. The SAT® Subject Tests offer colleges a way to gauge your knowledge of particular subjects. Some colleges require one or more SAT® Subject Tests, but even if a college does not require it, you may want to take the test to demonstrate your knowledge—especially if your high school grades are not a good indicator of what you have really learned.
SAT® Subject Tests Offered
English Literature
Mathematics Math Level 1, Math Level 2
Science Biology E/M, Chemistry, Physics
History U.S. History, World History
Chinese Listening, French Listening, French Reading, German Reading, German Listening, Modern Hebrew, Italian, Languages Japanese Listening, Korean Listening, Latin, Spanish Listening, Spanish Reading
Students can take one, two, or three SAT® Subject Tests on each test date. Each SAT Subject Test is one hour in length.
Page | 25 ACT™ The ACT™ measures critical skills in English, mathematics, reading, writing, and science. ACT™ used to stand for American College Testing Program, but that name has been dropped and today it’s officially just the ACT™ (pronounced A-C-T).
ACT™ Structure Section Time # of Questions Scoring English 45 minutes 75 1 - 36
Math 60 minutes 60 1 - 36
Reading 35 minutes 40 1 - 36
Science Reasoning 35 minutes 40 1 - 36
Writing (Optional) 30 minutes 1 Essay 2 - 12
Students may take the ACT™ more than once, and similarly to the new SAT-reporting policy, students may specify which test date’s score you’d like colleges to see.
For more information and online registration for the ACT™, go to www.actstudent.org.
ACT™ or SAT? Which Test Should You Take?
Your test score can be a key factor determining whether or not you get accepted by the colleges to which you are applying. But before you sign up for the ACT™ or SAT®, you should do a little research to determine which of these two tests will present you in the best possible light. First, check the admissions information of the colleges you are applying to in order to find out which test or tests they require. Most, but not all, U.S. colleges accept either the SAT® and the ACT™ with no preference between the two.
The SAT® and ACT™ are significantly different tests, and in many ways they measure different skills. Depending on your strengths and weaknesses, you may perform better on one test than the other. The differences in the two tests are summarized on the next page.
Page | 26 The Two Tests Compared
ACT™ SAT® Reasoning Test
Content-based test—questions based on high Aptitude test—critical thinking and problem- school subject material solving test
6 scores: English, reading, science, math, 3 scores: critical reading, writing and math writing, and overall composite scores
Science reasoning test No science test
Math includes trigonometry No trigonometry questions
Multiple-choice questions only with an optional Multiple choice, open-ended questions, and writing section (although most colleges require a mandatory writing section the writing section if submitting ACT scores)
Vocabulary less important Vocabulary emphasized
No guessing penalty Guessing penalty SAT Reasoning vs. ACT Basics
So How Do I Choose? Increased acceptance of both exams gives you the opportunity to take both tests—and then use the highest scores to your benefit. The ACT™ is a content-based test, whereas the SAT® tests critical thinking and problem solving skills. ACT™ is designed to test skill levels in English, math, reading, and science reasoning. SAT® is designed to test skill level in math, vocabulary, writing, and reading comprehension. Some students may perform significantly better on one test than the other, so you should consider taking both.
Page | 27 SAT Writing Sections
Overview Good writing skills are critical to success in college and the workplace. The SAT® writing section, added in 2005, tests students’ writing skills and, in particular, their ability to write concisely, coherently, and quickly. Like every other section of the SAT, the writing section measures what students have learned in the classroom and how well they apply that knowledge outside of the classroom. The College Board’s recently released 2008 SAT Validity Studies reveal that the writing section increases the overall predictive validity of the SAT. Of all sections of the test, writing was found to be the most predictive of college success among all students. A 2004 survey by the National Commission on Writing reported that writing is a “threshold skill” for hiring and promotion. Whether composing an e-mail or preparing a detailed report, employees need to be able to express themselves clearly. Writing is fundamental to success in college and in the workplace. The importance of writing can also be seen in the high school curriculum. In a 2006 survey conducted by the College Board, teachers and administrators reported that the SAT writing section is contributing to an increased focus on writing skills in high school classrooms that will strengthen student performance in school, college, and the working world.
Fast Facts The SAT writing section lasts one hour and is scored on a scale of 200 to 800.
The SAT writing section includes multiple-choice questions and an essay. o Students have 35 minutes to answer 49 multiple-choice questions, which account for 70 percent of their writing score. These multiple-choice questions test students’ ability to improve sentences and identify sentence errors. o Students have 25 minutes to write an essay, which accounts for 30 percent of their writing score. The essay tests students’ ability to articulate a coherent argument, supporting a point of view on an issue specified on the test.
FAQs Q. How does the College Board ensure that the scoring of the SAT essay is consistent and fair? A. Every essay is graded independently by two readers, based on specific and detailed criteria. Readers—all of whom are trained educators—score the essay from 1 to 6. Approximately 98 percent of the time, readers agree on the score within one point. If two readers disagree, the essay is graded by a third reader.
Q. Does the longer test cause fatigue that would affect student performance? A. Research indicates that the increased test length has not negatively affected student performance.
Page | 28 SAT ~ ACT Score Comparison Critical Reading and Math Only
SAT TO ACT ACT TO SAT SAT score ACT Composite ACT Composite SAT score Critical Reading + Score Score Critical Reading + Math Math 1600 36 36 1600 1540-1590 35 35 1560 1490-1530 34 34 1510 1440-1480 33 33 1460 1400-1430 32 32 1420 1360-1390 31 31 1380 1330-1350 30 30 1340 1290-1320 29 29 1300 1250-1280 28 28 1260 1210-1240 27 27 1220 1170-1200 26 26 1190 1130-1160 25 25 1150 1090-1120 24 24 1110 1050-1080 23 23 1070 1020-1040 22 22 1030 980-1010 21 21 990 940-970 20 20 950 900-930 19 19 910 860-890 18 18 870 820-850 17 17 830 770-810 16 16 790 720-760 15 15 740 670-710 14 14 690 620-660 13 13 640 560-610 12 12 590 510-550 11 11 530
Page | 29 SAT ~ ACT Score Comparison Writing Section Only
SAT TO ACT ACT TO SAT ACT ACT SAT Score SAT Score English/Writing English/Writing Writing Writing Score Score 800 36 36 800 800 35 35 800 770-790 34 34 770 730-760 33 33 740 710-720 32 32 720 690-700 31 31 690 660-680 30 30 670 640-650 29 29 650 620-630 28 28 630 610 27 27 610 590-600 26 26 590 570-580 25 25 570 550-560 24 24 550 530-540 23 23 530 510-520 22 22 510 480-500 21 21 490 470 20 20 470 450-460 19 19 450 430-440 18 18 430 410-420 17 17 420 390-400 16 16 400 380 15 15 380 360-370 14 14 360 340-350 13 13 340 320-330 12 12 330 300-310 11 11 310
Page | 30 2013 – 2014 Colleges and Universities Requiring Subject Tests
The following list of schools requires SAT Subject Tests. Most of these schools require two Subject Tests; some require three. Some colleges will accept ACT scores in lieu of SAT Subject tests. Students should check with each college for the most up to date specific standardized testing requirements. For further information, visit http://www.compassprep.com/admissions_req_subjects.aspx
Amherst College Barnard College Boston College Boston University (specific accelerated majors/programs) Brandeis University Brown University Bryn Mawr College California Institute of Technology Carnegie Mellon University Columbia University Cornell University Dartmouth College Duke University Franklin Olin College of Engineering Georgetown University Harvard and Radcliffe Colleges Harvey Mudd College Haverford College Massachusetts Institute of Technology McGill University Pomona College Princeton University Rice University Swarthmore College Tufts University University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Merced Page | 31 University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Pennsylvania Vassar College Washington and Lee University Webb Institute Wellesley College Wesleyan University Williams College Yale University SAT Scores and SAT Score Reports FAQs
How are score reports sent to colleges? When you register to take an SAT Reasoning Test or SAT Subject Test, you are allowed four free score reports to colleges at the time of registration. A complete report must be sent to all colleges to which you plan to apply.
You can use the College Board website, www.collegeboard.com, to send additional score reports to colleges and scholarship programs (Visa, MasterCard, or American Express credit card required). After the first four for free, the fee is $11 per score report—and scores are typically sent to colleges within one to two weeks.
Can't a college just download my scores when I apply? No. You must have an official score report sent to the college.
Do colleges see all of my SAT scores? Not unless you want them to. See the information on the next couple of pages regarding “Score Choice.”
Does my School Counselor have copies of my scores? School Counselors have access to SAT scores by looking at Naviance. However, when a student fails to note their high school code number (6 digit code) at the time of registration and/or the testing itself, the scores are not forwarded.
Page | 32 Sending SAT Scores to Colleges and Universities
Online Automated Telephone
www.collegeboard.com 800-728-7267
1. Sign in to “My Organizer” Sent about 3 weeks Send after the request has 2. Then select “My SAT” Registration Number or Score been received (or Social Security Number & Reports about 3 weeks after the 3. Click “Send Available Test Date are necessary test has been scored). Scores”
$15 per phone call (up to 8 $31 plus $11 for each Rush Sent within 2 business reports per call) plus $11 for additional score report Score days after the request each additional score report beyond the four included Reports has been received. beyond the four included with the SAT registration with the SAT registration.
At the time of registration for the SAT I or the SAT II, students are allowed to select four colleges to send their scores. These four reports are free. A credit card is required for sending your scores online or by automated telephone. School codes can be accessed in the SAT Registration Guide or on the College Board website.
Page | 33 Score Choice
Designed to reduce student stress and improve the test-day experience, the College Board has approved Score Choice™, an important change to the current SAT® score-reporting policy. This new policy gives students the option to send SAT scores by test date in accordance with a particular college’s score-use practice. Score Choice is optional, and if students choose not to use it, all scores are sent automatically. Each college, university and scholarship program has different score-use practices. The College Board has designed an easy-to-use process that provides students with score-use practices for each participating institution. Students are responsible for following an institution’s practice, and colleges and universities will only receive the scores that students send them. Fast Facts
Availability Score Choice is available to all students via the Web or by calling Customer Service toll free. Scores from an entire SAT test (critical reading, writing and mathematics sections) can be sent; scores of individual sections from different sittings cannot be selected independently for sending.
No Additional Cost Students can send any or all scores to a college on a single report — it does not cost more to send one, multiple or all test scores. Students receive four free score reports with their test registration fee. We continue to recommend that students take full advantage of the four free score reports included with their registration.
More Information Score Choice does not affect score reports sent to students or to their high schools — both will continue to receive all scores. Score Choice is an optional feature. Students should still feel comfortable sending all scores, since most colleges consider a student’s best score. The College Board will provide e-mail reminders to students who have not yet sent their SAT scores.
Page | 34 SAT & ACT Test Prep Resources
Please note that the resources listed are not endorsed in any way by our Counseling Department
Sylvan Learning Center: www.sylvanlearning.com Offering: SAT & ACT Test Prep, Personalized instruction in a small group setting, thirty lecture hours, three timed practice tests
Kaplan Test Prep www.kaptest.com Offering: SAT & ACT Test Prep in a classroom setting, online tutorials, or private/small group tutor sessions.
Princeton Review www.princetonreview.com Offering: SAT & ACT Test Prep in a classroom setting, small group session, private tutoring, or online. *Westborough Families register through the Community Education Department and save $150 on course fees!
MIT ATI SAT Prep Program: www.http://acadteachinit.scripts.mit.edu/SATPrep Offering: SAT Test Prep at MIT on Sunday afternoons, between 1:30PM and 5PM. Each student will be assigned to a math class, a critical reading class, and a writing class.
Revolution Prep: www.revolutionprep.com Offering: SAT & ACT Test Prep in a private or classroom setting, online leveled group course, or 2-week intensive course.
Summit Education Group: www.mytutor.com Offering: SAT & ACT Test Prep either one-on-one or in a classroom setting. Also offers free practice testing for non-registered students
Quinsigamond Community College: www.qcc.edu or contact Cathy Coleman at 508-751- 7930) Offering: SAT prep classes through Adult Basic Education program.
MathSmart: www.mathsmart.biz Offering: SAT Test Prep in small group classes at Tatnuck Bookseller in Westborough. Private instruction is also available.
Club Z: www.clubztutoring.com or call: 508-754-3111 Offering: SAT & ACT Test Prep either one-on-one or in a small classroom setting.
Ivy Bound Test Prep: www.ivybound.net or call: 617-466-6555 Offering: SAT & ACT Test prep in either a private, online or classroom setting. Also offer a “summer boot camp” for test prep. Based out of Boston.
Page | 35 How Do Colleges Measure You?
Many college admission committees accept applicants on the basis of the following criteria listed in order of usual priority. Emphasis on these considerations can vary from college to college.
ACADEMIC QUALIFICATIONS THIS IS THE SINGLE MOST IMPORTANT PART OF YOUR APPLICATION
High School Transcript Final Grades Level of Courses Have you taken the most rigorous course load that you could manage? Consistency and an upward trend. Has there been improvement over the four years of high school? High school performance in relation to your class Academic Honors and awards (including Effort Honor Roll) Strong junior year Junior year is the most important year as it will be the last complete set of grades you send to colleges when you apply. Corresponds to classes that are much closer in difficulty to college level work than freshman and sophomore year classes are. For these reasons, you should make sure your academic performance reaches-and stays at- a high level throughout junior year
TESTING SAT scores (do they match your high school performance) SAT Subject Tests scores (the most selective colleges require these) ACT scores in lieu of SAT scores TOEFL: If English is not your first language. (However, they still will look at your SAT 1 verbal score) TEST OPTIONAL: There are schools that do not require testing http://www.fairtest.org
ADMISSIONS ESSAY Strong, well-written, interesting, creative essay Provide a complete picture of you that reflects something meaningful Talk with parent, family friends
EXTRA-CURRICULARS Strong commitment to 1-4 activities for several years of high school e.g. yearbook, newspaper, GSA, tour guide, literary magazine, Amnesty International Leadership demonstrated-impact on student motivation Personal contributions Community Service (this is INCREASINGLY important) Strong summer programs – academic, service oriented, internships and jobs
Page | 36 RECOMMENDATIONS Strong teacher recommendations Who was the teacher who got to know you the best? Maybe not the “A” but someone who saw growth Strong School Statement Optional recommendations ONLY if they shed light on you in a way that no-one else can
VISITS ~ INTERVIEWS ~ DEMONSTRATED INTEREST A strong interview can help your application Some schools are now considering whether or not you have visited, contacted them or interviewed as a significant factor in your application Send a personal thank you note by mail
OTHER CONSIDERATIONS Alumni connections or legacy Siblings at the same college Institutional priorities Number of Applicants from WHS Reputation of WHS
In general, colleges are not interested in the student who “plans to do better”. They are looking for students of proven abilities or an “upward trend”.
Page | 37 Finding the College That’s Right for You
Different schools have different personalities; your job is to find the right personality match for you. Getting into college may only mean that the school fits you; they also want to know whether you fit their school. Look at some of the following characteristics you should consider when investigating colleges and begin to see what fits you.
College Characteristics Choosing the right college can seem like the most important decision you will ever make. After all, your college education will affect the rest of your life. “What if I make the wrong choice? What if I’m not happy there? What if I don’t learn anything? What if I don’t get in?” It can be scary.
RELAX! There is no magic answer. There are likely to be many colleges where you could be happy. So, how do you begin this search? There are more than 1600 accredited colleges in the United States, how do you find the right one for you? Well, you wouldn’t buy a car without doing research and test driving a few models. Here are some helpful questions and tips to help you start your college search.
Do you want a two year school or a four year school? What’s the difference? A four year school would be an institution that offers educational instruction beyond the high school level. You can obtain a bachelor’s degree, which is a four year degree. Universities offer undergraduate and graduate degrees.
A two year school could be a school that provides direct career training or a community college that begins the four year process for a bachelor’s degree. The community college route would be a great start for someone who may not be happy with their high school transcript. A CC is a great way to get a fresh start and prove you can do college level work. You can then transfer your credits from a CC to finish your bachelor’s degree at another school.
Academic Level Your College should be appropriate for your abilities. Check the average SAT Scores and GPA in Class of Accepted Freshman. Where in the world do you want to study? Location, location, location! Close to home, or far away? Some people find being away too lonely, others love the adventure and freedom. Sometimes staying close eliminates the problem of adjusting to a new environment; sometimes being too close isn’t enough of a challenge.
~ Helpful Hint ~ It is glamorous to want to go far away, but be realistic of the distance. Is it financially realistic to travel there? Is there public transportation? If you were homesick and wanted mom’s home cooking, how quickly could you get home? Know yourself and what will make you happy.
Urban or Rural? Boston University, New York University or University of Chicago, for example, are in the middle of big cities, which could be fun for some or overwhelming for others. Rural colleges offer lovely, quiet campuses. For some people they are the best places to study; for others they are too isolated. Do you want to experience a different part of the country?
Climate? Are you a skier? Have you always wanted to go somewhere warm? How about the Midwest? Do you like having four seasons?
Page | 38 What size should your college be? Colleges come in many different sizes, from the very small (500) the very large (25,000). There are many sizes in between. What works for you? Do you like being a big fish in a small pond, or do you like getting lost in a crowd?
~ Helpful Hint ~ Keep in mind a city school becomes a lot bigger because it is in the city and a rural school becomes smaller when it is in a country. What is the personality of the school? There are conservative schools, liberal schools, fraternity/sorority oriented schools, Gung-ho football schools and religiously oriented schools. Some schools are mostly work and little play. What are you looking for?
What special services or programs are you looking for? Do you have a very specific major? Do you have a learning disability? Do you want to do an internship? Do you want to study abroad? Try to narrow your college list by finding the types of special interests you are looking for. If you have a learning disability you will want a school that can support what you need to be successful. If you are interested in oceanography; should you study in Kansas?
Last but not least, how much will it cost? Obviously, a major factor in applying to college that needs to be considered is the cost of attending. The total cost for a year, as computed by the college financial aid office, includes tuition, room and board, books, supplies, and transportation and personal expenses. While cost is undoubtedly very important, don’t limit your choice of colleges based on tuition costs. Many colleges have solid financial aid programs. You will not know the status of your financial aid package until you have been accepted.
~ Helpful Hint ~ Apply early to a school you are very interested in. investigate merit scholarships and other opportunities that are only available through the early application process. There is more money in January than there is in March.
There are MANY guidelines and websites available to help you research and discover the answers to all of these questions. You should start to explore a little on your own. Talk with your parents, teachers and friends to begin discussion and exploration. You and your parents will have many opportunities to talk with your guidance counselor about your college list and the process to applying to schools.
Page | 39 Pointers for Parents and attracts students from all over the USA 17. Internship: Are there opportunities for 27. Faculty: Are the classes taught by full or the world at large? “hands on experience” while professors? Are TA’s (teaching College-Bound Juniors departments have formal internship assistants) the norm? 9. Cost of College: What is the tuition? opportunities? 28. Computer Lab: Are computers - The College Digest What are the living costs? What travel required for incoming freshman? What A Check List for costs are there from home to campus? 18. Graduate School After College: are the facilities on campus? Can your Are there hidden costs? child have his own Pc in his room? College Selection What percentage of its graduates go on 10. Financial Aid: With 93% of and graduate school immediately upon 1. Caliber of School Programs: Is the undergraduates at many private graduation, or within five years? What 29. Campus Visits: If, possible make a college known for its English colleges on financial aid of some type, is the record of those who successfully campus visit with your child. Suggest department or its chemistry department? where do you fit? What monies are get into the law medical or business that he or she spend some time talking What are its strengths? available for the student at the school school of their choice? to students for a “feel” of the campus. of your choice? 30. College Interview: If the college you 2. Selectively of Admission: Is the 19. Placement after Graduation: Is there are looking at grants individual college more competitive, highly 11. Living Conditions: Is housing on an office job placement after college? interviews with admission counselors, competitive, very competitive, less campus guaranteed for all four years? Is there an alumni network that helps encourage your child to make an competitive or non-competitive? Are the dorms co-ed? Are there single in jobs placement? sex dorms? Are alternatives in housing appointment for one. It’s a good 3. Chances of Admission: Be realistic, 20. Weekend School: Do the students available? remain on campus during the opportunity for the college and their What are your chances of getting in? students to learn more about each 12. Socialization: Is it a “grind” school-all weekends, or is a suitcase school? How far can you reach? Listen when other. Otherwise, look for group work, work, work? Are the fraternity 21. Minorities: What percentage of the you are given advice. information sessions or group and sorority oriented? What are the on school are minorities? Consider racial, 4. Location of the School: Is the school interviews on campus. Lastly, alumni campus facilities for socialization? ethnic and religious minority roles in interviews are probably available in near home, one hour away, 300 miles the school you are considering. How away or across the USA? 13. Safety on Campus: Are the dorms your city. secure and locked? What’s the safety would you feel being Jewish at 5. Rural, Suburban, Urban Campus: Is 31. Special Talents: Help your child to system on the campus? Providence College, for example- or the school in the city life the University Catholic at Brandies? recognize his or her special talents and 14. Core Curriculum Distribution of of Pennsylvania or in the rural, New 22. Sports Facilities: Is there a swimming discover where they fit best. Credits: Does the college require for Oftentimes, a special talent became a England countryside like Williams? pool? Are there horse stables? Is there graduation a specific number of credits “scale tipper’ in the admission process. 6. Size of the School: Can your child an ice hockey rink on campus? in different academics discipline? For Special Family Circumstances: Talk spend four years at a small liberal arts 23. Library Facilities: How many books 32. example, does the student have to take about your expectations as a parent. college of 800 undergraduates? Will he are there in the library? Is it 6 credits in philosophy before he Discuss with your child your need as a or she be a social security number at a computerized? Is the campus library graduates? Or does he or she design his parent and the needs of the whole large state of 20,000+? tied to a lager network? own curriculum? family. Maybe you would prefer that 7. States School vs. Private School: Is 24. Athlete Programs: Is the ice hockey the student only travel to a school one the school a large state university with 15. Sophomore Standing: Does the team a varsity sport? Does the lacrosse hour away from home. The most of the student population from the school accept AP credits? Does it offer team play division I, II or III? Is relationship of the oldest child to the state it is located? Is it one of the public advanced standing in school? Or does basketball strong? Do they have family as a whole is different from the “ivys”? Will your child be a minority in the school offer more in-depth coursers women squash team? to AP students while retaining baby. the state school and how do you feel 25. Honors Program: Are honors freshmen status? 33. Legacy: Does the family have a about that? programs available? What are they? history at a specific school? Is your 8. Geographical Diversity: Is the 16. Junior Year Abroad: Are there Who is eligible? opportunities to study in Italy or Japan child interest in the continued college a regional one attraction from 26. Student Body: Are there students or Australia, for example while an tradition? the same state or region? Or is it a politically active? Are there undergraduate? 34. Note Well: Final list: Be sure that the school, regardless of its size, which professional in orientation? final list is a realistic one. It should include “stretches”, “most probably” Page | 40 and “safest.” No matter which one your child gets into- it must Fit!
THE PARENT CREDO The right college is where your child will fit scholastically and socially. Be realistic in your aspirations and supportive of his/her choice.
Page | 41 20 Questions to Begin College Searches
1. Do I want to commute or live on campus?
2. Do I want to attend college in a city or in a small, college town?
3. In what area of the country would I like to attend college?
4. What size college appeals to me?
5. What kind of weather do I prefer?
6. Would I prefer a single-sex or coed college?
7. Does fraternity or sorority life interest me?
8. Can I live with restrictions and regulations?
9. Do I want to participate in extracurricular activities?
10. Do I want an extensive athletic program?
11. Do I want a strong creative arts program?
12. Do I want an academically demanding environment, or would I prefer a school where I can do well without knocking myself out?
13. Do I need a highly structured academic framework, or can I work with a curriculum that allows for independent projects and has no requirements?
14. Do I want a liberal arts or pre-professional curriculum?
15. Do my personal or career interests require specialized facilities?
16. Would I want to participate in an off-campus internship?
17. Would a year-round cooperative work-study program in which classes alternate with periods of (guaranteed) employment interest me?
18. Will my family be able to support my college costs? Is this true even at an expensive private college?
19. Would I be willing to work part-time while I attend college?
20. Do I want to spend part of my college years studying in another country?
Page | 42 Researching Colleges
Once you have thought about the characteristics you’re looking for in a school, how do you start developing a list of schools that match these criteria? Here are some steps that will help you identify appropriate schools: A. How Do I Develop a List of Schools? 1. Conduct a search using the college section of Naviance 2. Use the reference books, college catalogs and files located in the School Counseling Office. Refer to the Westborough high school book of statistics, located on Naviance under document library and The College Admission Selectivity Worksheet in this handbook) 3. Discuss the research you have completed with your School Counselor. It is very likely that your School Counselor will have additional suggestions for you to consider when developing your list of schools. B. How Do I Get More Information? 1. Request information through Admissions Offices (website or college fair). 2. Meet with college admissions representatives during fall visits to WHS. You can also speak with admissions representatives at an area College Fair in the fall and the National College Fair in Boston in the Spring. Be sure to check the School Calendar for calendar details on these events. 3. Keep up to date by checking their website, following on Face Book or Twitter. C. How Can My School Counselor Help Me? 1. Your School Counselor is available to review your progress in researching college options and assist in comparing your academic profile with individual college admissions requirements. 2. You are encouraged to make appointments with your School Counselor for assistance throughout the admissions process. D. When You Finish Your Research, Ask Yourself: 1. What sets this school apart from others of its type? 2. What will be the texture of my non-class life? What kinds of conversations will I have with my peers? 3. What will my intellectual life be like? Am I prepared to do the amount of work I need to do to learn what is offered to me? 4. Does the school fit my academic profile? 5. Would I be challenged here? 6. Could I be happy here? Would I be comfortable? 7. Does the school conform to or extend my parameters E. What Are the Final Steps? 1. Giving careful consideration to all information obtained during your research and campus visits, you should discuss tentative choices with your parents and your School Counselor as you decide where you will be applying for admission. 2. Well-researched choices typically result in positive admission outcomes. It is recommended that students apply to a balanced list of colleges (reach, target, and safety) so that you have options at the end of the application process. Most students apply to 4 to 7 colleges that vary in terms of selectivity but that possess the characteristics you have concluded are important to you. Some students will apply to more; others will apply to fewer. 3. Many students are under the assumption that target and safety schools do not offer programs of equal quality. This is absolutely, incorrect. The selectivity of any institution is dependent on the applicant pool, which in turn, may be affected as much by geographic location, popularity, and reputation as by actual academic quality. All schools you intend to
Page | 43 apply to should be attractive to you. Picking a “reach” college is an easy process. Finding attractive “target”/highly likely colleges requires more energy and research.
Page | 44 College Admission Selectivity Worksheet Most Competitive - Typically these schools have very low acceptance rates and they are unable to accept all students who have met their average profile numbers. Most accepted students will have an A averages and have scored over 1300 on their SAT’s. More Competitive - These are also highly competitive colleges. Most students have an A-/B+ averages and have scored in the 1200 range or above on the SAT’s. Competitive - These schools have more flexibility in their admission standards. They will typically consider students have a B/B- and 900-1100 on their SAT’s. Less Competitive - These students are generally interested in with B-/C+ averages and 850-1000 on their SAT’s. Least Competitive - These schools offer the most flexibility in their admission standards and may focus more on a student’s motivation to succeed, positive attitude, effort put into the college applications and essay, and extracurricular activities.
Making application to five or six very carefully selected colleges is a result of early research and successful college planning. Your final list of colleges to which you will submit applications should include schools from each of the three categories listed below: Please list colleges in order of selectivity compared to your profile REACH TARGET SAFETY Stretch, Admission very competitive Good fit, good chance of being admitted Good beginning, certain to be admitted This college has all the characteristics you want This college matches your needs and admits students This college has most of the characteristics you want but admits students with grades and scores much with grades and scores near or slightly above your own. and admits students with grades and scores below higher than your own. The majority of schools should come from this category. your own.
1. 1. 1. 2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6. 6. 7. 7. 7.
Westborough High School College Statistics are located on Naviance and is an excellent resource in making choices.
Page | 45 Admissions Standards for Massachusetts State Colleges and Universities
High School Grade Point Averages/SAT I Requirements
UNIVERSITY OF MASSACHUSETTS MASSACHUSETTS STATE COLLEGES Combined SAT I Verbal & Math Combined SAT I Verbal & Math Weighed High Weighted High School GPA Must Equal or Exceed School GPA Must Equal or Exceed (ACT Equivalent in Italics) (ACT Equivalent in Italics) 2.51 – 2.99 950 (20) 2.51 – 2.99 920 (19) 2.41 – 2.50 990 (21) 2.41 – 2.50 960 (20) 2.31 – 2.40 1030 (22) 2.31 – 2.40 1000 (21) 2.21 – 2.30 1070 (23) 2.21 – 2.30 1040 (22) 2.11 – 2.20 1110 (24) 2.11 – 2.20 1080 (23) 2.00 – 2.10 1150 (25) 2.00 – 2.10 1120 (24) LESS THAN 2.0 NOT ADMISSIBLE LESS THAN 2.0 NOT ADMISSIBLE The GPA must be achieved based on all college preparatory courses completed at the time of application and should be weighted for accelerated (Honors or Advanced Placement) courses. The required minimum weighted high school GPA is 3.0 for the four-year public campuses.
THE UNIVERSITY OF MASSACHUSETTS STATE COLLEGES University of Massachusetts, Amherst Bridgewater State University University of Massachusetts, Boston Fitchburg State University University of Massachusetts, Dartmouth Framingham State University University of Massachusetts, Lowell Massachusetts College of Art Massachusetts Maritime Academy Massachusetts College of Liberal Arts Salem State University Westfield State University Worcester State University
Please refer to the Massachusetts Board of Higher Education website at www.mass.edu for more specific information regarding these admissions standards. Please note that these are minimum standards and meeting them does not guarantee admissions to a state college or university.
Massachusetts Public Colleges and Universities Institution Type School Address City, State, Zip Community College Berkshire Community College 1350 West Street Pittsfield MA, 01201 Community College Bristol Community College 777 Ellsbree street Fall River MA, 02720 Community College Bunker Hill Community College 250 New Rutherford Avenue Boston MA, 02129 Community College Cape Cod Community College 2240 Iyanough Road West Barnstable MA, 02668 Community College Greenfield Community College One College Drive Greenfied MA, 01301 Community College Holyoke Community College 303 Homestead Avenue Holyoke MA, 01040 Community College Massachusetts Bay Community College 50 Oakland Street Wellesley MA, 02481 Community College Massasoit Community College 1 Massasoit Boulevard Brockton MA, 02302 Community College Middlesex Community College - Bedford 591 Springs Road Bedford MA, 01730 Community College Middlesex Community College- Lowell 33 Kearney Square Lowell MA, 01852
Page | 46 Community College Mt. Wachusett Community College 444 Green Street Gardner MA, 01440 Community College North Shore Community College One Ferncroft Road Danvers MA, 01923 Community College Northern Essex Community College 100 Elliott Way Haverhill MA, 01830 Community College Northern Essex Community College 100 Elliott Way Haverhill MA, 01830 Community College Quinsigamond Community College 670 West Boylston Street Worcester MA, 01606 Community College Quinsigamond Community College 670 West Boylston Street Worcester MA, 01606 Community College Roxbury Community College 1234 Columbus Ave, Admin Bldg. 2nd Floor Boston MA, 02120 Community College Springfield Technical Community College One Armory Square, Suite 1, PO Box 9000 Springfield MA, 01102-9000 State University Bridgewater State University Grove Street Bridgewater MA, 02325 State University Fitchburg State University 160 Pearl Street Fitchburg MA, 01420 State University Framingham State University 100 State Street Framingham MA, 01701 State University Mass College of Art and Design 621 Huntington Avenue Boston MA, 02115 State University Mass College of Liberal Arts 375 Church Street North Adams MA, 01247 State University Mass Maritime Academy 101 Academy Drive Buzzards Bay MA, 02532 State University Salem State University 352 Lafayette Street Salem MA, 01970 State University Westfield State University 333 Western Avenue Westfield MA, 01086 State University Worcester State University 486 Chandler Street Worcester MA, 01602 255 Whitmore Admin Bldg. - 181 President's State University University of Massachusetts - Amherst Ave. Amherst MA, 01003 State University University of Massachusetts - Boston 100 Morrissey Boulevard Boston MA, 02125-3393 State University University of Massachusetts - Dartmouth 285 Old Westport Road North Dartmouth MA, 02747 State University University of Massachusetts - Lowell 71 Wilder Street, Suite 7 Lowell MA, 01854 Office of Higher Ed. Higher Education Office 454 Broadway, Suite 200 Revere MA, 02151
Page | 47 Campus Visit Checklist
Research the College ☐ Visit the College’s Web Site ☐ Read the View Book, Catalog, and/or Brochures Call Ahead (Don’t Write) and Ask About ☐ Appointment for interview ☐ Tour times and starting point ☐ Distance / Directions ☐ Special accommodations ☐ Dining ☐ Dorm ☐ Class/Events Schedule ☐ What to bring ☐ Information that can be mailed to you in advance Prepare an Agenda ☐ What do I need to know about the college? ☐ List of Questions ☐ What do I want the college to learn about me? ☐ Resume ☐ Transcript ☐ Portfolio During Your Visit Allow Plenty of time to ☐ Take a Tour ☐ Have an Interview ☐ Sit in on a class that interests you ☐ Try the Food ☐ Meet a Professor ☐ Pick up Information and Applications ☐ Stroll around the town and campus and browse through stores After the Visit ☐ Make notes to refresh your memory later on. ☐ Jot down lingering questions. ☐ Send a Thank You note to the Admissions Office via E-mail or mail.
Page | 48 What Does a Successful College Visit Include?
Most importantly, a productive visit depends upon being able to schedule enough time to absorb something of each campus, especially if you are traveling a great distance and going to much expense. Here are some basics: Visit the student center. What sorts of activity postings do you see? Do they sound like fun? Are your interests represented? Tour the athletic facilities. How modern is the equipment? Can you use the ice rink when the hockey team isn't practicing? What about the tennis courts? Tour the computer lab. How crowded is it? How many PCs do you see? How up-to-date are they? Do most students bring their own computer? How much Web space does each student get? What kind of Internet connections does the school have? T-1 lines? ISDN? or prehistoric modems? Visit the library. How late is it open? Are there quiet, comfortable areas in which to study? Open stacks? Closed stacks? A snack bar? Visit the facilities of special interest: the art museum, the gym, dance studio, Campus Theater, or music hall. Are there exhibits or performances of interest? Is there a well- equipped science lab? Do undergrads get to use it? Attend at least one class in an academic area of interest. Was it interesting? Challenging? Do the students look interested? Can you picture yourself in this class? Studying with these students? Speak with a professor in that area. Is he or she friendly? Encouraging? Intimidating? Eat at least one meal in the campus dining hall. How was the food? Are there many choices? Is there a snack bar or coffee house you can frequent instead? Would you want to eat this food for four years? Spend the night in a dormitory. Are they single sex or coed? How many students per room? How large are the rooms? How convenient (and clean) are the bathrooms? Visit the Student Health Center. Is it open 24 hours a day? If not, what happens to students who get sick "after hours"? Is the staff knowledgeable? Visit the Career Center. Is it professionally staffed? How extensive are the job postings? What companies recruit on campus? Visit the college bookstore? Does it sell used textbooks? What kinds of books would you is required to read for your possible major? Read a recent copy of the student paper. Are the issues it tackles of interest? What can you gather about student/faculty/administration relationships? Listen to the college radio station. Do the programs reflect your tastes? Stroll the campus and surroundings and observe all ongoing activities. Do the students seem friendly? Can you picture yourself making friends with them? On this campus? In this community? Schedule a personal interview. Try to have a campus tour first and ask your tour guide some preliminary questions. Not all these ingredients will be possible for each visit. For example, classes are not usually held on Saturdays and some institutions frown on strangers spending the night in the dorms. Many colleges, however, will offer incentives (for example, free meal tickets and an overnight host program) to make certain that prospective applicants do visit and make the most of their opportunity. Again, ask specifically about such programs when scheduling your visit.
Page | 49 College Visits: A Planning Checklist
At each college visit, you will want to see the campus as it's presented by the admissions office and as an "undercover" student. Use the following checklist to help organize your visit. To make sure you have time to see everything, remember to contact the college and schedule a visit.
Formal Take a campus tour Interview with an admissions officer Visit the financial aid office and ask questions Participate in a group information session at the admissions office Sit in on a class (or two!) Talk to a professor in your chosen major(s) Talk to a coach in your chosen sport Talk to a student or counselor in the career center Spend the night in the dorm with a current student On most campuses, the tour guides are students selected by the college for their ability to project a favorable image of the school. Some may be hesitant to contradict the admissions department and others may be very honest and open about their own experiences.
Questions to ask your tour guide How large are all of your classes? Who teaches you in your courses (a professor or a teaching assistant?) Does this school have a core curriculum? How restrictive is it? How is the library? Are you able to get books when you need and want them? When do you have to declare a major? What are the most popular majors? Tell me about housing. Are some dorms much better than others? Do many students live off campus? What percentage of students study abroad during any given year? What percentage of the student population is in a fraternity or sorority? Is it an important part of campus life? What are weekends like? What are alternatives to the typical party scene? What do you like best about your experience and education here?
Informal Read the student newspaper—even the ads. Try to find other student publications—department newsletters, 'alternative' newspapers, etc. Eat in the cafeteria. Ask students why they chose the school. Wander around campus by yourself. Search for a favorite book in the library. Read the bulletin boards in the student union. Ask students what they like and dislike about the school. Browse in the college book store. Read the bulletin boards in the academic department to which you are applying. Eavesdrop on students to hear what they are talking—or complaining—about. Surf the web in the student computer center. Walk or drive around the community surrounding campus. Listen to the college's radio station. Try to see a dorm that you did not visit on the tour. See if you can imagine yourself at this college. Page | 50 How Important is an Interview
There are several reasons why an interview is important. First, many schools track "contact history" as one way to judge the seriousness of a student's interest. When you make the time and effort to be present for an interview, you demonstrate a sincere interest in the institution. You are saying "I respect you and value your school's educational opportunities. I want to learn more about you and hope you want to learn more about me." Second, the interview is an opportunity to learn firsthand about the school's academic philosophy and admission policy. It's a time for you to confirm or dispel any rumors you may have heard and to glean important facts. Understanding how the selection process works will help you make yourself a better candidate. Third, the interview is an opportunity for you to present yourself in a very personal way. This is especially true if you are someone who makes a very strong physical impression. If you are articulate and outgoing with a depth of personal insight that makes you an attractive candidate, you should make certain to interview at every college in which you have a strong interest. If, however, you come across as arrogant, or shy and retiring, truly ill at ease in the presence of authority figures, you may wish to forego the interview experience because of its possibly damaging effects on your candidacy.
What Are They Looking For? The admission staff wants to gather information on the "total" student: academic and educational potential, motivation, and personality traits. More specifically, the interviewer will be collecting evidence of the following: Intellectual Promise: This is a favorite area of faculty interviewers who see in each prospective student a potential colleague—one who will join them in the pursuit of knowledge. Questions about favorite books or courses are often attempts to measure your level of intellectual curiosity or determine your interest in learning as an end in itself. Motivation: Your interviewer will try to measure your inner drive, probably by asking you to list some of your important accomplishments. When doing so, remember to explain why each accomplishment was important. Energy Level: Are you laid back or high strung? Do you bounce out of bed in the morning or do you need a blast of caffeine? Are you out dancing until midnight or do you run out of gas before sunset? Stability. Your ability to control your emotions and demonstrate consistent unflappability is on display throughout the interview. In other words, don't curl your lip when asked a particularly difficult question. Sense of Humor: Be ready to crack a smile if your interviewer is in a good mood or detects you might be too tense and tries to loosen you up a bit. Don't be afraid to laugh (that is, if the interviewer has said something amusing). Values: There is no "right" or "wrong" being tested. Your interviewer simply wants to know what values you will bring with you to the campus. This should not be misconstrued as an attempt to purge the student body of undesirable elements. Be relaxed and prepared to state your beliefs with firmness and conviction.
Page | 51 Interest in the Institution: This is becoming an increasingly important factor in admission decisions. In the past few years, enrollment management (the non-science of predicting how many admitted students will ultimately enroll) has become highly complicated. For the past several years, the number of applications filed annually has actually risen. At the same time, admission officers are facing intense pressure to generate "good" numbers (i.e., to look selective in college guidebooks and college rankings lists.) As a result, when it comes to filling the last spaces in the class, admission officials are reluctant to admit students whom they suspect of applying simply to have a "safety" school, and who therefore are likely to turn down their offers. Although this practice is not universal, it highlights the necessity of demonstrating a sincere interest in the school to its admission officers during the interview. Articulation: Your ability to speak well, using good diction, will make a positive impression on the interviewer. Role-playing with a friend is terrific practice, but beware of allowing your answers to become over-rehearsed. Pure spontaneity can be a big plus if you are clear in what you have to say and concise in how you say it. Integrity: This should be self-explanatory but there are many ways of being dishonest in an interview. Little white lies (for example, "my School Counselor told me not to tell anyone my SAT scores") can be just as damaging to the interviewer's overall opinion as outright falsehoods. Independence: How well would you cope in an unusual situation without family and close friends? Evidence of your independence can usually be brought out with questions such as "How do you spend your free time?" and "Have you ever been away from home for a relatively long period of time?" Leadership: Every college hopes to enroll a certain number of students who will generate activity and provide the student leadership so necessary for successful extracurricular activities. The types of positions you have held (elected or appointed) and how well you have carried out your responsibilities will be an important factor in most college interviews. Personality: As with values, there are no rights or wrongs in this area. Your interviewer will try to measure your approach to everyday life in an attempt to determine if you are a good fit with the personalities of the current student body. Not being so does not mean a denial of admission. Being different may actually be a plus, but you never know until the admission committee's final analysis. Originality: This is particularly important as so many young people seem governed by peer pressures to conform. Before your interview, take some time to think about those aspects of your character which make you unique. Bring expressions of your creativity into the conversation so they may be recognized by the institution. Self-Image: Your body language is often a tip-off about how you really feel about yourself. Many admission officers say there is no more important character trait to succeeding in college than a healthy self-image. This is what brings you through the difficult days every student has during the college years. Confidence: Once again, your body language is a good sign of your attitude toward new and challenging tasks. Be careful not to be boastful, egotistical, or overconfident. At the same time, do express your positive attitude toward new and challenging opportunities. Preparation: Your interviewer will expect some familiarity with the college and its admission process and will attempt to discover how much you learned about the institution prior to your visit. Being well prepared (taking time to learn about the institution) will demonstrate your sincerity and enable the interviewer to go into higher levels of discussion much more quickly. Poorly prepared students (those who ask whether the school has a crew team or requires SAT scores, for example) lose points in the interview process. Other Traits: Other areas that might be of interest to the institutional representative include your organizational skills, sincerity, commitment to task, and social conscience. These vary by institution and may or may not become critical to decisions made later on in the selection process.
Page | 52 Campus Interviews
The emphasis on college interviews has decreased over the last few years, so you will have to contact each school before you visit to find out their policy. These are the possibilities:
1. No interviews are offered. Instead, the college offers group information sessions only. 2. Alumni interviews (typically off-campus). 3. Interviews are optional and informational only (sometimes conducted by students who attend the college). 4. Interviews are encouraged and become a part of the student's application folder.
If a college does offer on-campus interviews, take advantage of the experience. Consider interviewing first at a school that is not your first choice. Experience is helpful. The interview is most often a very positive experience. The interviewer is really trying to market the school; they want you to apply.
Planning Your Visit The best way to approach visits/interviews is to sit down with a map and plan your trip. Unless schools are in the same city or very close to each other, only plan to visit two colleges in one day. Allow at least 3 hours for interviews, tours, and personal investigation. Once you have planned your trip, then telephone each college and ask if they give interviews. If they do, then make your appointment. Also inquire about tour times. Be sure to take a tour at each school; you will really gain a sense of the college if you make the best use of the visit.
Some Helpful Hints for Interviews 1. Dress neatly. MALES: Tie and shirt or no tie and jacket. Khakis and a polo shirt are appropriate but take some time to look impressive. Be comfortable.
FEMALES: Either skirt or pants are okay, but be sure not to dress too casually. Go easy on the jewelry and makeup. Be comfortable.
2. Have questions in mind for the interviewer. You can bring a notebook into the interview with a list of questions that you are prepared to ask. 3. Look the interviewer straight in the eye. 4. Answer questions directly. 5. Be natural. Be yourself. Be relaxed.
Page | 53 Sample Questions from College Admissions Interviews
Here are a few questions that college interviewers have told us they like to ask. If you could read the evaluation your teacher has written about you, what would it say? Are your test scores an accurate reflection of your true abilities? Are you satisfied with your academic record to date? What has been your most satisfying contribution to your school? How would you describe your two or three best friends? Do you have any anxieties about going to college? What three adjectives would you use to describe yourself? If you could become head of your school for a month or so, what are some of the most significant changes you would make? What do you want to learn during your college experience? What priorities have you established for your college experience relative to your career goals? If you had to convince someone who dislikes your favorite subject that it can be worthwhile, what would you say? What have you done in the last six months to help another person? How do you like your high school? What has been the most positive experience you have had? The most negative? What would you like to change about your high school? What would your teachers say about you as a person? What is the most significant contribution you have made to your school? What are you looking for in a college? What interested you in this college? What are some of your goals—personal and career? Talk about a particular class assignment in which you found yourself most stimulated intellectually. What is your reason for participating in athletics (student government, community service, theater, etc.)? How do you expect, hope, or plan to transfer your secondary school contributions, achievements, and activities to the college level? What is your favorite subject in high school and why? What might you study in college? What books or authors have made a lasting impression on you? What book has inspired, entertained, or challenged you? What was the last book that you read for pleasure? What are the critical events in your life so far? Who has influenced you the most? How have you spent your summers? What are your reactions to certain current events? (Be somewhat versed on the headlines or prominent stories in the last few weeks.) How would you describe yourself as a person? How do you spend your free time? Remember that these are sample questions. None may be asked, but the important thing is to think about how you would answer questions like these. The very process of doing that is a good exercise in preparation for the interview. Once your thinking is stimulated, you can handle most questions. Students rarely return from an interview and say, "It was tough." They almost always say, "The interview wasn’t that bad. I actually think it went well.” The interviewer's job is to put you at ease and stimulate you to talk about yourself.
Page | 54 Be sure to write a thank you note after the interview. The thank you note should be brief, and specific about your interview (a hand-written note OR email is appropriate).
Page | 55 Sample Questions for College Admissions Interviews
The following questions are ones that you might want to think about and use if admissions counselor asks, "Do you have any questions?" Also, really think about what matters to you, develop a few questions, jot them down and if it is appropriate, ask them. Remember that it is important to read as much about the college as you can before the interview. Don't ask questions that are obviously answered in the literature produced by the college.
Every admissions officer remembers a few questions they've been asked; here is a sampling of their favorites.
How would you describe the relationship between your college and the local community? Answers to this question will tell you much about the world that borders the campus and the opportunities for a life away from the daily academic regimen. Are there jobs available? Do eating establishments have any biases against college students? Do they offer student discounts? Are students welcomed in local churches and temples? Can students become involved with social service organizations? What about cultural or recreational outlets that supplement what is available on campus?
Does the undergraduate program take a back seat to the graduate and professional schools? Once again, this question has several subparts. Are resources being channeled away from freshman courses and into doctoral programs? Do graduate students teach undergraduate courses?
Why do students leave this college? Why do some people fail to stay until graduation? What do they discover about their choice that they did not realize before matriculating? Is there a particular personality type that might not be suited to this environment? Is there extra help for students having academic difficulties? In all fairness, keep in mind that approximately 40% of all college freshmen do not finish their undergraduate program in four years.
What percentage of students supports the school financially after graduation? The answer to this question reveals how satisfied students are with their academic and social experience. It also tells you much about the financial health of the institution. After all, if alumni/are doesn’t support a school, why should anyone else?
What is your student/faculty ratio? This is a question with which to be careful, as a straight answer may be misleading. For example, a high number of faculty members per student might mean that enrollment was dropping rapidly or the school was being mismanaged. What you really need to know is how many faculty members actually teach and are accessible to the students? How many primarily do research? How many are on sabbatical? What is the average size of a seminar? How large are the survey courses in most departments? What is the average size of a lecture class?
Page | 56 Questions You May Consider Asking
Here are some additional questions you may want to consider asking the admissions officer What is there to do for fun? What do recent alumni of your college do after graduation? How many freshman students return for their sophomore year? (What is the retention rate?) What percentage of your students continues their education at graduate school or medical school? How is your university really different from all others? How many students graduate in four years? What are the most common complaints by students at this college? What is the campus crime rate (broken down by type of crime) and what kind of protective services are available? What about this institution makes you come to work every day? What are the strengths and weaknesses of this university? What are the current issues on campus? As a freshman, what can I expect the average class size to be? Are some classes held in large lecture setting—and if so, are there smaller seminar groups available? How available are the professors to students? Are tutorial services offered to all students? When students register for a class, do they usually get their first choice? Is class registration available on-line? Does your college have a career placement service that arranges for on and off campus interviews? Is the social life focused mainly on campus, or do students leave on weekends? Are on- campus activities the center of college life or do students go off campus for their social life? What is the most popular major and what percentage of the student body goes on to graduate school? Do students generally stay on campus during the weekends? How does college work differ from high school? What future plans does the administration have for the college? Is your location an asset or a liability? If you could move your campus to another setting, where would you most want it to be?
Remember these questions are only a guide. You need to put them in your own words and tailor them to the appropriate school.
Page | 57 Tips for a Great College Essay
Why Write an Essay? The purpose of the essay is to convince admission officers (whom you’ve never met), in less than ten minutes, that you would be a good match for their colleges.
At the most basic level, it allows admission officers to evaluate your communication and writing skills. In addition, the essay allows admission officers to discover more about you as a person – a side of you not shown by statistics like grades and SAT’s. The essay gives information about your history, attitudes, interests and creativity; it gives a sense of your values and goals. What admission officers are doing is creating a community… looking to see how you would fit in that community, what would you bring to that community and what sets you apart.
How the Essay is Evaluated Is your writing mechanically sound? Is your writing style comfortable? Can you write a good sentence? Can you write a good paragraph? Do you address the question asked? Can you form a thesis? Can you discuss a theme? Is your argument logical? Can you get in and out of the essay with some finesse? Do you writ with style, nuance and creativity? Do you write with a distinctive voice?
Choosing a Topic Choose the essay topic that appeal to you most. The topic is less important than your delivery. Remember: there is no right or wrong answer. The college just wants to know who you are and how your mind works.
Bad Essay Topics – there are bad essays, not bad topics; but be careful about the following: Winning or losing the big game. Relationship problems Telling troubles to a journal Anything that suggests that you don’t see the world beyond high school Simple solutions to world problems Essays in poor taste Parent-bashing Cynicism – it almost never plays well.
The First Draft Spend as much time thinking as you do writing. Narrow your topic and try to be as specific as possible. Brainstorm – scribble down everything you can think of about your chosen topic. Pick out the good stuff and work it into a brief outline. Write a rough draft. Read it – out loud. Ask yourself: Have I answered the question? Have I focused on the topic? Is it specific and detailed? Have I written in my own voice?
Page | 58 Publishing the Essay Eliminate the first sentence (or two)… that allows the essay to “start fast”. A good opening sentence will hook the reader. If you’re bored, the reader will be bored. Add details to make it richer and more interesting. Be revealing… let us know things about you, but don’t be confessional. Be careful with sentimentality… use it sparingly. Beware of trying to impress us with what you think we want to hear. Don’t try to “prove” your intelligence by choosing a topic you think makes you sound smart. Avoid sophisticated words when simpler ones will suffice. Don’t be afraid to use your imagination. Don’t be afraid to be unconventional. But, don’t be weird just for the sake of being weird. Be concise. Ask yourself: “Did I make my points directly and without a lot of unnecessary padding? Show; don’t tell. Don’t just list what you have done – detail it with action words. Use quotations wisely – if it’s window dressing, you probably don’t need it Ask a teacher, parent or friend to read your second draft. Ask them: “Is it interesting from the word go? Does it sound like me? Was it fun to read?” Listen to what they have to say, but don’t let someone else rewrite the essay for you. Read what the application says about essay length, but don’t write just to fill space.
Navigational Hazards The little details aren’t the most important part of the essay, but you are trying to make a good impression. You don’t want to the admission committee to think you’re a sloppy, careless writer. Proofread! If you are sick and tired of the essay, let someone else proof it. Spell-check won’t catch everything! Check your word choice by reading out loud. Make sure that if you are including the name of the college in the essay, it’s the correct school. Wesleyan doesn’t want to know you’ve always wanted to go to Smith. If you are going to take risks (which is OK), be sure you know your subject matter and feel comfortable with that style of writing. For instance, poetry is often risky. Don’t’ try to inject humor if you’re not funny. Be careful even if you are funny… it often doesn’t translate in writing. Remember: a college essay is not a research paper – make it about you.
The Biggest Mistake of All Don’t plagiarize: admission officers have read all the books and seen all the websites.
The Good News Don’t stress too much – write what you feel, do it well… and we’ll like you!
Deb Shaver / Dean of Admission/Smith College / 2012
Page | 59 Talking with College Fair Representatives
Students and parents should make a list of priorities before meeting with the college representatives. In order to make a realistic assessment and selection of a college or university, the following factors need to be considered: Admissions requirements Location Public or Private Enrollment Cost Majors offered Nature of the student population Before going to a college fair, create preprinted labels with your identifying information (Name, Year of Graduation, Address, Phone Number, E-mail address) to place on the information card. This will give you more of an opportunity to talk to the admissions counselor. If you do not have pre-printed labels, bring a pen or pencil to any college fair. Many representatives will ask you for your name and address so they can send you additional information. Bring a notebook or pad so that you can write down the particulars about each school you investigate. Develop your own list of questions to ask college representatives by using the topics listed below as a guide. Get the college representative’s business card with all appropriate contact information. Questions About Admissions Policies 1. Which high school courses are required? 2. Are entrance exams required? Which ones? What range of scores is accepted? 3. Does the college require a certain GPA or rank in class? 4. Will my activities and involvement in school be considered? 5. Is there an essay on the application? 6. Is there an Early Decision or Early Action option? Does the admissions office give preference to those students applying ED or EA? 7. On what basis are applicants accepted? 8. Are personal interviews or letters of recommendation required? 9. Are there special requirements for certain majors? Does the school require foreign language to be accepted? 10. What percent of applications is accepted? 11. Can admission denials be appealed? 12. What is the application filing dates? Questions About the College 1. Where the college is located (city, small town, rural)? 2. What is the surrounding community like? 3. Is the college public, private, church affiliated? 4. What is the current enrollment? 5. What special or unique programs are offered? 6. Does the college have general education or course distribution requirements? What are they? 7. Are foreign language classes required while enrolled at the school? Page | 60 8. What is the academic calendar (semesters, trimesters, and quarters)?
Page | 61 Questions About the Student Population 1. Where do the majority of students come from? 2. Do most of the students commute or live on campus? What percentages of students live on campus? 3. What kinds of activities are offered? 4. Are there sororities and fraternities on campus? What percentages of students participate in frats and sororities? 5. What club teams and/or intramural teams are offered? 6. Is the surrounding community supportive of the college? 7. Does the college have a campus visitation program? 8. Is housing available/guaranteed for freshmen? Is it available all four years?
Questions About Academics 1. What is the average class size? Largest? Smallest? 2. How many students in last year's freshman class returned for sophomore year? 3. What was the GPA for the freshman class last year? 4. What is a college's procedure for student orientation, class placement, and scheduling? Are classes guaranteed? 5. How is a faculty advisor assigned to students? 6. What services does the school offer for the student who is undecided about a major? 7. How many students complete a degree program? 8. Do students graduate in four or five years? 9. What are the most popular majors? 10. Are students taught by full time faculty members, graduate assistants, or a combination of the two? 11. What types of additional services are provided by the school at no additional cost to the student (i.e., tutoring, career and personal counseling, developmental reading and study skills workshops, job placement, etc.)? 12. Is there an honors program? What are the qualifications for entry?
Questions About Social Life 1. What is the average age of your student body? 2. What is the male-to-female ratio? 3. What percent of the students reside on campus? 4. Do you have coed dorms? 5. Is yours a "suitcase college" where most students leave on the weekends? 6. What are the procedures for selecting a roommate? Can you change roommates? 7. What are some of the rules and regulations that govern campus and dormitory life?
Page | 62 Questions About College Costs 1. What are the costs for tuition? Room & board? Are there other fees? 2. How much did your cost increase from last year to this year? 3. Is there a difference in the costs for in-state and out-of-state students? 4. Are accepted students required to place deposits for tuition and housing? Are these refundable? 5. By when must an accepted student decide whether they will attend? 6. Are deposits required each year for returning students? 7. When do bills have to be paid?
Questions About Financial Aid 1. What percent of students receive financial aid based on financial need? What percentage of financial need does the college meet? 100? 90%? 80%? 2. What percent of students receive scholarships based on academic ability? 3. What would be a typical financial aid package for a freshman? 4. What percent of those who apply for financial aid receive it? 5. Will my financial aid be adjusted if my need increases? 6. What are the financial aid application procedures and deadlines? 7. When are financial aid applicants notified of their awards? How long do they have to respond?
Page | 63 Students with Learning Disabilities
I Have a Learning Disability...How Do I Choose a College? Many colleges and universities have programs or services that respond to the needs of students with learning disabilities. This page will help you gather the necessary information to find a match between your needs and the array of options available. Before starting your college search, you and your parents should talk to your School Counselor, classroom teachers, and special education teacher to be clear about the specific services you will need in a college. The best college or university for you is the one that meets your individual needs and academic goals. Accommodations - Without Fee In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, accommodations for eligible students are available without fee at all colleges. Eligibility under these statutes is determined case-by-case based on documentation of a learning disability or AD/HD. The disability must currently substantially limit a major life activity, including learning. Fee-For-Service Programs In addition to these accommodations, many universities also offer a comprehensive fee- for-service program staffed by professionals with advanced degrees. The following questions are designed to help you explore resources, services, and comprehensive programs at your prospective colleges and universities. Questions About Admissions Is there a separate procedure for admission to the learning disability program? Are SAT or ACT examinations required? Are non-standard SATs accepted? What documentation is required for admission in addition to standard requirements? Is a personal interview required? Is any special testing required? If so, what tests and who should administer the testing? How recent do tests have to be? When is the best time to apply? Is there a cut-off date? When can I expect to hear of my acceptance or rejection? How is an acceptance decision reached? Questions about the College or University What courses of study are offered? Do these meet your goals and abilities? What is the average class size? Is there a wide range of academic choices in the college or university? How much time is spent in each class? What percentage of the faculty is full-time or permanent as opposed to part-time adjuncts? (Having many part-time instructors may indicate that extra help, availability during office hours, and faculty advising may not be readily available or adequate to best serve the needs of students with learning disabilities.) What grade point average must a student maintain to stay in the college or university? Are there course modifications for students with learning disabilities? What social and co-curricular activities are available? Are the dorms suitable for your social and emotional needs? Have you visited the college and talked with students? Does faculty welcome and respect students with learning disabilities?
Page | 64 Questions To Ask About the Special Programs in Colleges and Universities
Academic Questions Are there individual and group tutorials? Are tutorials scheduled to fit into the student's program? Are additional tutorial sessions provided based on student's needs? Or is there only a drop-in service? Are tutorials conducted by educators with advanced degrees? Are program services offered in a central location? Are resources coordinated to meet the individual student's needs or must the students advocate for their own needs? Do program personnel have ongoing relationships with faculty to sensitize them to students' needs? Is the staff available on short notice? Are alternative modifications for academic performance available and delivered systematically (i.e., not left solely for the student to request)? Examples: Books on tape Taped lectures Readers Scribes A standardized procedure for extended time tests Courses or workshops to help writers with learning disabilities succeed in required college English composition courses Are students mainstreamed in all college courses? Is the program flexible in its theoretical educational approaches to helping the student with learning disabilities? Or is it locked into one theoretical framework? Is a summer diagnostic-experiential program required? What criteria are used to evaluate the student's performance during the diagnostic period?
Counseling Questions Are the student's social and emotional needs addressed? Do certified professional social workers (or psychologists) meet with students individually, or in groups? Are support services required or left to the student's discretion? What services are available for career advising? How are parents’ concerns and questions addressed?
Multidisciplinary Questions Is there a multidisciplinary team to coordinate academic and social/emotional interventions? Is there ongoing professional supervision of tutors (i.e., peers, educators, mentors, educational therapists, special education teachers) and counselors (social workers)? What is the ratio of professionals to students in the program?
Page | 65 Other Policy and Procedural Questions Is a representative from the program available to answer all your questions clearly and thoroughly? How many students are in the program? What do students pay for support services? Are these charges considered in the school's financial aid package? Will part of the services be paid by health insurance? How are transfer students integrated into the program's services? Does the official transcript respect student's confidentiality by not revealing that students have participated in a special learning disabilities program? How long does a student stay in the program? (Some schools offer services for a limited period while others are available as long as the student needs them).
Questions for Schools that Do Not Have a Special Program for Students with Learning Disabilities List the services you will need, and ask for specific details about how you would receive these. (Whom to see, what are the services, when are they given, by whom, and where are they provided?) Are these services available without fee? What documentation of your learning disability is required? Who is responsible for coordinating services for students with learning disabilities? Is this a full-time permanent position? Does availability of these services depend on the enlightenment and good will of each instructor or is it established by school policy? How hard must students advocate for themselves to get special services? How many students with learning disabilities are in the school? Is faculty responsive to the needs of students with learning disabilities? Is there a learning center where content tutoring is available for all students?
The Best School for You Many colleges and universities now offer accommodations or a comprehensive program to help you reach your academic goals. Because college will be more demanding than high school, you may benefit from professional services to strengthen your coping skills. It is up to you to carefully explore what you will need to succeed in college.
Page | 66 Colleges for Students with Learning Disabilities and/or ADD/ADHD
Self-Advocacy Skills for Students with Learning Disabilities ISBN: 978-1-934032-06-0 Author: Henry B. Reif 2007 Edition Publisher: Dude Publishing
The K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit/Hyperactivity Disorder (ADHD) ISBN: 978-0307945075 Author: Marybeth Kravets & Amy Wax 2012 copyright, 11th Edition Publisher: Kravets, Wax & Associates, and The Princeton Review, Inc.
The Colleges That Change Lives ISBN: 978-0143122302 Author: Lauren Pope 2013-2014 Edition Publisher: Penguin Books
Page | 67 Differences Between High School and College
Personal Freedom in High School Personal Freedom in College High school is mandatory and probably free. College is voluntary and probably very expensive. Other people structure your time. You structure your time. Parents and others guide moral decisions. You guide your own moral decisions. Others guide appropriate behavior. You guide your own behavior. You are a minor. You are an adult. High School Classes College Classes You go from one class directly to another. You may have hours between classes. You spend 30 hours a week in class. You spend about 15 hours a week in class. A class lasts for 10 months (the school year). A class lasts just 4 months. Your school day looks full. Your day looks like you have lots of free time. Doing your homework is the last part of your day. Homework is an all-day activity. Homework is highly structured. Homework is largely self-directed reading. Homework is collected and graded. Homework is often not collected or corrected. High School Teachers College Professors Carefully monitor your absences. Might not even notice that you’re absent. Remind you of incomplete work. Assume you know what you need to do. Approach you if you seem to need help. Wait for you to ask for help. Often available to talk before and after class. Are available during office hours. Provide you with what you miss if absent. Assume you will get what you missed. Follow a textbook. Might follow a textbook. Lectures are important. Write key information on board or give hand-outs. Expect you to figure out what is important. Teach to the intellectual middle of the class. Teach to the intellectual top of the class. Studying in High School Studying in College Study an hour or so before the test. Study 2 or 3 hours per day for each class hour. Readings are thoroughly discussed in class. Readings may not be discussed at all in class. You know what to expect on a test. Professors say, “Know everything!” Tests in High School Tests in College Testing is frequent and covers one section. Tests occur every 4 – 6 weeks and cover a lot. Makeup tests are easily available. Make-up tests are seldom an option. The teacher reminds you to make up a test. You must take the initiative for a possible make-up Review sessions are routine. Reviewtest. sessions are rare. Tests ask you to give back facts. Exams require analysis and synthesis. Grades in High School Grades in College Everything you do contribute to your grade. Papers and exams determine grades. Good homework grades can save you. Homework carries little or no weight. Extra credit can help raise a grade. Extra credit does not exist. If grades improve, you get the better grade. Your grades are an average of all exams. You graduate if you pass required courses. You graduate if your GPA meets minimum EFFORT counts. RESULTSrequirements. count.
Page | 68 Letters of Recommendation
Most colleges and universities—and many other programs including many scholarship applications—require that students provide recommendations to support their applications. If there is a cardinal rule for the recommendation process it is this: ASK EARLY.
How many recommendations do I need? The answer depends on the application requirements of the colleges to which you are applying. Your School Counselor recommendation is a standard part of your application package, along with your transcript, that is sent from the high school to the college. Apart from that, a college will usually specify how many other recommendations they want. That number varies greatly from school to school. This is one of the many reasons that it is absolutely essential that students read all application instructions very carefully and early. The most accurate place to check application requirements is on the college website under the Admissions section.
Should I include extra recommendations? You may want to ask someone who is not a teacher to write one more if there is something substantial to be said, like having the leader of your youth group write about all of the hours you spent with them going to Boston to feed the homeless. Asking yet another teacher is not a good idea unless the person can say something substantial and distinctly different than what the other two will say. We strongly suggest speaking with your counselor if you are considering an additional recommendation.
Who should write my recommendations? Be sure to note any requirements in your application instructions. A college may dictate the subject areas from which they want your recommendations. Generally, at least one of your recommendations should be from a teacher. For your teacher recommendations, you should generally choose some teachers who know you well. Senior year teachers who have only had you in class for a short time are generally not the best choice.
Best Choices: Junior year teachers, teachers whom you have had more than once, teachers who know you in other capacities (i.e. as a coach), and teachers in the field in which you intend to major
Ask teachers who have seen the best of you and who can make the most positive remarks. This does not, however, mean that you have to choose a teacher in whose class you received an ‘A’. Sometimes, a teacher who has witnessed your efforts in trying to be successful in a particularly challenging class can have more to say about you as a student who can overcome obstacles than a teacher can who saw you breeze through his or her course material.
You should try to avoid overlap in subject area (i.e. don't have three science teachers). Try to have some balance, and also try to get a recommendation from a teacher who can comment on your writing ability, preferably an English teacher.
~ REMEMBER TO ASK EARLY ~ ~ IN PERSON ~ ~ BEFORE SCHOOL LETS OUT FOR SUMMER ~
Page | 69 Teacher Recommendation Request Form for College Applications
______Date
______Student’s Name Teacher’s Name Course Name
After careful thought and consideration, I believe that your observations and comments of me for my recommendation will enhance my college application. A self-addressed stamped envelope is provided for each recommendation.
Please send recommendations to the following school(s): Deadline ______
______
______
______
______
Complete the following questions so that teachers may have a more complete picture of you.
1. Course(s) taught by teacher and final grade(s) received.
2. What aspects of the course did you enjoy most? Why?
3. What was your greatest challenge in this course and how did you meet that challenge?
4. What assignment do you feel most reflected your learning in this course and why?
Page | 70 5. What do you feel you gained from this course?
6. List any special information about yourself as a student in this class that you would like highlighted.
7. Briefly state your career goals and likely college major.
8. If you had to describe yourself in three adjectives, which would you select and why?
I will provide you with the following 3 weeks prior to the college deadline date: A Teacher Recommendation Form if the school encloses one in its application packet. A stamped, self-addressed envelope for each college I am applying to.
Agreed Upon Completion Date: ______
Thanks for your willingness to take time to write a recommendation for me. I appreciate your efforts on my behalf.
Sincerely,
______
Page | 71 Admissions Options
These two options allow students to apply early in their senior year and receive a decision earlier than they would with regular decision. Early Decision and Early Action is not the same thing, and they are not available at every school. If you are interested, please check your applications or ask the admissions office if these options are available.
Early Decision : Early Decision is a major commitment. You may only apply to one school under Early Decision. By using this option, you agree that, if accepted, you will withdraw all other applications and agree to attend that school. You must be absolutely certain that this school is your first choice if you are going to apply under Early Decision. This commitment is binding, though you may be able to change your mind if the school does not meet your financial needs. Early Decision deadlines are usually quite early in the school year, sometimes in October, but more often November 1st or November 15th.
Early Action : This option does not involve a binding commitment. Under Early Action, you apply much earlier, often by November 1st or 15th, and will receive an answer much earlier, usually by January 1st. You may apply to any number of schools under Early Action, and you have until May 1st to notify the school of your decision to attend or not. Once again, remember that these options do not exist at every school. You must check to see what is available from the schools to which you will apply. Some schools have “Restrictive Early Action”. Please be aware of those requirements.
Regular Admissions and Rolling Admissions Regular Admission: This is the standard application process and most common deadline. All applications are due by a specific date. After the application date, the decision-makers at the college will gather to begin the selection process. The college has a set date on which they will mail out all of the acceptance and rejection letters. As always, it is important to read all application instructions carefully. Note all application deadlines.
Rolling Admission : This is a process that is often easier for both the college and the student. A college offering rolling admission will have a date on which they will begin making decisions on candidates who have applied. This date varies greatly by school and can sometimes be very early in the school year. As decisions are made, letters of acceptance or rejection are sent to students. Thus, students who send in an application generally receive replies much sooner with rolling admission than regular admission.
Because space begins to fill up when a college begins rolling admission, it is usually better to apply as early as possible. One exception might be the case of a student who has had an inconsistent or sub-par academic record and could use some extra time to earn good grades during senior year. Such a student may consider waiting until after midyear grades are available before applying.
Some schools that use rolling admission have no deadlines, though space may fill up for most programs. Others have firm deadlines or priority deadlines. Read the application instructions carefully.
Other : Priority / V.I.P. / Candidates Choice
Page | 72 The Common Application
What is it? The Common Application is a single application for undergraduate college admission, used by a consortium of colleges and universities. Students have been using the Common Application for more than 25 years
The Common App is comprised of two major sections: 1 The application core (e.g., information on your classes, your GPA, your test scores, your activities, your personal statement (or college essay), etc.) that is sent to all the colleges that you choose to use the Common App for and which accept the Common App.
2 The supplements, i.e., the additional information requested of you by each college, which are specific to the colleges you are applying to.
How do I find it? Easy! www.commonapp.org.
When can I create an account? You can create an account beginning August 1st during the summer before your senior year. You will thank yourself over and over again once senior year begins if you begin filling out the basic information on the Common App during the summer.
Which colleges are members of the Common Application? You can find the member list on the Common Application website, www.commonapp.org. Naviance also provides an icon for schools you add to your list that use the Common App. The icon looks like this.
Do colleges prefer that I use their own application? No, but sometimes a college will provide you with an application fee waiver to complete a version of their own application. Although, some colleges also offer fee waivers for completing the Common App. It all depends on the college.
~ TIPS ~ Once you have submitted your application to a school, you cannot edit your application for that School. You Can edit it for future applications. Don’t wait until the last minute to submit! Common App becomes very busy close to deadlines.
Page | 73 Service Academies and ROTC Scholarship Programs
While all juniors should begin exploring possible educational programs following graduation, those interested in the Service Academies and the ROTC. Scholarship programs must begin as soon as possible to insure that they receive full consideration. SATs and/or ACTs should be taken by May of the junior year. Open houses can be visited during the summer.
The first step in securing an appointment to one of the academies is to request a Pre- Candidate questionnaire.
The Academies
Admissions Office Admissions Office U.S. Military Academy U. S. Air Force Academy Building 606 2304 Cadet Drive, Suite 200 West Point, NY 10996-1797 U.S.A.F. Academy, CO 80840-5025 845-938-4041 800-443-9266 www.usma.edu/admissions www.usafa.af.mil
Admissions Office Admissions Office U.S. Naval Academy U.S. Merchant Marine Academy 117 Decatur Road 300 Steamboat Road Annapolis, MD 21402-5018 Kings Point, NY 10024 410-293-4361 800-732-6267 www.nadn.navy.mil/admissions www.usmma.edu/admissions
The second step is to write to each of your senators and your congressman and ask that they consider you as one of their nominees. In this letter you should indicate your first, second, third, and fourth choices for academies as well as: Name, address, and telephone number
Date of birth and Social Security Number
High school name and year of graduation
Names of your parents
Page | 74 Your request for consideration should be sent to: The Honorable Elizabeth Warren John F. Kennedy Federal Building, Suite 2400 15 New Sudbury Street Boston, MA 02203 (617) 565-3170
The Honorable Edward J. Markey John F. Kennedy Federal Building, Suite 975 15 New Sudbury Street Boston, MA 02203 (617) 565-8519
Congressman James McGovern Worcester Office: 12 E. Worcester Street, Suite 1 Worcester, MA 01604 (508) 754-0982
Deadline for applications is November 1st. The Coast Guard Academy has an admissions procedure similar to other highly competitive colleges. However, there is no nomination process involved. Write directly for an application:
Admissions Office U.S. Coast Guard Academy 31 Mohegan Avenue New London, CT 06320-4195 860-444-8500 www.cga.edu/admissions/admissions.htm
Minimum Preparation While in High School: English 4 years Math (through Calculus) 4 years Foreign Language 2 years Laboratory Science 2 years American History 1 year
ROTC Scholarship programs involve a competitive application process as well. In addition to the written application, candidates must undergo a physical examination, formal interview, and a physical abilities test. The first step in the process is to contact the local recruiting station for an application.
Page | 75 College Vocabulary List
Common App/Common Application – Universal application form that is used by many colleges. www.commonapp.org Common App Supplements – Supplemental forms used by Common App schools that request further information not found on the Common App. SSR – Secondary School Report form required by all colleges, usually filled out by the secondary school counselor Teacher Recommendations – Required by most colleges, anywhere from 1-3. This must be filled out by an academic teacher. Undergraduate – Student at a college or university studying for a Bachelor’s Degree Graduate – Student at a university studying for a graduate degree – either Master’s or PhD. Community College – A two year college leading to an Associate’s Degree. These colleges are local and often do not provide housing. For-Profit Institution – A 2-4 year educational institution that is run as a for-profit business College - A four-year institution that grants Bachelor’s Degrees University - A four year plus institution that grants Bachelor’s, Master’s and PhD. degrees Associate Degree – A 2 year degree: AA Bachelor Degree – A 4 year undergraduate degree: BA AB, BS Master’s Degree – A 1 year plus degree following a Bachelor’s Degree: MA, MBA, MALS Doctorate – A 2 year plus degree following a Master’s Degree: PhD Post-Doctorate – Further educational study following a PhD. Public Institution - A college or university funded by the state in which it is located Private Institution - A privately funded college or university Liberal Arts - College and university subjects that are intended to provide students with general cultural knowledge, e.g. languages, literature, history, and philosophy Baccalaureate - A Bachelor’s Degree Pre-professional - A program of student that leads to a professional degree e.g. nursing, engineering, criminal justice Greek Life - A college or university social network consisting of fraternities and/or sororities Fraternity - A social society for men who are students at a college or university, with a name consisting of individually pronounced Greek letters. Sorority - A social society for women who are students at a college or university, with a name consisting of individually pronounced Greek letters. Resume - A formal list consisting of educational background, accomplishments, employment and other relevant details, used for job-searching and college/summer programs
Page | 76 Athletic Resume - A formal list consisting of educational background, athletic accomplishments, and other relevant details, used for college coaches Arts Resume - A formal list consisting of educational background, artistic accomplishments, and other relevant details, used for college/summer arts programs Reach - A school that is a very selective choice for the student, where a student has a less than 50% chance of acceptance, based on GPA/testing and other relevant factors Fifty/Fifty - A school that is a selective choice for the student, where a student has a 50% chance of acceptance, based on GPA/testing and other relevant factors Likely/Probable/Safety - a school that is a reasonable choice for the student, where a student has a more than 50% chance of acceptance, based on GPA/testing and other relevant factors ED - Early Decision - An early application program that demands a binding decision whereby if a student is accepted ED, s/he must attend that school. If a student requires financial aid, the student must attend the school, if the school meets his/her need. A student can only apply to ONE school under the ED program. An ED statement is required with the application, signed by the student, his/her parents and the secondary school counselor. EA - Early Action - A non-binding early application program that will let students know early whether or not they are accepted, denied or deferred. Students may submit as many EA applications as they wish. Students have until May 1st to decide. REA - Restrictive Early Action - A restrictive early application program that will let students know early whether or not they are accepted, denied or deferred. Students who apply REA may only apply to ONE college under their EA program. Students have until May 1st to decide. Rolling - An application program whereby applications are reviewed and decided as they are received. Priority/VIP Application - A special application particular to an institution sent to targeted applicants Regular Decision - The general admission program for college applications Deferred - Students who are deferred under an early application program have their decisions deferred until the regular pool of applicants. Waitlist - Students who are not accepted but who are viable candidates for admission can be placed on the waitlist. If a spot should open up after May 1st, that student may be admitted from the waitlist. Most schools keep some financial aid for waitlist candidates. May 1st - The universal deadline for depositing at ONE school for the fall. Double Depositing - The practice of depositing at more than one school is highly frowned upon by colleges and universities and can lead to the rescinding of admissions decisions. Legacy - Student applying to a particular institution where immediate family members have/are attending Information Session - The general information session in the Admissions Office that is part of a college visit. Tour - The tour of the campus, usually by a student tour guide, that is part of a college visit.
Page | 77 What is Financial Aid?
In a nutshell, financial aid is the combination of resources which supplement what parents and student are able to contribute to meet the costs of a college education. The financial need is determined by subtracting what parents and student can realistically afford from the cost of the education.
To determine eligibility for financial aid you need to take the following steps: 1. In September fill out the College Scholarship Service PROFILE registration form. C.S.S. will return to you a customized application packet based on the schools you have indicated you are applying to. Be sure to register four-six weeks before the earliest deadline required by your group of colleges. This may be as early as Oct. 1 if you are an “E.D.” or “E.A.” candidate. Some colleges do not require the PROFILE. Check the PROFILE college code list to see which of your colleges require it. C.S.S. will collect all information necessary to estimate eligibility for college and federal funds. There is a fee for registration and an additional fee for each college listed.
2. Fill out the PROFILE application form and return it to C.S.S. They will forward it to the colleges you have indicated you wish to receive it. If you need to add more colleges at a later date you can do so using the Additional School Request form.
3. In January fill out the Free Application for Federal Student Aid. All students applying for aid need to fill out the FAFSA. in order to be considered for any federal student aid programs, including PLUS Loans and Stafford loans. The FAFSA cannot be submitted before January 1 because student and parent federal tax forms and W-2 forms are needed to complete this application the FAFSA application can be obtained from your college counselor.
4. C.S.S. will calculate your expected parental contribution. This information will be sent to you and to the colleges you have designated.
5. Colleges will prepare financial aid “package” based on the information provided by the processing services. If you are admitted the college will notify you of this award shortly thereafter.
Some Things to Remember When Applying for Financial Aid: 1. To be considered for any Federal student aid programs (such as Federal PLUS Loans or Federal Loans) a student must fill out the Free Application for Federal Student Aid (FAFSA)
2. A typical financial aid “package” includes a combination of non-repayable federal grants, state grants (if applicable), loans, work, and non-repayable grants from the college.
3. Colleges tend to interpret the data from the processing service slightly differently, and this may cause the estimated family contribution to be lower or higher than the figure indicated by the processing service.
4. The financial need is usually assumed to be lower if the income is high. Yet, a high income does not always mean you will not show a need. A large family with more than one child in college at a time, extraordinary expenses, and parents nearing retirement are all circumstances which can affect the estimated need. If you feel there is even a remote chance that you will qualify for financial assistance, submit the required financial aid application.
Page | 78 Page | 79 Helpful Financial On-Line Planning Tools for Students and Families
It is important that students and families begin a conversation about the realities of college costs and the many factors that may need to be taken into consideration prior to choosing the “Best Fit” college academically, personal/socially, financially and one they would attend and truly be happy.
The Following on-line Planning Tools are Available for Families to Use. 1. The College Board Expected Family Contribution (EFC) Calculator This calculation will give you an estimate of what the federal government determines you and your family can contribute for college expenses. Go to bigfuture.collegeboard.org for their EFC Calculator.
2. Net Price Calculator This gives students and families an early estimate of what a specific student may receive for financial aid from a specific college. This calculator is mandated by the US Department of Education and is found on college websites. It can also be found on www.netpricecalculator.com
3. The College Value Calculator This uses objective data to determine if a specific college at a specific net price/discount is the best value. The use of this tool can be completed in three easy steps for each college by finding the Student’s Net Price, Graduation Rate and Loan Default Rate of each college. This is like the Kelly Blue Book for colleges. To gain access to this calculator go to www.collegevalue.info
With rising cost of colleges, these calculators will help in understanding the costs and determine whether you should add more colleges to your list that are a better financial fit. These planning tools can empower students and families to make the best informed financial decisions by comparing college costs affordability value, providing the students have researched and determine schools of interest and a “Best Fit”.
Additional Financial Sites MEFA Free Application for Federal Student Aid (FAFSA) Federal Student Aid FAFSA4caster Financial Aid Comparison Worksheet (Consumer Financial Bureau)
Page | 80 Financial Aid
Types of Financial Aid
Need-Based Determined by standardized applications such as the Free Application for Federal Student Aid (FAFSA) or the CSS Profile. Merit-based Need is not considered. Merit Awards are determined by each specific college. Most of these awards are listed in the college catalog; some will require their own application.
FAFSA Available on the web at www.fafsa.ed.gov There is no fee associated with this application. Families without internet access should contact the School Counseling Office for assistance in obtaining a paper copy of the FAFSA. The FAFSA cannot be submitted until after January 1st of the Senior year. Once in college, students will need to resubmit the FAFSA every year for continued financial aid.
CSS Profile This form is used by many private colleges. An application fee is required. Once you have decided on the colleges you will be applying to, you should check online at www.collegeboard.com to see if any of your college choices require this application and adhere to their financial aid deadline – different from the application deadline.
Individual College/University Forms Some colleges and universities also require applicants to fill out a financial aid form specific to their own campus. This information is often used to assist in distributing a school’s own financial aid money.
Deadlines Colleges have FINANCIAL AID DEADLINES in addition to application deadlines. Check the college catalog or contact the financial aid office of the specific college for their financial aid deadline.
Help is Available Meet briefly with the Financial Aid Officer during a campus visit. Attend Financial Aid Night at Westborough High School in late Fall. Contact the college’s financial aid office with any specific questions, concerns, or problems. Contact Massachusetts Educational Financing Authority (MEFA) at (800) 449-MEFA or on the web at www.mefa.org. College Gamepay: Check www.FAFSADAY.org for details.
Look on the internet at a website such as www.fastweb.com. This site will alert you if national scholarships fitting your profile become available.
Page | 81 Financial Aid Vocabulary
FAFSA - The Free Application for Federal Student Aid. This must be filled out by students and parents seeking financial aid each year.
PIN Number - A 4-digit number used to access and sign your FAFSA.
Profile - An additional financial aid form required by some schools, administered by the College Board. Must be filled out by students and parents; a fee is required.
EFC - Estimated Family Contribution – the amount that a family is expected to pay for college, calculated as a result of filling out the FAFSA and used by colleges to figure out financial aid.
PLUS loan - A federal loan program for parents of undergraduate students to use to fund college.
Pell Grant - The Federal Pell Grant Program provides need-based grants to low-income undergraduate and certain post-baccalaureate students to promote access to postsecondary education. Students may use their grants at any one of approximately 5,400 participating postsecondary institutions. Grant amounts are dependent on: the student's expected family contribution (EFC) (see below); the cost of attendance (as determined by the institution); the student's enrollment status (full-time or part-time); and whether the student attends for a full academic year or less. Pell grants do not have to be repaid.
Stafford Loan - These are fixed-rate student loans for undergraduate and graduate students attending college at least half-time. Stafford loans are the most common and one of the lowest- cost ways to pay for school.
Perkins Loan - The Federal Perkins Loan Program provides low-interest loans to help needy students finance the costs of postsecondary education. Students can receive Perkins loans at any one of approximately 1,800 participating postsecondary institutions. Institutional financial aid administrators at participating institutions have substantial flexibility in determining the amount of Perkins loans to award to students who are enrolled or accepted for enrollment. Borrowers who undertake certain public, military, or teaching service employment are eligible to have all or part of their loans canceled.
Work Study - The FWS Program provides funds that are earned through part-time employment to assist students in financing the costs of postsecondary education. Students can receive FWS funds at approximately 3,400 participating postsecondary institutions. Institutional financial aid administrators at participating institutions have substantial flexibility in determining the amount of FWS awards to provide to students who are enrolled or accepted for enrollment. Hourly wages must not be less than the federal minimum wage.
Gapping - The “gap” between what a college awards in financial aid and the cost of attending the college.
Certification of Finances - A financial form available from each college, accompanied by a bank statement, that is required for all international students applying to US institutions.
Page | 82 Questions to Ask a Financial Aid Officer
What financial aid forms do I need to complete?
What is the deadline for applying for financial aid?
What is the financial aid deadline for Early Decision applicants?
Can you estimate the cost increase for each year?
How many students receive financial aid?
What is the average financial aid package?
Will there be other costs in the award letter that I should know about?
If my family cannot meet the financial responsibilities, what financing options are available to help me pay my share?
How will my financial aid package change year to year?
How do you handle outside scholarships? Do they lower my award?
What is the typical loan debt that a student accrues once they have finished college at this institution?
When can we expect to receive bills from the college?
Are there monthly payment options?
Are there extra costs such as parking and lab fees that I need to be aware of?
Would you buy a car or home without investigating your purchase? Of course not! That is why it is important to ask questions to admissions and financial aid personnel, as well as current and former students of the colleges of your choice. Choosing where you will educate yourself is an important choice and one of the biggest expenses of your life. Make an informed decision and do your homework. It will pay off in the end. Good Luck!
Page | 83 Guidelines for College Bound Athletes
If you intend to participate in Division I or II athletics as a freshman you must register and be certified by the NCAA Initial-Eligibility Clearinghouse. Prospective Division III athletes are not held to NCAA Division I or II requirements, but are encouraged to check with their prospective schools to learn about their particular requirements and registration processes.
Web site: www.eligibilitycenter.org
Meeting NCAA Academic Requirements In order to compete in Division I or II athletics, you MUST meet academic requirements that are based on Grade Point Average (GPA) and SAT/ACT scores. All prospective NCAA athletes are required to take either the SAT or ACT. NCAA Division I and II require 16 core academic courses to be eligible; NCAA specifies which courses are approved and which are not. Go to www.eligibilitycenter.org to view these eligibility requirements.
Recruitment Rules for Division I and II Athletics Contacts: In all sports other than football and basketball, phone calls from faculty members and coaches are not permitted until July 1st after completion of your junior year. After this, the coach is limited to one phone call a week to either you or your parents. You may contact a coach as much as you wish.
Visits: Coaches are allowed seven opportunities to set up recruiting visits or meetings during the academic year; however, these visits are limited to one per week.
Official Visits: Any time after your first day of classes of senior year you are allowed ONE expense-paid visit. This can only occur after the coach has received an official SAT/ACT score and a high school transcript.
Page | 84 College Information for Athletes
NCAA: As a reminder, students who might participate in sports at Division I & II colleges must be approved through the NCAA Clearinghouse. This process can be started after junior year. For more specific information and to learn how to register, visit the NCAA Clearinghouse website at www.eligibilitycenter.org
Questions To Ask During Your Visit: Before you decide to make your first visit to a college, it's a good idea to think carefully about the kind of information you are going to need in order to eventually make your decision. Once you do, you'll be able to ask the right kinds of questions. The following are some good ones to get you started. Ask the College Athletic Recruiter (most likely a coach): 1. What position do you want me to play, and how many others are you recruiting for
the same position? 2. What is your philosophy of offense? Defense? Are you considering any changes? 3. Will I be red shirted? 4. If I need a fifth year, will you finance it? 5. What happens to my scholarship if I am injured or ineligible? 6. What kind of academic support is in place for athletes? 7. Are all injuries handled by the school's insurance policy? 8. If injured, may I use my family doctor? Who determines my fitness to compete after an injury? 9. What is expected of players during the off season?
Ask of the Players at the College: 1. What does your day typically look like? In season? Off-season? 2. Approximately how many hours do you study? 3. What, generally, are the attitudes of professors in different fields of study? In my field of study towards athletes? 4. How do you like the living arrangements? 5. Who is available to help you if you have academic problems?
Ask of the Non-Athletes at the College: 1. What do you think of the quality of education you are receiving at this college? 2. If you had to do it over again, would you choose this college to attend? Why? 3. What is the general opinion of athletes on this campus?
Ask of School Officials/Admissions Officers: 1. What is the graduation rate for athletes? In my sport? 2. About how long does it take someone in my sport to earn a degree from this college? 3. What is my eligibility for additional financial aid? Page | 85 Page | 86 Vocabulary for Athletes
NCAA - The National Collegiate Athletic Association; administers 23 college sports and championships for those supports. Enforces NCAA rules and oversees scholarships.
NCAA Eligibility Standards - NCAA academic standards Re: core courses, grades and test scores for athletes needed in order to qualify for Divisions I, II, and III.
Division I - Offers at least 7 sports for men and women or 6 for men and 8 for women. Offers financial aid awards to student athletes.
Division II - Offers at least 5 sports for men and women or 4 for men and 6 for women. Offers financial aid awards to student athletes.
Division III - Offers at least 5 sports for men and women. No financial aid awards to student athletes.
Core Courses - Courses that your high school offers that have been approved as NCAA Core Courses and are therefore used for eligibility determinations.
Page | 87 Alternatives to College
Many students graduate from high school with a great deal of uncertainty about their future. There are many advantages to selecting this alternative path. First, students will have more time to define their academic or occupational focus. Second, students will have the opportunity to improve their financial status by saving money. Last, colleges do not discourage students from taking a year off: in fact, the school is often happy to receive a more mature, dedicated student the next year. If you have any further questions about this option, please contact your counselor. What to do After High School
1. College or Technical School
List goals as well as accomplishments For Example: o Academic and personal strengths and weaknesses o Extracurricular activities o Awards o GPA o Class Rank o SAT, ACT, or AP Scores Next, list the qualities you look for in a college o Do you want to go away or stay home? o Take online courses o Play a sport o City or Suburb Research colleges and discuss with school counselors Two year certification programs, training programs.
2. Job Options Entering the Military o Discipline o Earning Money o Saving for College o Learning a Trade o Explore pros and cons of a military career
Search for Employment o Develop resume, cover letter, reference sheets o Develop interviewing skills o Helps you save money and potentially work in a field of interest o Learn basic job skills, gain experience
Page | 88 Internship o Two or three internships during the course of a year o Most internships are unpaid o Learn many facets about a particular career o Job shadow-make appointments with local business’ of interest to you and find out what these organizations do o Don’t forget your connections! Use people you know who may work in a field of interest to you.
Taking Time Off o Take a year off between high school and the “Real World” o Time for travel, community service . Community services organizations offer a wide variety of choices for tens to use their skills and develop interests . Some organizations offer a stipend or chance to obtain money for college or vocational training
Research Particular Career Paths o Information about certain occupations and requirements via the Internet Library o Informational interviewing-set up appointments and ask questions.
Take Interest Inventory Tests o Figure out what your interests and abilities are and what career you are linked to. Do this on Naviance. Complete the “Do What You Are” Interest Inventory
Additional Websites to visit for Information http://cce.qcc.mass.edu/college/default.asp http://www.corridornine.org/ http://workforcecentralma.org
Page | 89 Gap Year Programs
LEAP now has long been a leader in alternative education. The program specializes in unique semester-long and full-year experiential programs in the U.S. and abroad. All programs feature a balanced blend of language study, cultural immersion, service and environmental work, and outdoor adventure.
Idealist/Action Without Borders Over 35,000 nonprofit and community organizations in 165 countries which can be researched by name, location or mission. Thousands of volunteer opportunities in local communities and around the world, and a list of organizations that can help you volunteer abroad. Idealist is the best Nonprofit Career Center on the Web, with hundreds of job and internship listings.
Global Volunteers Global Volunteers' goal is to help establish a foundation for peace through mutual international, cross-cultural understanding. As the preeminent private, non- profit, non-sectarian organization offering volunteer vacations worldwide, Global Volunteers mobilizes some 150 service-learning team’s year-around to work in 19 countries on five continents.
The Center for Interim Programs Founded in 1980, with offices in Massachusetts and New Jersey, the Center for INTERIM Programs is the first, and longest running, counseling service of its kind to be established in the United States. INTERIM offers individuals of all ages and backgrounds the opportunity to explore different areas of interest via a personally tailored, experience-based format. Since its inception, INTERIM has designed creative "time on" for over 3,500 young people between the ages of 15 and 70, and has created an evergrowing database of over 4,000 options worldwide.
Americorps NCCC This is a ten-month residential service program. Participants live in one of five regional campuses and focus on environmental, public safety, or disaster relief issues. Members will help to meet the needs of the community through individual and community efforts. (800-942-2677)
Americorps VISTA This program is similar to Americorps NCCC; however, participants live in the disadvantaged communities they serve. (800-942-2677)
CityYear This is a national service organization where participants devote one year to community service. The program focuses on building leadership skills and civic responsibility. Participants are paid a weekly stipend and receive health coverage. Examples of service include coordinating after-school programs, renovating houses for homeless, or serving as a teacher’s aide. (617-927-2600)
Class Afloat This program is designed to have students work as crewmember aboard the S/V Concordia and sail the world for one academic year. In addition to the responsibilities of being a crewmember, students also complete an academic curriculum. It is open to students in grade 11, 12 and the junior college level. (800-301-SAIL)
Page | 90 Crossroads This is an experimental learning program for recent high school graduates who are delaying entrance to college for a year. Through carefully selected internships and community service experiences, Crossroads provides students with opportunities to explore their world and also receive career counseling, leadership seminars, and professional one- on-one assistance with college selection and application. (781-280-3774)
Dynamy This program is a full academic year beginning with three weeks of outdoor adventure followed by three nine-week internships in career fields of interest. Interns live in one of three multi-apartment residences in Worcester, MA. (508-755-2571)
GlobalQuest This program offers twelve-week semesters in international settings in Thailand that includes experimental learning, reading, individual research, writing and oral presentation, and experiencing and learning Thai culture. It is open to high school seniors and graduates between high school and college.
Ithaka Students complete an experiential and academic program in a work/study of Greek culture. Two of the three programs are designed specifically for high school students and recent high school grads - the Mentor Program on Greek archeology and the Cultural Studies Program on Greek culture. (617-868-8547)
Oxford Advanced Studies Program This postgraduate semester is aimed at US high school graduates who wish to study in Oxford for a semester or a year, usually with a view to improving their chances of getting into a good college. (203-966-2886)
Interlocken The Bridge Year Program offers high school graduates a transition year of discovery. They are offered two 16-week terms of experiential learning through international travel, wilderness and urban adventure, and life skills development.
National Outdoor Leadership Students learn valuable outdoor experience learning outdoor skills, leadership, and wilderness values. Participants may elect to register for the 10-day session or the semester program in national and international expeditions. (307-332-6973)
Outward Bound With outdoor courses in various parts of the United States and overseas; this program has students participate in activities of their choice: sailing, desert trekking, sea kayaking, etc. (888-882-6863)
Sea Semester This program consists of various options for high school students to college students offering classroom instruction and adventures at sea aboard a 125-foot schooner or a 134-foot brigantine. Experience will be gained in oceanography, maritime studies, and nautical science through intensive research. (800-552-3633)
Nature’s Classroom Students work as interns teaching children ages 8-14 focusing on environmental education, cognitive learning and social dynamics. Interns receive a small stipend and room and board. (800-433-8375)
Page | 91 IVPA The International Volunteer Program offers recent graduates the opportunity to volunteer/internships in one of over 30 countries. You go as a group of 10-20 international volunteers, you will spend 2-4 weeks working and living in a community. Must be 18 years old or older. (800-407-8839)
Earthwatch Students interested in science gain research and travel experience that expands their understanding of science and supports their personal growth and career development. Most scientific research projects are 10-14 days long but there are one week, three weeks, and weekend opportunities available. Students must be at least 16 years old; some projects demand that you be at least 18 or older. (800-776-0188)
New England Aquarium This volunteer program offers many different experiences from performing research to feeding the fish. Many positions require commitment of at least one full day per week and some may pay a small stipend. (781-973-5200)
The Road Less Traveled This program offers students aged 13 –19 wilderness expeditions and community service in Western United States, New England, Alaska, Australia, Costa Rica, Canada and Nepal. The expeditions vary in length from 8 to 39 days. (800-939-9839)
The Student Conservation Association Offers students and adults the opportunity to work on outdoor projects while learning about the environment along with the opportunity to travel and explore new areas of the country. (603-543-1700)
Habitat for Humanity Habitat for Humanity International Global Village trips offer participants a unique opportunity to support local communities. Team members work along with the host community helping to bridge awareness of poverty housing and building decent, affordable housing worldwide. Participants can register for one or three week experiences. (781-843-9080)
Consulting Sources: Center for Interim Programs PO Box 2347 Cambridge, MA 02238 617-547-0980 www.interimprograms.com This is a fee-charging counseling organization which offers referral to summer or one-year programs designed for high school seniors before they go on to college. This program assists with helping students locate the most suitable interim year program. Contact Cornelius Bull, Box 3247, Cambridge, MA 02238
Taking Off PO Box 104 Newton Highlands, MA 02161 617-630-1606 www.takingoff.net This is a consulting service for students who are taking time off from a traditional classroom to pursue experiential learning. It helps students find and secure experiential opportunities.
Page | 92 Associate Degree and Certificate Programs Offered in Central Massachusetts
Careers in Healthcare Licensed Practical Nurse – LPN* Licensed practical and licensed vocational nurses provide basic medical care, such as checking a patient’s blood pressure.
What Licensed Practical and Licensed Vocational Nurses Do Licensed practical nurses (LPNs) and licensed vocational nurses (LVNs) provide basic nursing care. They work under the direction of registered nurses and doctors.
Work Environment Licensed practical and licensed vocational nurses work in many settings, including nursing homes and extended care facilities, hospitals, physicians' offices, and private homes. Most work full time.
How to Become a Licensed Practical or Licensed Vocational Nurse Licensed practical and licensed vocational nurses must complete a state-approved educational program, which typically takes about 1 year to complete. They must also be licensed.
Pay The median annual wage for licensed practical and licensed vocational nurses was $41,540 in May 2012.
Quick Facts: Licensed Practical and Licensed Vocational Nurses $41,549 per year 2012 Median Pay $19.97 per hour Entry Level Education Postsecondary non-degree award Work Experience in a Related Occupation None On-the-Job Training None Number of Jobs, 2012 738,400 Job Outlook, 2012-22 25% (Much faster than average) Employment Change, 2012-22 182,900
For additional information on programs, please review the following web sites:
Porter and Chester Institute - http://www.porterchester.com [License Eligible upon completion]
Quinsigamond Community College- http://www.qcc.edu [Associate Degree]
Page | 93 Radiologic and MRI Technologists* Radiologic technologists perform diagnostic imaging examinations, such as x rays, on patients. MRI technologists operate magnetic resonance imaging (MRI) scanners to create diagnostic images.
Work Environment Radiologic and MRI technologists work in healthcare facilities, and more than half work in hospitals.
How to Become a Radiologic or MRI Technologist An associate’s degree is the most common educational path for radiologic technologists. Most MRI technologists start out as radiologic technologists and specialize later in their career. Technologists must be licensed or certified in some states; requirements vary by state.
Pay The median annual wage for radiologic technologists was $54,620 in May 2012. The median annual wage for MRI technologists was $65,360 in May 2012.
Job Outlook Employment of radiologic and MRI technologists is projected to grow 21 percent from 2012 to 2022, faster than the average for all occupations. As the population grows older, there will be an increase in medical conditions, such as breaks and fractures caused by osteoporosis, which can require imaging to diagnose them.
Quick Facts: Radiologic and MRI Technologists $55,910 per year 2012 Median Pay $26.88 per hour Entry Level Education Associates Degree On-the-Job Training None Number of Jobs, 2012 229,300 Job Outlook, 2012-22 21% (Much faster than average)
For additional information on programs, please see the following web sites:
Quinsigamond Community - http://www.qcc.edu [Associate Degree]
Mass Bay Community College - http://www.massbay.edu [Associate Degree]
Page | 94 Dental Hygienists * Dental hygienists clean teeth, examine patients for signs of oral diseases such as gingivitis, and provide other preventative dental care. They also educate patients on ways to improve and maintain good oral health.
Work Environment Almost all dental hygienists work in dentists’ offices, which are clean and well lit. More than half of dental hygienists work part time.
How to Become a Dental Hygienist Dental hygienists typically need an associate’s degree in dental hygiene. All states require dental hygienists to be licensed; requirements vary by state.
Pay The median annual wage for dental hygienists was $70,210 in May 2012.
Job Outlook Employment of dental hygienists is projected to grow 33 percent from 2012 to 2022, much faster than the average for all occupations. Ongoing research linking oral health to general health will continue to spur demand for preventative dental services, which are often provided by dental hygienists.
Quick Facts: Dental Hygienists $70,210 per year 2012 Median Pay $33.75 per hour Entry Level Education Associates Degree Work Experience in a Related Occupation None On-the-Job Training None Number of Jobs, 2012 192,800 Job Outlook, 2012-22 33% (Much faster than average) Employment Change, 2012-22 64,200
For additional information on programs, please see the following web sites:
Quinsigamond Community - http://www.qcc.edu [Associate Degree]
Page | 95 Dental Assistant* Dental assistants have many tasks, ranging from providing patient care and taking x rays to recordkeeping and scheduling appointments. Their duties vary by state and by the dentists’ offices where they work.
Work Environment Almost all dental assistants work in dentists' offices. Most work full time.
How to Become a Dental Assistant There are several possible paths to becoming a dental assistant. Some states require assistants to graduate from an accredited program and pass a state exam. In other states, there are no formal educational requirements.
Pay The median annual wage for dental assistants was $34,500 in May 2012.
Job Outlook Employment of dental assistants is projected to grow 25 percent from 2012 to 2022, much faster than the average for all occupations. Ongoing research linking oral health and general health will likely continue to increase the demand for preventive dental services. Emergency medical technicians (EMTs) and paramedics care for the sick or injured in emergency EMTs
Quick Facts: Dental Assistants $34,500 per year 2012 Median Pay $16.59 per hour Entry Level Education Postsecondary non-degree award On-the-Job Training None Number of Jobs, 2012 303,200 Job Outlook, 2012-22 25% (Much faster than average) Employment Change, 2012-22 74,400
For additional information on programs, please see the following web sites:
Porter and Chester Institute - http://www.porterchester.com [Certificate Program]
Quinsigamond Community College - http://www.qcc.edu [Certificate Program]
Page | 96 EMTs and Paramedics* Emergency medical technicians (EMTs) and paramedics care for the sick or injured in emergency medical settings. People’s lives often depend on their quick reaction and competent care. EMTs and paramedics respond to emergency calls, performing medical services and transporting patients to medical facilities.
Work Environment Most EMTs and paramedics work full time. EMTs and paramedics experience a much larger than average number of work-related injuries or illnesses.
How to Become an EMT or Paramedic All emergency medical technicians (EMTs) and paramedics must complete a postsecondary educational program. All states require EMTs and paramedics to be licensed; requirements vary by state.
Pay The median annual wage for emergency medical technicians (EMTs) and paramedics was $31,020 in May 2012.
Job Outlook Quick Facts: EMT and Paramedics $31,020 per year 2012 Median Pay $14.91 per hour Entry Level Education Postsecondary non-degree award Work Experience in a Related Occupation None On-the-Job Training None Number of Jobs, 2012 239,100 Job Outlook, 2012-22 23% (Much faster than average) Employment Change, 2012-22 55,300 Employment of emergency medical technicians (EMTs) and paramedics is projected to grow 23 percent from 2012 to 2022, much faster than the average for all occupations.
For additional information on programs, please see the following web sites:
Quinsigamond Community College - http://www.qcc.edu [Certificate Program]
Mass Bay Community College - http://www.massbay.edu [Certificate Program]
Page | 97 Occupational Therapy Assistant & Aides* Occupational therapy assistants and aides help patients develop, recover, and improve the skills needed for daily living and working. Occupational therapy assistants are directly involved in providing therapy to patients, while occupational therapy aides typically perform support activities. Both assistants and aides work under the direction of occupational therapists.
Work Environment Occupational therapy assistants and aides work primarily in occupational therapists’ offices, hospitals, and nursing care facilities. Occupational therapy assistants and aides spend much of their time on their feet setting up equipment and, in the case of assistants, working with patients.
How to Become an Occupational Therapy Assistant or Aide Occupational therapy assistants need an associate’s degree from an accredited occupational therapy assistant program. In most states, occupational therapy assistants must be licensed. Occupational therapy aides typically have a high school diploma or equivalent.
Pay In May 2012, the median annual wage for occupational therapy assistants was $53,240. The median annual wage for occupational therapy aides was $26,850 in May 2012.
Job Outlook Employment of occupational therapy assistants and aides is projected to grow 41 percent from 2012 to 2022, much faster than the average for all occupations. Occupational therapy will continue to be an important part of treatment for people with various illnesses and disabilities.
Quick Facts: Occupational Therapy Assistants and Aides $48,940 per year 2012 Median Pay $23.53 per hour Work Experience in a Related None Occupation Number of Jobs, 2012 38,600 Job Outlook, 2012-22 41% (Much faster than average) Employment Change, 2012-22 15,900
For additional information on programs, please see the following web site:
Quinsigamond Community College - http://www.qcc.edu [Certificate]
Page | 98 Surgical Technologist* Surgical technologists, also called operating room technicians, assist in surgical operations. They prepare operating rooms, arrange equipment, and help doctors during surgeries.
Work Environment Most surgical technologists work in hospitals. They spend much of their time on their feet.
How to Become a Surgical Technologist Surgical technologists typically need a postsecondary certificate or an associate’s degree. Certification can be beneficial in finding a job as a surgical technologist. A small number of states regulate surgical technologists.
Pay The median annual wage for surgical technologists was $41,790 in May 2012.
Job Outlook Employment of surgical technologists is projected to grow 30 percent from 2012 to 2022, much faster than the average for all occupations. Advances in medical technology have made surgery safer, and more operations are being done to treat a variety of illnesses and injuries.
Quick Facts: Surgical Technologists $41,790 per year 2012 Median Pay $20.09 per hour Entry-Level Education Certificate Work Experience in a Related Occupation None On-the-job Training None Number of Jobs, 2012 98,500 Job Outlook, 2012-22 30% (Much faster than average) Employment Change, 2012-22 29,300
For additional information on programs, please see the following web site:
Mass Bay Community College - http://www.massbay.edu [Certificate Program]
Page | 99 Careers in Computer Technology Computer Support Specialist* Computer support specialists provide help and advice to people and organizations using computer software or equipment. Some, called computer network support specialists, support information technology (IT) employees within their organization. Others, called computer user support specialists, assist non-IT users who are having computer problems.
Work Environment Most computer support specialists have full-time work schedules; however, many do not work typical 9-to-5 jobs. Because computer support is important for businesses, many support specialists must be available 24 hours a day.
How to Become a Computer Support Specialist Because of the wide range of skills used in different computer support jobs, there are many paths into the occupation. A bachelor’s degree is required for some computer support specialist positions, but an associate’s degree or postsecondary classes may be enough for others.
Pay In May 2012, the median annual wage for computer network support specialists was $59,090. The median annual wage for computer user support specialists was $46,420 in May 2012. Job Outlook Employment of computer support specialists is projected to grow 17 percent from 2012 to 2022, faster than the average for all occupations. More support services will be needed as organizations upgrade their computer equipment and software.
Quick Facts: Computer Support Specialists $49,900 per year 2012 Median Pay $23.51 per hour Work Experience in a Related Occupation None Number of Jobs, 2012 722,400 Job Outlook, 2012-22 17% (Faster than average) Employment Change, 2012-22 123,000
For additional information on programs, please see the following web sites:
Quinsigamond Community College - http://www.qcc.edu [Certificate]
Mass Bay Community College - http://www.massbay.edu [Certificate]
Page | 100 Web Developer* Web developers design and create websites. They are responsible for the look of the site. They are also responsible for the site’s technical aspects, such as performance and capacity, which are measures of a website’s speed and how much traffic the site can handle. They also may create content for the site.
Work Environment About a quarter of web developers were self-employed in 2012. Non-self-employed developers work primarily in the computer systems design and related services industry.
How to Become a Web Developer The typical education needed to become a web developer is an associate’s degree in web design or related field. Web developers need knowledge of both programming and graphic design.
Pay The median annual wage for web developers was $62,500 in May 2012.
Job Outlook Employment of web developers is projected to grow 20 percent from 2012 to 2022, faster than the average for all occupations. Demand will be driven by the growing popularity of mobile devices and ecommerce.
Quick Facts: Web Developers $62,500 per year 2012 Median Pay $30.05 per hour Entry-Level Education Associate’s degree Work Experience in a Related Occupation None On-the-job Training None Number of Jobs, 2012 141,400 Job Outlook, 2012-22 20% (Faster than average) Employment Change, 2012-22 28,500
For additional information on programs, please see the following web sites:
Mass Bay Community College - http://www.massbay.edu [Associate Degree]
Quinsigamond Community - http://www.qcc.edu [Associate Degree]
Page | 101 Graphic Designer* Graphic designers create visual concepts, by hand or using computer software, to communicate ideas that inspire, inform, or captivate consumers. They develop the overall layout and production design for advertisements, brochures, magazines, and corporate reports.
Work Environment Many of these workers are employed in specialized design services, publishing, or advertising, public relations, and related services industries. In 2012, about 24 percent of graphic designers were self-employed.
How to Become a Graphic Designer Graphic designers usually need a bachelor’s degree in graphic design or a related field. Candidates for graphic design positions should demonstrate their creativity and originality through a professional portfolio that features their best designs.
Pay The median annual wage for graphic designers was $44,150 in May 2012.
Job Outlook Employment of graphic designers is projected to grow 7 percent from 2012 to 2022, slower than the average for all occupations. Graphic designers are expected to face strong competition for available positions.
Quick Facts: Graphic Designers $44,150 per year 2012 Median Pay $21.22 per hour Entry-Level Education Associate’s degree Work Experience in a Related Occupation None On-the-job Training None Number of Jobs, 2012 259,500 Job Outlook, 2012-22 7% (Slower than average) Employment Change, 2012-22 17,400
For additional information on programs, please see the following web sites:
Mass Bay Community College - http://www.massbay.edu [Associate Degree]
Quinsigamond Community - http://www.qcc.edu [Associate Degree]
Page | 102 Additional Career Options Automotive Service Technician* Automotive service technicians and mechanics, often called service technicians or service techs, inspect, maintain, and repair cars and light trucks.
Work Environment Most automotive service technicians and mechanics work in well-ventilated and well-lit repair shops. Although automotive problems often can be identified and fixed with computers, technicians perform many tasks with greasy parts and tools, sometimes in uncomfortable positions.
How to Become an Automotive Service Technician or Mechanic A high school diploma or the equivalent is typically the minimum requirement to work as an automotive service technician or mechanic. Because automotive technology is becoming increasingly sophisticated, some employers prefer automotive service technicians and mechanics who have completed a formal training program in a postsecondary institution. Industry certification usually is required once the person is employed.
Pay The median annual wage for automotive service technicians and mechanics was $36,610 in May 2012.
Job Outlook Employment of automotive service technicians and mechanics is projected to grow 9 percent from 2012 to 2022, about as fast as the average for all occupations. Job opportunities for qualified jobseekers should be very good.
Quick Facts: Automotive Service Technicians and Mechanics $36,610 per year 2012 Median Pay $17.60 per hour Entry-Level Education High school diploma or equivalent Work Experience in a Related Occupation None On-the-job Training Long-term on-the-job training Number of Jobs, 2012 701,100 Job Outlook, 2012-22 9% (As fast as average) Employment Change, 2012-22 60,400
For additional information on programs, please review the following: Porter and Chester Institute - http://www.porterchester.com [Certificate] Mass Bay Community College - http://www.massbay.edu [Associate Degree] Quinsigamond Community - http://www.qcc.edu [Associate Degree]
Page | 103 Electronics Installers and Repairers*
Electrical and electronics installers and repairers install, repair, or replace a variety of electrical equipment in telecommunications, transportation, utilities, and other industries.
Work Environment Many electrical and electronics installers and repairers work in factories, which can be noisy and sometimes warm. Installers and repairers may have to lift heavy equipment and work in awkward positions. The vast majority work full time.
How to Become an Electrical or Electronics Installer and Repairer Most electrical and electronics installers and repairers obtain specialized training at a technical college. Gaining voluntary certification is common and can be useful in getting a job.
Pay The median annual wage for electrical and electronics installers and repairers was $51,220 in May 2012.
Job Outlook Overall employment for electrical and electronics installers and repairers is projected to show little or no change from 2012 to 2022. However, growth rates will vary by specialty. Job opportunities should be excellent for qualified workers with an associate’s degree in electronics along with certification.
Quick Facts: Electrical and Electronics Installers and Repairers $51,220 per year 2012 Median Pay $24.63 per hour Entry-Level Education Postsecondary non-degree award Work Experience in a Related Occupation None On-the-job Training See How to Become One Number of Jobs, 2012 144,700 Job Outlook, 2012-22 1% (Little or no change) Employment Change, 2012-22 900
For additional information on programs, please see the following web site:
Porter and Chester Institute - http://www.porterchester.com
Page | 104 Veterinary Technologists and Technicians* Veterinary technologists and technicians perform medical tests under the supervision of a licensed veterinarian to help diagnose the illnesses and injuries of animals.
Work Environment Veterinary technologists and technicians work in private clinics, laboratories, and animal hospitals. Their jobs may be physically or emotionally demanding. Many work evenings, weekends, or holidays.
How to Become a Veterinary Technologist or Technician Veterinary technologists and technicians must complete a postsecondary program in veterinary technology. Technologists need a 4-year bachelor’s degree, and technicians need a 2-year associate’s degree. Typically, both technologists and technicians must take a credentialing exam and must become registered, licensed, or certified, depending on the requirements of the state in which they work.
Pay The median annual wage for veterinary technologists and technicians was $30,290 in May 2012.
Job Outlook Employment of veterinary technologists and technicians is projected to grow 30 percent from 2012 to 2022, much faster than the average for all occupations. Employment will grow as more veterinarians utilize technicians and technologists to do general care and lab work, and as they continue to replace lower skilled veterinary assistants.
Quick Facts: Veterinary Technologists and Technicians $30,290 per year 2012 Median Pay $14.56 per hour Entry-Level Education Associate’s degree Work Experience in a Related Occupation None On-the-job Training None Number of Jobs, 2012 84,800 Job Outlook, 2012-22 30% (Much faster than average) Employment Change, 2012-22 25,000
For additional information on programs, please see the following web site:
Becker College -http://www.becker.edu/ [Associate Degree]
Page | 105 Early Childhood Education* Preschool teachers educate and care for children, usually ages 3 to 5, who have not yet entered kindergarten. They teach reading, writing, science, and other subjects in a way that young children can understand.
Work Environment Preschool teachers work in public and private schools, childcare centers, and charitable organizations. Many work the traditional 10-month school year, but some work the full year.
How to Become a Preschool Teacher Education and training requirements vary based on settings and state regulations. They range from a high school diploma and certification to a college degree.
Pay The median annual wage for preschool teachers was $27,130 in May 2012.
Job Outlook Employment of preschool teachers is projected to grow 17 percent from 2012 to 2022, faster than the average for all occupations. Growth is expected due to a continued focus on the importance of early childhood education and the growing population of children ages 3 to 5.
Quick Facts: Preschool Teachers $27,130 per year 2012 Median Pay $13.04 per hour Entry-Level Education Associate’s degree Work Experience in a Related Occupation None On-the-job Training None Number of Jobs, 2012 438,200 Job Outlook, 2012-22 17% (Faster than average) Employment Change, 2012-22 76,400
For additional information on programs, please see the following web sites:
Mass Bay Community College - http://www.massbay.edu [Certificate Program]
Quinsigamond Community College - http://www.qcc.edu [Associate Degree]
Page | 106 Careers in the Building Trades
The Massachusetts Building Trades Council building-trade union apprenticeship programs include: Asbestos Workers, Boilermakers; Bricklayers; Carpenters; Cement Masons; Decorators; Electrician; Elevator Constructors; Floor Coverers; Gasfitters; Glaziers; Insulators; Iron Workers; Laborers; Mechanical Equipment Service people; Millwrights; Operating Engineers; Painters; Pipefitters; Piledrivers; Plasterers; Plumbers; Roofers; Sheet Metal Workers; Sprinkler fitters; Stone Masons; Tilers; Marble & Terrazzo Workers; Tunnel Workers; Waterproofers; Wallpaperers; and Wreckers.
For additional information on specific apprenticeship programs for other trades, please see the following web site: http://massbuildingtrades.org/apprenticeship-programs
Plumber and electrician are two of the most popular occupations within the building trades. On the next page you will find helpful information about these specific trades.
Page | 107 Plumbers, Pipefitters, and Steamfitters* Plumbers, pipefitters, and steamfitters install and repair pipes that carry liquids or gases to and in businesses, homes, and factories.
Work Environment Plumbers, pipefitters, and steamfitters work in factories, homes, businesses, and other places where there are pipes or septic systems. They have a higher rate of injuries and illnesses than the national average. Plumbers are often on call for emergencies, so evening and weekend work is common. How to Become a Plumber, Pipefitter, or Steamfitter Although most plumbers, pipefitters, and steamfitters learn on the job through an apprenticeship, some start out by attending a technical school. Most states and localities require plumbers to be licensed. Pay The median annual wage for plumbers, pipefitters, and steamfitters was $49,140 in May 2012.
Job Outlook Employment of plumbers, pipefitters, and steamfitters is projected to grow 21 percent from 2012 to 2022, faster than the average for all occupations. Construction of buildings and the need for new septic systems should drive demand for these workers. Overall job opportunities are expected to be good as some employers continue to report difficulty finding qualified workers.
Quick Facts: Plumbers, Pipefitters, and Steamfitters $49,140 per year 2012 Median Pay $23.62 per hour Entry-Level Education High school diploma or equivalent Work Experience in a Related Occupation None On-the-job Training Apprenticeship Number of Jobs, 2012 386,900 Job Outlook, 2012-22 21% (Faster than average) Employment Change, 2012-22 82,300
To learn more about plumbing apprenticeship programs, please contact the local union. Plumbing Apprenticeship Contact information IBEW Local 96 - JATC 51 Union Street Worcester, MA 01608 (508) 753-8635 (phone) (508) 754-8944 (fax) Robert Field, Director
Page | 108 Electrician* Electricians install and maintain electrical power, communications, lighting, and control systems in homes, businesses, and factories.
Work Environment Electricians work indoors and outdoors, in nearly every type of facility. Almost all electricians work full time, which may include evenings and weekends. Although the work is not as dangerous as other construction occupations, potential injuries include electrical shocks and burns, cuts, and falls.
How to Become an Electrician Although most electricians learn through an apprenticeship, some start out by attending a technical school. Most states require electricians to be licensed.
Pay The median annual wage for electricians was $49,840 in May 2012.
Job Outlook Employment of electricians is projected to grow 20 percent from 2012 to 2022, faster than the average for all occupations. As homes and businesses require more wiring, electricians will be needed to install the necessary components. Electricians with the widest variety of skills should have the best job opportunities.
Quick Facts: Electricians $49,840 per year 2012 Median Pay $23.96 per hour Entry-Level Education High school diploma or equivalent Work Experience in a Related Occupation None On-the-job Training Apprenticeship Number of Jobs, 2012 583,500 Job Outlook, 2012-22 20% (Faster than average) Employment Change, 2012-22 114,700
For additional information on programs, please review the following:
Porter and Chester Institute - http://www.porterchester.com
*U.S. Bureau of Labor and Statistics. www.bls.com, 2013. Web
27 Feb 2013.
Page | 109 Cosmetology* Cosmetologists in Massachusetts are equipped to do hair, nails, makeup and some skin care services. If you are passionate about beauty and are looking for a well-rounded career path in the beauty business, then becoming a Massachusetts cosmetologist might be for you. Cosmetologists in Massachusetts are on the cutting edge of beauty trends and styles, and can help clients achieve the looks they're hoping for through client consultation.
Cosmetology school is where students learn to cut, color and style hair, do nail care and nail art, apply classic or creative makeup designs, and also some elements of esthetics and skin care. Safety and sanitation is an essential part of cosmetology training in Massachusetts. In order to take the written and practical exams for a cosmetology license, the Massachusetts board requires 1,000 hours of cosmetology training at an approved school for cosmetology. After graduating and getting licensed, MA cosmetologists should be equipped to pursue jobs as hairstylists, hair color specialists, nail technicians, and makeup artists.
According to the Bureau of Labor Statistics, the median salary of cosmetologists in Massachusetts is around $26,750, though that figure does not include tips, and the range is from $18,010 to $54,920 before tips. The BLS also estimates that job demand will grow for personal appearance workers by 14% through the year 2020. Many professional cosmetologists say they enjoy the creativity, inspiration and daily challenges their jobs give them
For additional information on local programs for cosmetology, please consult the following programs:
6Park Avenue Worcester, MA 01605 Phone (508-756-6060 Web site: www.toniguy.com
Empire Beauty Schools Framingham, MA Phone (800) 295-8390 Web site: http://www.empire.edu
Cosmix International Malborough, Ma Phone (508) 787-0099 Web site: http://cosmixbeautysciences.com
Rob Roy Academy Worcester Ma Phone 508-799-2111 Web site: http://www.rob-roy.com
Page | 110 Massage Therapist* Massage therapists treat clients by using touch to manipulate the soft-tissue muscles of the body. With their touch, therapists relieve pain, help rehabilitate injuries, improve circulation, relieve stress, increase relaxation, and aid in the general wellness of clients.
Work Environment Massage therapists work in an array of settings, both private and public, such as private offices, spas, hospitals, and fitness centers. Some massage therapists also travel to clients’ homes or offices to give a massage.
How to Become a Massage Therapist Massage therapists typically complete a postsecondary education program of 500 or more hours of study and experience, although standards and requirements vary by state or other locality. Most states regulate massage therapy and require massage therapists to have a license or certification.
Pay The median annual wage for massage therapists was $35,970 in May 2012.
Job Outlook Employment of massage therapists is projected to grow 23 percent from 2012 to 2022, much faster than the average for all occupations. Continued growth in the demand for massage services will lead to new openings for massage therapists.
Quick Facts: Massage Therapy $35,970 per year 2012 Median Pay $17.29 per hour Entry-Level Education Postsecondary non-degree award On-the-job Training Apprenticeship Number of Jobs, 2012 132,800 Job Outlook, 2012-22 23% (Faster than average) Employment Change, 2012-22 30,000
For additional information on programs, please review the following web sites:
Bancroft School of Massage Therapy - https://www.bancroftsmt.com/index.cfm [Certificate Program]
Salter College - http://massagetherapy.saltercollegema.com/ [Certificate Program]
Careers in the U.S. Military
Page | 111 Enlisting in the U.S. Military Joining the United States military is a career path that many take after high school because of the numerous benefits that come with it. Although a career in the armed forces can be a dangerous job in some cases, you can also receive several benefits that you cannot get from many other jobs available in the civilian sector. Education Benefits One of the primary benefits that come with joining the military is the educational programs. When you get into the military, you can get access to the GI Bill. This gives you a certain amount of money to pay for your secondary education. You can get money to pay for your tuition as well as for your living expenses. You can also get some training in various college- level classes while you are in the military. Health Care Another major benefit of joining the military is the health care that comes with it. When you are in the active military duty, in the National Guard or in the Army Reserves, you get access to a program known as TRICARE. This is a military health care plan that basically pays for any medical expenses you may need. This plan also pays for any of the expenses that your family may need while you are in the military. If you get treated at military treatment facilities or MTFs, you do not even have a deductible or co-pay to worry about. Bonuses As a way to recruit new military personnel, the government has set up a bonus program. This bonus program can pay you a large amount of money as soon as you enlist in the military. The incentives that are being offered to join the military are constantly changed, but they can be substantial depending on a particular situation. In some cases, you could get up to $40,000 in bonus money just for joining a certain branch of the military.
Skill Set that Employers Want Employers are finding that all veterans of all ranks have marketable technical and leadership skills. People with a military background also possess numerous attributes, including loyalty, leadership ability, respect, integrity, duty, reliability, and working as team members, that employers value in their employees. Serving the Country Another benefit of joining the military is that you get to serve your country and make a difference in the world. You get to help protect the country and do what many civilians cannot do. During military conflicts, it can be a very dangerous job, but it is one of the most honorable jobs available.
If you are interested in exploring careers in the military, contact a local recruiter to set up an appointment to learn more about the enlisting process. See contact information below.
US Navy Recruiting US Marines Recruiting 100 Erdman Way, Leominster, MA 186 Main Street, Marlborough MA (978) 466-3867 (508) 303-0908
US Army Recruiting US Air Force Recruiting 328 Worcester Road, Framingham MA 255 Park Avenue, Worcester MA (508) 753-1255 (508) 926-3799
US Coast Guard Recruiting 47 Eagle Street, Providence RI (401) 421-1291
*U.S. Bureau of Labor and Statistics, Web site: www.bls.com
Page | 112 ______Student Name Westborough High School Activity Resume
Grades HRS WKS Community Service Participated Position Held Personal Contributions Made PER WK - PER YR 9 10 11 12 -
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Grades HRS WKS Activities Participated Position Held Personal Contributions Made PER WK - PER YR 9 10 11 12 -
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Grades Participated Athletics Position Held 9 10 11 12
Page | 113 Grades Received Awards Description of Award 9 10 11 12
Grades HRS WKS Work Experience Worked Position Held Responsibilities PER WK - PER YR 9 10 11 12 -
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Page | 114 THE TERRIFIC 250 acted activated actuated adapted addressed administered advised allocated analyzed approved arbitrated arranged assessed assigned assembled assisted attained audited authored balanced billed brought budgeted built calculated carried out chaired channeled charted clarified classified coached collaborated collected communicate compared compiled completed composed compounded computed conceived
Page | 115 conceptualize concluded conducted confirmed conserved consolidated constructed consulted contacted contracted contributed controlled convinced corrected corresponded coordinated counseled counted created critiqued customized cut dealt debated decided decreased defined delegated delivered demonstrated demystified designed detected determined developed devised diagnosed diagrammed directed disciplined dispatched dispensed disseminated
Page | 116 distributed documented doubled drafted drew edited eliminated educated enabled encouraged engineered enhanced enlarged enlisted established estimated evaluated examined executed expanded expedited explained extracted fabricated facilitated familiarized fashioned figured fixed forecast formulated founded functioned as funneled gathered generated governed guided handled headed hired identified illuminated illustrated
Page | 117 imagined implemented improved increased influenced informed initiated innovated inspected installed instituted instructed integrated interpreted interviewed introduced invented investigated judged launched lead lectured maintained managed marketed managed maximized mediated minimized moderated modernized modified monitored motivated negotiated observed obtained operated orchestrated ordered organized originated overhauled
Page | 118 oversaw perceived performed persevered persuaded pioneered planned prepared presented presided prioritized processed produced programmed projected promoted proposed provided publicized published purchased realized recommended reconciled recorded recruited reduced costs referred remodeled repaired represented researched resolved restored retrieved reviewed revised revitalized safeguarded saved scheduled screened secured
Page | 119 selected served serviced set goals shaped simplified sold solved sorted sparked spearheaded specified staffed started stimulated studied strengthened suggested summarized supervised supplied surveyed synthesized systematized taught tested took charge too over trained translated triggered upgraded validated verified worked wrote
Page | 120 Communicate Personal Initiatives and Achievements
Participation in extracurricular activities either at Westborough High School or in your community will contribute to your overall development as an individual. As you pursue post-secondary plans, it will be important for you to clearly communicate your involvement. As you create your activity resume, be sure to give yourself credit for your contributions by using ACTION statements of your extracurricular activities on your resume.
Examples to Help you Demonstrate your Personal Initiatives
Recruited volunteers organized and led a team to participate in a charity event. Solicited donations to sponsor participation in a walk to raise money for a charity. Taught a skill to others (i.e. softball to youngsters). Collected donations (i.e. can drive for a food pantry). Led committee or a sub-committee for planning an event (i.e. junior prom). Contributed time and talents (i.e. singing in a church choir). Engaged others through encouragement to participate in an activity (i.e. encourage kids to participate in arts and crafts activities. Organized an event to raise awareness about world issues (i.e. dinner to raise awareness about animal extinction or environmental issues). Provided orientation for new group members (i.e. orient new alter serves to familiarize them with the surroundings and teach them responsibilities associated with their role). Organizing class community service projects and fundraisers. Helped produce, advertise, and distribute a product (i.e. a school monthly magazine or newspaper). Responsible for sharing information (i.e. notifying other students of all announcements, distributing flyers, and putting up displays. Recruited others for membership in a group (i.e. recruited others to join a sports team or after school activity group). Promoted awareness on issues (raised awareness of teen issues by offering discussion groups). Motivated others through team spirit, positive attitude, role modeling. Acknowledged others personal contributions.
Leadership: A student’s participation that has resulted in motivating others to do work toward the goals of the organization. A student can exhibit leadership in the classroom, at work, or in other school or community activities, as long as student’s participation has resulted in: Motivating others to work toward the goals of the organization. Resourcefulness in identifying problem and posing solutions. Demonstration of initiatives, reliability, and dependability. Inspiration of positive behavior in others. Delegation of responsibilities to others. PROFILE 2013 - 2014 SCHOOL AND GRADUATION REQUIREMENTS COMMUNIT Y Westboroug Graduation Date: June 7, 2014 h is a Class of 2014: 24 credits which include: suburban community English 4 yrs. of 18,500 History 3 yrs. (1 in U.S. History) residents Math 3 yrs. situated in Science 3 yrs., (2 labs) Central PE / Wellness (4 semesters) Massachuset Health / Wellness (one semester) ts at the Students must also earn a passing grade in the Massachusetts Comprehensive Assessment System crossroads (MCAS) exams in English Language Arts, Mathematics, and Science. of Route 9 and the CURRICULUM FEATURES Massachuset Advanced Placement Courses offered in American History, Biology, Chemistry, Calculus AB, ts Turnpike. Calculus BC, Statistics, Computer Science, English Literature, Music Theory, French, Latin and We are Spanish, 2D Art Studio, Microeconomics, 3D Design Portfolio. approximatel y 35 miles Special Programs/Services: Quest Senior Internship, State College Dual Enrollment Program, west of 12th year program at a local Community College, Virtual High School courses on the Internet Boston and through participation in the Concord Consortium, E.S.L. Services, Special Education: Learning 12 miles east Center, Resource Room. of Worcester. Located in an area known for high technology, the majority of residents are employees in professional or managerial careers.
Westboroug h High School is a four year comprehensi ve public high school serving 1,060 students. We have consistently been named a top performing high school in The Commonwe alth of Massachuset ts. There are four marking quarters with midyear and final examination s. Our students achieve a strong measure of distinctions in every area of this comprehensi ve high school. This includes scholarship, leadership, service to school and community, and athletics. The school is fully accredited by the New England Association of Schools and Colleges. Per pupil district expenditure: $13.055.00 FACULTY Profession al Staff - 87 GRADING SYSTEM A+ 97- 100, A 93-96, A- 90-92 B+ 87-89, B 83-86, B- 80-82 C+ 77-79, C 73-76, C- 70-72 D+ 67-69, D 63-66, D-60-62 F 59 and below COUNSELO R RATINGS COLLEGE ADMISSION TEST SCORES Westboroug SAT Score Distribution and Mean h High CLASS OF 2011 CLASS OF 2012 CLASS OF 2013 School follows MCAS/ASC CR Math WR Math WR CR Math WR A policy 600+ 122 155 112 108 82 98 122 93 which 500-599 93 86 110 70 67 90 75 86 precludes 400-499 56 29 44 33 55 44 38 54 filing out Below 400 7 8 12 4 11 12 9 11 endorse- Mean 576 605 575 590 559 563 590 559 ment and Number of discipline Tests Taken 278 244 sections of secondary school report ACT forms Average ACT Scores for the Class of 2012
GRADE POINT AVERAGE Westboroug h High School does not give its students a class rank because of the belief that it may foster detrimental forms of competition and may inhibit cooperation among students. The level of the course and grade attained in the courses are the basis for computing the weighted Grade Point Average (GPA).
The number of semesters covered in GPA is 6.
Only major courses and Level 3, Level 4, and Level 5 electives completed in grades 9-12 are used in the GPA calculation.
Academic Tests Taken English Mathematics Reading Composite courses are 144 24.3 25.0 24.7 offered at 24.7 AP, Accelerated, Average ACT Scores for the Class of 2013 Honors, and College Tests Taken English Mathematics Reading Composite Preparatory 186 24.2 25.5 24.9 24.8 Levels. COURSE LEVELS 5 - Advan ced Place ment/ Accel erated Curric ulum* 4 - An Honor s Curric ADVANCED PLACEMENT EXAMS ulum 3 - A Colleg e Prepar atory Curric ulum 2 - A Colle ge Prepar atory Curric ulum 2014 May 2011 - 188 students sat for 323 tests with 92% earning grades of 3 or better. CLASS May 2012 - 140 students sat for 240 tests with 90% earning grades of 3 or better. SIZE - May 2013 - 184 students sat for 321 tests with 94% earning grades of 3 or better. 274 TOTAL POST- SECONDAR Y EDUCATIO N 95.7% NATIONAL MERIT SCHOLARSHIP RESULTS Class of 2011 Class of 2012 Class of 2013 Class of 2012 Class of 2013 4 Year Finalists Colleges 94.6 85.5 89.5 1 0 2 Year Colleges 3.6 9.6 6.2 Semi-Finalists 0 7 Other 1.8 4.9 4.3 Commended 11 19 (Other includes Post Graduate School, Military, Career Schools, Work) For students to be included in the class weighted GPA, they must have been enrolled at WHS for 3 consecutive semesters. Key to Course Levels ** Bold line indicates classes not included in GPA * Virtual High School titles vary. They are identified by VHS course numbers. # Accelerated courses. Level 5 COURSE TITLES BY LEVELS Level 5 AP Level 4 Honors Level 3 College Prep Level 2 College Prep Unleveled AP English Literature English 9, 10, 11 (12 Sr. English 9, 10, 11 (12 Sr. English 9, 10, 11 (12 Sr. Essential English Acc English 11 Seminar) Seminar) Seminar) Essential English *Virtual High School Creative Writing English MCAS Prep ESL l Journalism I Honors Journalism I Study Skills for English ESL ll Journalism II Speech Language Arts Sheltered English Sr. Sem.-Philos.Lit Sr. Sem.-Philos. Lit. Sr. Sem.-Philos. Lit. ESL Reading Sr. Sem.-Poetry Sr. Sem.-Poetry Sr. Sem.-Poetry ESL Academic Support Sr. Sem.-PsychInLit Sr. Sem.-PsychInLit Sr. Sem.-PsychInLit ESL Writing Sr. Sem.-Satire Sr. Sem.-Satire Sr. Sem.-Satire Newspaper-Intern Sr. Sem.-This is Your Life Sr. Sem.-This is Your Life Sr. Sem.-This is Your Life Sr. Sem.-War in Lit Sr. Sem.-War in Lit Sr. Sem.-War in Lit Sr. Sem.-Contemp. Literature Sr. Sem.-Contemp. Literature Sr. Sem.-Contemp. Literature Sr. Sem.-Film As Lit Sr. Sem.-Film As Lit Sr. Sem.-Film As Lit Sr. Sem.-Hist. Fiction Sr. Sem.-Hist. Fiction Sr. Sem.-Hist. Fiction English Sr. Sem.-Horror Story Sr. Sem.-Horror Story Sr. Sem.-Horror Story AP French V Spanish II, III, IV Conversational Spanish Spanish I, II AP Latin IV French II, III, IV French I, II, III AP Spanish V Latin II, III, IV Latin I, II El Mundo Hispano Hablante Mandarin I, II, III Le Monde Francophone Spanish I, II, III World Language *Virtual High School Spanish Film AP Calculus AB Algebra II Honors Algebra I, II Algebra 1 Part I Essential Algebra I, II AP Calculus BC Geometry Honors Geometry Algebra 1 Part II Essential Geometry AP Statistics Pre-Calc Honors Advanced Algebra and Trig Numerical Geometry Essential Math Algebra 2 Accelerated Calculus Honors Freshman Alg. 2 Fundamentals of Alg. 2 Geometry Accelerated Applied Statistics Honors Applied Statistics Math MCAS Prep I Math Pre-Calculus Accelerated AP Computer Science Computer Science Visual Basic 1 & 2 Explorations in Computer Integrated Computer Java 2 Web Page Design 1 & 2 Technology Applications Visual Basic 1 & 2 Computer Multimedia Design Advanced Computer Computer Multimedia Design Explorations in Computer Applications Web Page Design 1 & 2 Technology Computer Science *Virtual High School AP Biology Anatomy & Physiology Honors Anatomy & Physiology Physical Science Invest Essential Science AP Chemistry Biology Honors Biology Biology Chemistry Honors Chemistry Contemporary Chemistry Physics Honors Environmental Science Physical Science Honors Exercise Physiology *Virtual High School Forensics Oceanography Physical Science Science Physics AP American History Grade 10 History Honors Current Affairs Grade 9 History Essential Social Studies U.S. History 2 Honors Economics U.S. History I Facing History and Ourselves Facing History and Ourselves U.S. History II *Virtual High School Grade 9 History U.S. History I U.S. History II Sociology Psychology Social Studies Legal Studies AP Microeconomics Accounting I Business Management Personal Finance Accounting II Personal Finance Business Concepts Entrepreneurship Business Management Business Law Managing Your Finances Marketing International Business Business Concepts Invest in Your Future Business Managing Your Finances AP Music Theory Drawing II Drawing I Symphonic Band AP 2D Studio Art Modernism Honors Film & Society AP 3D Design Portfolio Music Theory II Intro to Theatre Intro to Theatre Music History Honors Modernism Chamber Singers Portfolio Art Multi-Media Painting Pottery IV Music History Mixed Chorus Shakespeare Playing the Text Music Theory I Chorus/Band 08/12 Painting Honors Pottery I, II, III Music Workshop Theatre Arts II Sculpture Fabrication Choral Ensemble Film & Society Honors Sculpture Modeling Shakespeare Playing The Text Orchestra Theatre Arts I Concert Band Three Dimensional Design Piano Lab Concert Choir
Theatrical Production Concert Choir/Orch.
Women’s Chorale Concert Choir/Wind
Wind Ensemble Digital Photography
Wind Ensemble/Orch Graphic Design 2D Art foundation Fine Arts 3D Art Foundation Child Development Creative Cooking Child Dev. Preschool Program International Foods Family & Cons. Science Adaptive PE Fitness JBSG PE PE/Health/Wellness Physical Ed. PE/Wellness Health PE Applied Technology CAD II, III, IV Wood Tech I, II, III, IV Internship Intro to Engineering Graphic Tech I, II Tech Draw/Auto Cad Photography Industrial Tech. Robotics
Westborough High School Class of 2013 Acceptance & Attending Colleges Adelphi University *Georgetown University (1) DC Quinnipiac College *University of Michigan (1) MI Albertus Magnus College *Gordon College (2) MA *Quinsigamond Community University of Mississippi *Allegheny College (1) PA *Grand Canyon University (1) AZ College (11) MA *University of New England (2) ME American International College Green Mountain College Radford University *University of New Hampshire (7) *American University (1) DC Guilford College *Regis College (1) MA NH American University Beirut Hamilton College-NY *Rensselaer Polytechnic Institute *University of New Haven (1) CT Anna Maria College Hartwick College (2) NY *University of North Carolina Chapel Arcadia University *High Point University (2) NC Rider University Hill(1)NC Arizona State University Hofstra University *Rivier University (1) NH University of North Carolina at Charlotte Assumption College *College of the Holy Cross (1) MA *Rochester Institute of Technology University of North Carolina Greensboro Auburn University *Indiana University at (1) NY University of North Carolina Wilmington Babson College Bloomington (2) IN Roger Williams University University of Northern Colorado Baptist Bible college of PA *Ithaca College (1) NY Rutgers, the State University of University of Oregon Bard College *James Madison University (2) VA New Jersey at Camden University of Pennsylvania *Bates College (1) ME Johns Hopkins University *Rutgers, the State University of *University of Pittsburgh (1) PA Bay Path College *Johnson & Wales University (3) New Jersey at New Brunswick *University of Rhode Island (5) RI Bay State College RI (1) NJ University of Richmond Becker College *Johnson State College (1) VT Rutgers, the State University of *University of Rochester (2) NY *Bentley University (1) MA *Keene State College (1) NH New Jersey at Newark University of San Francisco Berklee College of Music Kent State University Sacred Heart University University of the Sciences in Binghamton University La Salle University Saint Anselm College Philadelphia Bishop’s University *Lafayette College (1) PA *Saint Joseph’s College (1) ME *University of Scranton (1) PA *Boston College (1) MA *Lasell College (2) MA *St Joseph’s University (1) PA *University of South Carolina (2) SC *Boston Conservatory (1) MA Lebanon Valley College Saint Michael’s College *University of St Andrews (1) UK *Boston University (3) MA Lehigh University Saint Peter’s University *University of Tampa (4) FL *Brandeis University (1) MA Lesley University The College of Saint Rose University of Tennessee, Knoxville *Bridgewater State University (1) LIM College *Salem State University (2) MA University of Utah MA LIU Post Salisbury University *University of Vermont (2) VT Bristol Community College Louisiana State University Salve Regina University University of West Georgia *Bryant University (4) RI Loyola Marymount University San Diego State University University of Wisconsin, Madison Bryn Mawr College Loyola University Maryland Siena College Ursinus College Bucknell University Lynchburg College *Simmons College (1) MA Utica College Buffalo State College of SUNY *Manhattan College (1) NY Skidmore College *Vanderbilt University (1) TN Burlington College Marist College *South Dakota School of Mines & Vermont Technical College *Calvin College (1) MI Marshall University Tech (1) SD Villanova University *Case Western Reserve University *Mass Bay Community College (2) Southern New Hampshire University *Virginia Polytechnic Institute (1) OH MA Springfield College & State Univ.(1)VA Cazenovia College Massachusetts College of Liberal Arts St. John Fisher College Wagner College *Champlain College (1) VT *Massachusetts College of SUNY-Albany Washington State University Chapman University Pharmacy & Health Sciences (2) Stetson University *Wentworth Institute of Technology Chestnut Hill College MA Stevens Institute of Technology (3) MA The Citadel, the Military College of SC *Massachusetts Institute of Stonehill College West Virginia University *Clark University (4) MA Technology (1) MA *Stony Brook University (1) NY West Kentucky University Clarkson University *Massachusetts Maritime *Suffolk University (2) MA Western New England College *Coastal Carolina University (1) SC Academy (1) MA *Syracuse University (3) NY Western Washington University *Colby-Sawyer College (1) NH *Mercer University (1) GA Temple University *Westfield State College (1) MA Colorado School of Mines *Merrimack College (3) MA Thomas College *Wheaton College (2) MA *Colorado State University (1) CO Miami University, Oxford *Towson University (1) MD Wheelock College *Columbia College (1) NY Montana State University, Bozeman Trinity College Wingate University *Columbia College Chicago (1) IL *Mount Ida College (1) MA *Tufts University (2) MA Worcester Polytechnic Institute *Concordia University-Montreal Muhlenberg College Tulane University *Worcester State University (7) MA (1) Canada New England College *Union College (1) NY Yale University Connecticut College *New England Conservatory of *University of Alabama (1) AL Cornell University Music (1) MA *University of Arizona (1) AZ *Curry College (1) MA New York Institute of Technology-Old *University of California at Berkley Drexel University Westbury (1) CA *East Carolina University (1) NC New York University University of California Santa Barbara *Eastern Connecticut State *Newbury College (1) MA *University of Colorado at Boulder University(1) CT *Nichols College (1) MA (1) CO Eckerd College *Northeastern University (6) MA *University of Connecticut (6) CT *Elmira College (1) NY Northern Arizona University *University of Delaware (2) DE Elms College Northern Michigan University University of Florida *Elon University (4) NC Northwestern University University of Georgia *Emerson College (4) MA Norwich University *University of Hartford (2) CT *Emmanuel College (1) MA *The Ohio State University (2) OH University of Houston, Downtown Endicott College Oklahoma State University University of Illinois at Urbana- *Fairfield University (2) CT Pace University - Westchester Champaign *Fairleigh Dickinson University (1) *Pace University, NYC (1) NY University of Kentucky NJ *Penn State University, Univ. Park *University of Maine (3) ME *Fisher College (1) MA (6) PA University of Maine at Farmington *Fitchburg State University (4) MA Peoples University of Medical Hlth *University of Maryland, College Flagler College (1)non-US Park (1) MD *Colleges WHS Students Florida Institute of Technology Pepperdine University University of Mary Washington Florida State University Plymouth State University *University Mass Amherst (30) MA Are Attending Fordham University *Providence College (1) RI *University Mass Boston (3) MA *Framingham State University (4) *Purchase College State University Mass Dartmouth MA University *University of Mass Lowell (4) MA Franklin Pierce College of New York (1) NY University of Miami Furman University *Purdue University (2) IN George Mason University *Queens University of Charlotte Georgia Southern University (1) NC *The George Washington University (1) DC College Resources
OBJECTIVE BOOKS General information guides that provide the facts; location, size, student life, housing, sports, activities, special services, deadlines and admission criteria
Baron’s Profiles of American Colleges State by state guide filled with facts and figures: size, location, majors, helpful hints, and a selectivity guide.
Peterson’s Four -Year Colleges/Peterson’s Two-Year Colleges All the basic information you need to know. Contains 2-page profiles on many colleges in the white pages at the back.
The College Handbook by the College Board State by state guide for two- and four-year schools with lots of facts and figures
Peterson’s Colleges with Programs for Students with Learning Disabilities A great resource book for students seeking Learning Disability support
SUBJECTIVE BOOKS Filled with anecdotal information from students. Can be useful in getting a feel for the school’s environment and culture. These books often provide a short list of overlap schools.
The Fiske to Colleges by Edward B. Fiske Selective guide filled with student impressions of academics and environment. Students with a 3.0 and 1100 minimum will find the greatest opportunity at colleges in Fiske. It is also a user friendly with Apple App.
The Princeton Review: The Best 331 Colleges School profiles written from the students’ perspective.
The Insider’s Guide to the Colleges by the Yale Daily News Gives two or three pages of information followed by a FYI section that lists the three best and worst things about the school.
The College Finder by Steven Antonoff Compiles lists of schools in various ways: where values are important, where there are Greek systems, where there are no Greek systems, where many students study abroad, where many students go on to law and medical schools and so on.
Colleges That Change Lives by Loren Pope Profiles exceptional colleges that will turn “average” high school students into achievers.
Making a Difference by Miriam Weinstein Outstanding Colleges to help you create a better world.
Online Resources College Prowler
Page | 131 Resources on the WEB
WHS School Counselor Website: http://westboroughschoolcounselingdept.weebly.com/
Naviance: http://connection.naviance.com/westborough
College Board Online: http://www.collegeboard.org College search and database of college information. Unique features: register for SAT Reasoning and SAT Subject tests; register for, and complete the CSS PROFILE.
American College Test (ACT): http://www.actstudent.org
New England Board of Higher Education: www.nebhe.org Find out about the New England Regional Student Program’s tuition break for New England residents enrolled in approved majors at out-of-state public colleges and universities in New England.
Peterson’s Education Center: http://www.petersons.com All the information and tools you need to find, get in, and pay for college.
MEFA: www.mefa.org MEFA is a state-created non-profit organization that works to make higher education more accessible and affordable for students and families in Massachusetts. MEFA provides community education programs, college savings plans and low-cost financing options. Financial Aid Information Page: http://www.finaid.org The “Smart Guide to Financial Aid”
Free Application for Federal Student Aid (FAFSA) http://www.fafsa.ed.gov “Get Help Paying For College” *Please note that it is necessary to submit the FAFSA if you would like to qualify for merit scholarships.* FastWEB (Online Scholarship Search): http://www.fastweb.com An online college & scholarship search.
Armed Services Air Force http://www.af.mil Marine Corp. http://www.marines.mil Navy http://www.navy.mil Army http://www.army.mil Coast Guard http://www.uscg.mil
Jobs: www.bls.gov/ooh/ Occupational Outlook Handbook Profiles featured cover hundreds of occupations and describe, What They Do, Work Environment, How To Become One, Pay, and more.
Fair Test- The National Center for Fair and Open Testing: http://www.fairtest.org/university/optional 815+ schools that do not use SAT Reasoning and ACT scores for Admission.
The Common Application: www.commonapp.org. The application is accepted at more than 400 colleges.
College Search Sites (Student Insight, Admission Counselor Interview, etc.) www.unigo.com www.collegeprowler.com
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