The American School in London

Resource Guide

A publication of the academic advising and college counseling office Table of Contents 2016–2017 Resource Guide

Office information and contacts ...... 2 Overview of the college counseling schedule ...... 4 Dates for standardized testing ...... 7 Researching U.S. colleges and universities...... 8 Tools for the college search ...... 13 Campus tours, information sessions and interviews ...... 17 Summer ...... 24 Standardized testing ...... 26 The application ...... 35 The essay ...... 41 College decisions ...... 49 Financing college ...... 52 Athletic recruitment ...... 55 Visual and performing arts supplements ...... 58 Applying to Canadian universities ...... 60 Applying to universities in the U.K...... 61 Applying to other university systems ...... 67 Glossary ...... 69 © The American School in London, 2016–17

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Office information and contacts

The American School in London Office of Academic Advising and College Counseling 1 Waverley Place London NW8 0NP Main Phone Number: +44 (0) 207 449 1200 Main Fax Number: +44 (0) 207 449 1351 CEEB Code: 724412 College Board Test Center Code: 57180 ACT Test Center Code: 874550

Director of Academic Advising and College Counseling Patty Strohm +44 (0) 207 449 1247 [email protected]

College Counselors Ivan Hauck +44 (0) 207 449 1245 [email protected]

Nicole Thompson +44 (0) 207 449 1246 [email protected]

Testing Coordinator Luchano Bogdanov +44 (0) 207 449 2946 [email protected]

Registrar Esther Cole +44 (0) 207 449 1348 [email protected]

Administrative Assistant Sue Fox +44 (0) 207 449 1248 [email protected]

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ACT 319-337-1270 www.actstudent.org

ACT Service for Students with Disabilities 319-337-1510 www.act.org/aap/disab/

AP 888-225-5427 http://apstudent.collegeboard.org

College Board Service for Students with Disabilities 609-771-7137 www.collegeboard.org/ssd/student/index.html

PSAT 866-433-7728 www.collegeboard.org

SAT 866-756-7346 www.collegeboard.org

UCAS 0371-468-0468 www.ucas.com

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Overview of the college counseling schedule

For Grades 9 and 10

The focus of Grades 9 and 10 is on learning—academic and extracurricular exploration—rather than on college admissions. Too much emphasis on college during the first two years of high school distracts students from the most important tasks at hand: challenging themselves in their classes, developing their study habits, exploring their interests, finding new ones, and enjoying their high school years.

The emphasis for students in Grades 9 and 10 should be on  Taking solid academic courses at the appropriate level and doing their best in each class. Keep in mind that grades from these years are factored into a student’s cumulative grade-point average (GPA).  Engaging fully in extracurricular activities, sports, and community service and taking on leadership roles.  Trying out new activities and exploring new interests. Trying new things is a great adventure, and will help students learn about themselves and to grow and develop in important ways.  Becoming comfortable interacting with their teachers, learning to be a positive self-advocate, and forming positive friendships with their peers.  Reading—whether novels, poetry, plays, non-fiction or newspapers—students should be reading outside of school. This is probably the single best possible preparation for the demands of school, college and standardized tests.

The Grades 9 and 10 advisors—with support from the grade-level deans—monitor student progress and assist students in making appropriate course selections. Through group presentations and individual meetings, grade-level deans and advisors will inform students and parents of the preparatory requirements for enrolling in advanced courses in the junior and senior years.

When appropriate, sophomores may take SAT Subject Tests in certain areas, for example in math or a world language. Questions about readiness to take these tests should be directed to teachers in the appropriate subject area. All sophomores will have the opportunity to take the PSAT purely for practice in February 2017. The results— along with suggestions on ways to improve performance—will be discussed at both class and parent meetings.

For Grade 11

Junior year is pivotal for many reasons. The most important is what happens in the classroom. In Grade 11, learning becomes more abstract and complex. Students start analyzing literature for deeper meaning, reading primary source documents in their history classes, grappling with more abstract scientific principles, writing analytical essays and lab reports, and performing complex mathematical equations. Outside of the classroom, many will be playing varsity sports, while others will be performing in plays or concerts. All juniors have opportunities to stretch themselves with a variety of leadership roles in the ASL community.

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At the same time, students begin to plan more seriously for their college applications, and the formal college process begins in the second semester. Below are some highlights of what will be happening.  Juniors take the PSAT in October. The National Merit Scholarship Corporation will use junior scores to determine which students will become Commended Scholars, Semi-Finalists, and Finalists in the National Merit Competition (only open to US citizens and permanent residents). Students are notified of their status in the fall of senior year. PSAT scores are useful in pointing out areas of relative academic strength and weakness.  Juniors and their parents can learn more about individual colleges by attending the USA College Day, held in the fall and sponsored by the Fulbright Commission. This university and college fair, held on Friday and Saturday, 23 and 24 September, attracts more than 180 colleges and educational providers from across the United States.  In October, college counselors hold an evening meeting for juniors and their parents, introducing the college process.  Students are assigned to a particular college counselor at the start of the second semester. Individual student and family college counseling meetings begin during second semester of the student’s junior year.  College counselors will discuss and then carefully review each junior’s course selections for senior year.  During winter, February and spring breaks, many juniors begin visiting colleges, and more visit during the summer.  Standardized testing includes the SAT in May or June; the ACT in April or June; AP exams in May; and SAT Subject Tests in May or June. Juniors will discuss their testing timetable with their counselors beginning in January.  By the end of junior year, every student will have identified and researched colleges of interest to them; taken some relevant standardized tests; and worked with their college counselor to get a sense of how to develop a balanced list of schools, which will be finalized in the fall.

For Grade 12

The college search is most involved during the senior year. The college counselors are committed to assisting students and parents throughout the process, helping to create a healthy home-school partnership.

 The college counselors work exclusively with the senior class during the fall, so that students have their counselors undivided attention as they complete all elements of their applications.  In the fall, seniors and parents will meet with the college counselors to finalize their college lists and to develop a plan of action for their applications. This is when students decide about any early application plans and determine whether any further testing may be needed.  Teachers and college counselors complete all recommendations in the fall.  More than 100 college admissions representatives visit ASL each school year. See the section on College Representatives at ASL for more information.

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 In April, students receive their final admissions decisions and will choose where to enroll by the 1 May deposit deadline.  In June, we honor the seniors at graduation.

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Dates for standardized testing

PSAT  Grade 11: Saturday, 15 October 2016  Grade 10: Thursday, 2 March 2017

ACT: Test Center Code: 874550 ACT Date Registration Deadline 10 September 2016 5 August 2016 22 October 2016 16 September 2016 8 April 2017 3 March 2017 10 June 2017 5 May 2017 The December ACT test is not offered at ASL.

SAT: Test Center Code: 57180 March SAT testing is not offered internationally. SAT Date Registration Deadline 1 October 2016 1 September 2016 5 November 2016 7 October 2016 3 December 2016 3 November 2016 21 January 2017 21 December 2016 6 May 2017 7 April 2017 3 June 2017 9 May 2017

AP: Tests in italics are generally not administered at ASL.

Week 1 Monday Tuesday Wednesday Thursday Friday 1 May 2 May 3 May 4 May 5 May Morning Chemistry Computer Science A English Literature United States German 8:00 a.m. and Composition Government & Language and Environmental Spanish Language Politics Culture Science and Culture U.S. History

Afternoon Psychology Art History Japanese Lang & Chinese Language Computer Sci 1:00 p.m. Culture & Culture Principles Physics 1: Algebra-Based Physics 2: Studio Art Algebra-Based portfolios due Week 2 Monday Tuesday Wednesday Thursday Friday 8 May 9 May 10 May 11 May 12 May Morning Biology Calculus AB English Language Comparative Human 8:00 a.m. & Composition Government & Geography Music Theory Calculus BC Politics Micro- World History economics Afternoon Physics C: Mechanics French Language& Italian Lang & Statistics European 1:00 p.m. Physics C: Electricity Culture Culture History & Magnetism Spanish Literature and Macroeconomics Latin Culture

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Researching U.S. colleges and universities

Building a college list is an evolving process, one that doesn’t need to crystallize until the fall of senior year. At the start of the college process, students weigh various options and consider many choices, and it is wise to keep an open mind. Some students may already have a few specific colleges in mind, or may have an idea of the geographic area that is appealing to them. It makes sense for students planning college tours to start with those colleges or locations as an anchor for travel. Because there is an ocean between London and North America, it takes more planning to make the most of a college tour—something the ASL college counselors are happy to help students organize.

Some students will find it easier than others to narrow down their list of colleges from the literally thousands of possibilities. But even the most indecisive of students can eliminate many schools fairly readily. Most students can whittle down the options to 25 to 30 colleges without doing much research at all. It’s going from that number to a dozen or so finalists that takes time and serious investigation—and help from the students’ college counselors, whose role it is to guide students through what may sometimes feel like an overwhelming thicket of variables. Finding a set of colleges that will fit students comfortably is more art than science. However, it is possible to establish helpful, if broad, parameters that will help students stay realistic about their aspirations. Family Connection is a tool that will help students pare down their lists. Junior year is too early to say with any confidence where most students would be likely or unlikely to be admitted, because students’ academic and extracurricular profiles are still being formed. Students, their parents, and their college counselors will work together to identify schools that are a good match for each individual student.

Public and Private

Many top universities in the United States are public institutions. They offer many more majors than smaller institutions and often have greater resources for student research. Usually these schools offer an excellent education at a fraction of the price for in-state residents; some of these schools also offer reduced tuition for out-of-state students as well. For students who like a large campus with great curricular choices at a lower cost, public universities should be serious contenders.

While private colleges generally cost more than comparable state institutions, they are frequently able to offer generous financial aid that might make private education as inexpensive as attending a public university.

Most ASL students consider both private and public universities in the application process.

College Setting

The location of a student’s academic home for the next four years will determine the quality of life and should reflect personal values. Colleges and universities can be located in the midst of major cities, in the suburbs, in small towns, or in rural locales. Each setting has its own distinct advantages and disadvantages.

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As ASL students know, going to school in a city offers opportunities to attend cultural events and to participate in internships and research. Most ASL students do not need or use a car and have the opportunity to build an extensive social life off campus. Yet college life in a city can also include big city problems in the form of outside distractions and safety issues.

College towns may not have all of the amenities of city life, but they often have a more relaxed, friendly feeling. At residential colleges students find the energy is centered on campus life, rather than in the larger community. College faculty tend to live in town, creating a feeling of community on campus. You may need a car for transportation to the big city a few hours away, but you can also easily drive to nearby outdoor activities. Generally, small towns have a lower cost of living than bigger cities. Also, colleges in more rural settings work hard to bring concerts and speakers to their campuses to supplement social life. The energy on smaller campuses depends upon student involvement; therefore, students are encouraged to explore and participate.

Students: reflect on your experience at ASL and consider whether at college you would prefer a geographically diverse student body such as ASL’s, or a regional community of students from more homogeneous backgrounds. Think about climate and how it affects your quality of life.

Also, try to avoid focusing on one particular region of the country. While the East Coast offers an extensive number of outstanding colleges and universities, students are encouraged to include as wide a geographic range as possible in the initial college search. Don't overlook Midwestern or Southern schools; many of these institutions are gems of truly national reputation. Many ASL students also investigate colleges outside of the United States. These include Canadian, Japanese and UK universities.

Questions to ask:  Do you want to attend a college that is in o The United States (New England, the West Coast, the mid-Atlantic, the South) o Canada o U.K. o Another part of the world.  Do you find being in a city exciting or distracting?  Would a more rural setting be more inviting—and close to outdoors activities?  Do you want to experience “an American college town”?  Would it be exciting to spend the next four years in a part of the U.S. that is different from what you know?  What is the distance from home, from parents or other relatives?  What is the distance from a major airport?  Do you want a traditional American college experience, one that includes American football games and fraternities and sororities?

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Size

Colleges can vary dramatically in size, from around 1,000 to 50,000 students. In the college search, students should think carefully about which size is best for them both academically and socially.

More than 80 percent of American private colleges, and almost 25 percent of public universities, have enrollments of less than 2,500. Smaller colleges generally place a greater emphasis on teaching as opposed to research, and on undergraduate rather than graduate students. Similar to ASL, classes at smaller colleges include a lot of student interaction with faculty and many opportunities to contribute in class.

Larger colleges and universities offer a greater breadth of course selection than smaller schools, allowing students to explore a wide range of potential majors. Faculty at larger institutions may balance teaching with research. This research keeps them up-to-date on current developments in their fields and enhances their classroom instruction, but it may also decrease their available time for interaction outside of class. Class size tends to vary greatly. While courses requiring greater faculty interaction (such as world language or English composition) may be smaller, many introductory courses are taught in a large lecture format using graduate teaching assistants. Larger colleges and universities usually have a more diverse student body and a broader selection of extracurricular opportunities to explore. Finally, many students prefer the greater anonymity intrinsic to a larger academic setting.

While we encourage students to gain a better feel for the size environment most appropriate for them, we would also encourage everyone to investigate colleges of a wide variety of sizes, especially in the initial stages of the college search.

Questions to ask:  Do you want to attend a college that is: o Small (1,000-3,000) o Medium (3,000-10,000) o Large (10,000 – 20,000) o Very large (20,000+)  Would you like to live in an intimate community where you can get to know many of the students and faculty at your school?  Do you want to be in a large school community where you will experience greater diversity in the student body?

Fields of Study

Few students go to college with a specific academic major in mind. The vast majority of students have only a general sense of the fields of study that interest them prior to starting their college careers.

Liberal arts is the term most generally used to describe the most common form of undergraduate education in the United States. Offering solid preparation for post- college careers, the liberal arts can also serve as an outstanding springboard for graduate-level study in areas such as law, business or medical school.

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While pre-professional training is frequently available at liberal arts schools in areas like business or engineering, students are generally required to take an array of courses in all areas—the arts, sciences, and humanities.

In addition to colleges and universities that focus on the liberal arts, there are specialized schools that offer training in specific fields, such as, engineering, business, the sciences and the performing and visual arts.

Questions to ask:

 Are there majors and minors offered in areas you’re interested in?  What is the breadth and depth of courses offered in your areas of interest?  Does the college have a core curriculum, that is, a set of courses in different disciplines that are required for all students?  Does the college have an open curriculum, one with few required courses?  What are the strongest departments in the college or university?  Are there research opportunities for undergraduate students?  Are there internship opportunities?  What kinds of study abroad programs are there?  Is there a cooperative work program, that is, where paid or unpaid work is incorporated into the curriculum?  Is there an advisor system?  Do professors teach undergraduates? Or do graduate students teach undergraduates? Or do both teach?  What is the faculty-student ratio?  What’s the average class size?  What is the graduate school and job placement rate?

Research is essential to finding the best match between student and college. The research process requires students to:  Read about various colleges and universities.  Talk with people personally knowledgeable about various colleges and universities, such as current and former students, professors, and admissions officers.  Visit colleges and interview whenever if possible.  Check out student blogs on the admission web pages to gain a better understanding of the different ways students craft their university experiences.  Use Family Connection, a web-based software program that helps students investigate schools and track applications.

Campus Life and Atmosphere

Questions to ask:  What is the school calendar? Semester? Trimester? Block? January term?  Are the students more conservative or more liberal? Preppy or offbeat?  Is the student body homogeneous? Diverse?  Does the campus have school spirit?  What is the political climate like?  Is the school religious or secular?

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 What kind of housing is available? Predominantly large dorms? Housing clusters? Small houses? What is the availability of single rooms/doubles/suites?  What kind of dining options are available?  Is housing guaranteed? For how many years?  Are different religious, ethnic or cultural groups active on campus?  What kinds of cultural opportunities are on campus or in the wider community?  Where is the focus of social life on campus?  Are the students at the college scholarly or highly social?  Is Greek life (that is, fraternities and sororities) a big part of campus?  Is the campus highly sports oriented?  How effective is the career advising program?

Admission Selectivity

When students begin a college search, one of the most important things to focus on is finding schools where they have a good chance of admission. While the application review will take into consideration numerous subjective factors, such as students’ essays and letters of recommendation, students must focus their search on more concrete factors, namely academic performance and standardized testing.

Academic performance is by far the most important factor in determining a student’s admissibility to college. Admissions officers believe that the depth of a student’s courses and the grades received are the most obvious indication of potential success in college. They want to see that students have challenged themselves in a demanding academic program throughout high school.

Standardized testing plays an important role in admissions. Most colleges and universities require the SAT or ACT; many of the most competitive schools require two—or, on rare occasions, three—SAT Subject Tests. All U.S. colleges will accept the ACT exam in place of the SAT. When reviewing potential colleges and universities, students are advised to keep in mind their middle 50% range of testing. While a quarter of admitted students have scores either above or below this test range, such a median range will give a general indication of the strength of the applicant pool and how each student compares.

As students begin to consider personal criteria in selecting colleges that are right for them, we strongly encourage students to think about three critical points: 1. Take plenty of time to analyse your personal criteria in the process. The more conscientious effort you put into thoughtfully reviewing the characteristics of the colleges that will meet your needs, the more satisfied you will be with the choices available to you. 2. Resist the pull of the rankings. Too many students focus on the rank or reputation of a college rather than the characteristics of the school behind the name. Remember that there are over 3,000 private and public colleges and universities in the United States alone, all of which have something special to offer. 3. Your college criteria will be distinctive from anyone else’s. Students often forget this simple fact when they compare college lists. Celebrate the fact that you are unique!

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Tools for the college search

Naviance

Naviance (formerly called Family Connection at ASL) is a web-based software program that helps students and parents in college planning and research and in tracking applications. Naviance provides general information about colleges and universities in the U.S. and around the world. It also provides statistical information specific to ASL graduates and the colleges to which they have applied. It can be used by students and parents as a:  Communication Tool: The college counselors can inform students and parents of upcoming college visits, deadlines, and assignments, including surveys and questionnaires, through announcements and emails.  Tracking Tool: Naviance provides general milestones for college applications as well as individual profiles for students.  Information Repository: A central location for each student to keep lists of awards and achievements, prospective schools, application status, etc.  Statistician: ASL can track its college admissions trends (number of ASL applicants, test scores, acceptance rates, and matriculation) at institutions around the world.

Naviance has a number of tools that support students in their college research. For example, click on the “Colleges” tab to find:  Colleges I’m thinking about: Use this section to keep track of the colleges under consideration. Students can set their level of interest and keep an eye on deadlines and application data.  Colleges I’m applying to: Students enter the list of colleges they will definitely be sending applications.  College visits: See the most up-to-date information about which colleges will be visiting ASL this year. Date, time, location, and visitor information is listed here. If a visit occurs during a class period, students must first ask permission from their teachers to attend. Students will receive an automatic email reminder 48 hours before the visit. Naviance also generates an automatic email notifying students of upcoming visits of those colleges on their prospective and active lists. School-day visits are reserved for students only. Parents are welcome to attend evening programs.  College search: A comprehensive search engine that allows students to customize any number of characteristics as they begin their research.  College match: This analyzes historical data to compare where other students interested in colleges on a student’s individual list have also applied.  College resources: Links to a wide range of resources that will be helpful in the college search process.  Scattergrams: A graphical representation of historical ASL application data

How to Activate and Use Your Account Included in this resource guide is the activation code for your Naviance account. Please go to our site’s entry address – http://connection.naviance.com/asl. Click on “I need to register” on the right-hand side of the page. Students, you will then be prompted for the activation code that you have been given. Once you have activated

13 your account, update your personal information. You can do this by clicking “about me” on the left hand side of the homepage or the tab on the top left.

Please update the section called “profile” under “official things.” Also listed in this section is “account” which will allow you to update your password if you wish. These sections need to be maintained only once in a while, so you can update it and move on to other sections of the site.

Under “interesting things about me” you can update your résumé. Think of it as a collection point for the things you have done outside the classroom and any honors you have received. Maintaining this portion of the site as you move through your junior and senior year means that when you start to fill out applications, you will have a large portion of the important information all in one place. You can even print out your résumé and give it to teachers who will write recommendations for you.

Clicking on the “colleges” tab opens up a number of resources for you to utilize. You will see the college search engine, information sheets, and even a zoomable map that lets you take a sneak peek at schools before you visit in person. If you like what you see, you can move the college into your “colleges I’m thinking about” section to remember which schools you are considering. Any college visits will be listed under this tab and once we move into senior year, the colleges tab will be important as we process your application materials.

Helpful Books

The College Counseling Office maintains a library of general guidebooks as well as individual college and university catalogues. There are also test preparation guides and books on everything from finding scholarships to planning a gap year.

For families who wish to invest in their own copies of guidebooks and reference manuals, there is a large and ever-growing selection. There are many, many books available—some specific, others very general. They can usually be divided into three categories: comprehensive guidebooks and subjective guidebooks. Here are some that we recommend.

Comprehensive guidebooks give the facts about colleges and tend to be enormous. They are completely objective and consist mainly of statistics about colleges. There is little in these books that will give you a feel for a college, but you can expect to get reasonably accurate information from them.

Barron’s Profiles of American Colleges The College Board’s College Handbook Peterson’s Four-Year Colleges

Subjective guidebooks try to give you a feel for a college. They offer opinions about what is good and bad about the colleges and, in many cases, rate their quality. These opinions can be very helpful, but remember they are subjective; the conclusions reached by the writers of these books may not be your own.

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Colleges That Change Lives by Loren Pope. An excellent source for students who know they want to attend a small liberal arts college. It gives in-depth examples of schools that may be lesser known, but still have excellent programs. Fiske Guide to Colleges by Edward Fiske. As close as a person can get to knowing what a college is like without visiting the campus. An excellent resource. Princeton Review’s The Best 381 Colleges (2017 edition). This book is a bit more entertaining than some of the others – it ranks schools by quality of food, intensity of study, levels of drinking, and degree of “granola,” all of which you may or may not find helpful. The Hidden Ivies: Thirty Colleges of Excellence by Howard & Matthew Greene. The Greenes have written numerous college guides. This one focuses mainly on top-notch colleges, often located on the East Coast, colleges that are often as selective as the Ivies themselves. The Insider’s Guide to Colleges by The Yale Daily News. Written by students at Yale, this definitely gives you the “inside scoop” from a student’s point of view. The Public Ivies by Howard & Matthew Greene. Another book by the Greenes, which, in this case, focuses on public universities. A good resource for students who want to attend a large university rather than a small, liberal arts college.

Helpful Websites

In addition to printed guides, there has been an explosion of online college search services. First, though, it is helpful for students to go to individual college websites. Read carefully the introductions: how colleges describe what distinguishes their institutions often mirrors what they are looking for in their applicants. Also, college admission officers recommend reading student blogs. These students are carefully chosen to illustrate the variety of student experiences. In addition, there are other websites that may be helpful, including:

General Information These websites have general information on colleges in the U.S. and Canada. www.aucc.ca – A search engine for Canadian universities. www.collegeview.com www.gocollege.com www.schoolsintheusa.com – A search engine for American colleges www.campustours.com – Take campus tours online.

Financial Aid General information on financial aid. www.collegeboard.com/pay www.finaid.org www.studentaid.ed.gov

Free scholarship search engine for all students. www.fastweb.com www.internationalscholarships.com

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Listings of sources of scholarships available for international students. www.iefa.org

Financial Aid information/academic opportunities for Canadian students. www.finaid.org/otheraid/canadian.phtml

FAFSA—Free Application for Federal Student Aid, required for all American citizens and permanent residents applying for financial aid in the U.S. www.fafsa.ed.gov

CSS Profile—The CSS Profile is published by the College Board and is required by many competitive colleges for American students and Green Card holders applying for aid http://profileonline.collegeboard.org

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Campus tours, information sessions and interviews

Visiting College Campuses

Seeing college campuses in person is one of the most helpful things students can do during their college search. Visiting a college’s website provides a basic understanding of a school. Walking around campus, however, and talking to current students and faculty gives a much deeper sense of what it would be like to be a student there.

Summer is the time when most students visit colleges, when many colleges are not in session. However, given the constraints of distance, ASL students should visit college campuses whenever they have the opportunity to do so, including summer. For most students, especially those who are strong visual learners, a summer visit is better than no visit at all.

Visiting when colleges aren’t in session is not quite the same as seeing the campus during the academic year; therefore, we recommend that students visit colleges when they are in session. The reality of distance, however, means that ASL students must visit when they can, for example, during the February break or the spring break of their junior year; or during the October break of their senior year. At these times, most colleges are in session, giving students a real taste of what the campus is like when it’s in full swing. We don’t encourage students to miss school for college visits, since it means making up schoolwork and missing important extracurricular commitments.

Here are some tips from former ASL students and their parents for making the most of a college visit:

 Before visiting a campus, contact the ASL alumni who are studying there. All ASL juniors and seniors have the list of University Mentors, ASL alumni who are ready and willing to meet ASL students.  When students visit a college, they should sign in at the admissions office. Some colleges, usually the smaller ones, keep track of all the contacts students make with them, which can be factored into admission decisions.  In addition to campus tours, many colleges offer formal information sessions at specific times of day. We recommend that you attend both a tour and an information session. Before the visit, students should go online to the college’s website and check what time they start. In some cases, students are required to make a reservation for a tour or information session.  Call ahead to arrange an interview on campus, if offered by the college.  If possible, attend a class or two. We strongly recommend this. There is no better way to find out what the intellectual life of the college is than to attend a class.  Try to say hello to the international admissions officers. While they may not always be available, international admissions staff appreciate the opportunity to greet students and families who come from overseas.  Aim to visit two schools a day. More than that can exhaust and overwhelm.  When visiting a college, take notes and take pictures. Otherwise, everything will blend together after a while, and it can be difficult to remember specifics.

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 While touring, become cultural anthropologists and gather information. Listen to what students are talking about, pick up the school newspaper, and spend a bit of time in the student union or other places where students hang out. In general, try to get a sense of the atmosphere and energy of the school.

Campus Visit Checklist

Below are some sample questions you might want to consider when you visit a college and take a campus tour. Remember that the tour is an important opportunity for you to talk with a current student—the tour guide—and learn more about the student experience at the college.

 How large are your classes? Do you meet regularly with an advisor?  Where do you study? Is the library a good place to work? What hours do students have access to libraries, computers, science labs, etc.?  What percentage of students live in dorms?  Is this considered a safe campus?  Do you meet with professors informally? Or do you just see them in class?  Do many students study abroad? When? Where?  What are the most popular extracurricular activities here?  What do you like best about being a student here? What do you like least?  Are there single-sex dormitories? Substance-free dorms? “Quiet” dorms? Any thematic housing?  How effective is the career guidance service on campus?  Does social life revolve around the campus, or do most students leave on the weekends? What are the major social activities?  What is the biggest issue on campus right now?  Do you feel slightly uncomfortable on campus? That’s a good thing, because you want a college where you will grow. If you are comfortable there at 17, will you have outgrown the college by the time you are a junior?

College/University Visit Clusters

The groups of colleges and universities below are by no means exhaustive. These ideas are meant to serve as good staring points when beginning a college search. If a college or university is listed in a multi-state grouping, the state in which it is located will be abbreviated in parentheses.

Boston/Rhode Island Area MIT (MA) Large universities Providence College (RI) Boston University (MA) Tufts University (MA) Northeastern University (MA) University of Rhode Island (RI) Smaller colleges Medium universities Babson College (MA) Boston College (MA) Emerson College (MA) Brandeis University (MA) RISD (art school) (MA) Brown University (RI) Wellesley College (women) (MA) Harvard University (MA) Wheaton College (MA)

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Maine/NH/VT Eugene Lang College Large universities Sarah Lawrence College University of Vermont (VT) University of New Hampshire (NH)

Medium university New York State Dartmouth College (NH) Large universities Cornell University Small colleges Rochester Institute of Technology Bates College (ME) SUNY system Bowdoin College (ME) Syracuse University Colby College (ME) Middlebury College (VT) Medium universities St. Michael’s College (VT) Ithaca College Rensselaer Polytechnic Institute Central/Western Massachusetts University of Rochester Large university University of Massachusetts at Amherst Small colleges Bard College Small colleges Colgate University Amherst College Clarkson University Clark University Hamilton College Hampshire College Hobart & William Smith Colleges College of the Holy Cross Skidmore College Mount Holyoke College (women) St. Lawrence University Smith College (women) Union College Williams College Vassar College Worcester Polytechnic Institute Philadelphia/New Jersey/Delaware Connecticut Large universities Large university University of Delaware (DE) University of Connecticut Drexel University (PA) University of Pennsylvania (PA) Medium universities Rutgers University (NJ) Fairfield University Yale University Medium universities Princeton University (NJ) Small colleges St. Joseph’s University (PA) Connecticut College Villanova University (PA) Trinity College Wesleyan University Small colleges Bryn Mawr College (women) (PA) New York City Area Haverford College (PA) Large universities Swarthmore College (PA) New York University St. John’s University Pennsylvania Large universities Medium universities Pennsylvania State University Columbia University University of Pittsburgh Fordham University Hofstra University Medium universities Bucknell University Small colleges Carnegie Mellon University Barnard College (women) Lehigh University Cooper Union (arts and engineering)

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Small colleges University of Miami (FL) Allegheny College University of South Carolina (SC) Dickinson College University of Tampa (FL) Franklin & Marshall College Gettysburg College Medium universities Lafayette College College of Charleston (SC) Muhlenberg College Emory University (GA) Furman University (SC) Washington DC/Baltimore Area Large universities Small colleges George Washington University (DC) Eckerd College (FL) University of Maryland – College Park Ringling College of Art and Design (MD) Rollins College (FL)

Medium universities Chicago/St. Louis/Upper Midwest Area American University (DC) Large universities Georgetown University (DC) DePaul University (IL) Johns Hopkins University (MD) University of Illinois (IL) Loyola College of Maryland (MD) University of Michigan (MI) University of Wisconsin (WI) Small colleges Goucher College (MD) St. John’s College (MD) Medium universities St. Mary’s College (MD) University of Chicago (IL) Washington College (MD) Loyola University of Chicago (IL) Marquette University (WI) Virginia/North Carolina/Tennessee Northwestern University (IL) Large universities Washington University in St. Louis (MO) James Madison University (VA) University of North Carolina, Chapel Hill Small colleges (NC) Carleton College (MN) North Carolina State University (NC) Kalamazoo College (MI) University of Virginia (VA) Lake Forest College (IL) Lawrence University (WI) Medium universities Macalester College (MN) Duke University (NC) Elon University (NC) Texas/Louisiana Vanderbilt University (TN) Large universities Wake Forest University (NC) Baylor University (TX) College of William and Mary (VA) University of Texas, Austin (TX) Texas A & M University (TX) Small colleges Texas Christian University (TX) Davidson College (NC)

Guilford College (NC) University of Mary Washington (VA) Medium universities Rhodes College (TN) Rice University (TX) University of Richmond (VA) Southern Methodist University (TX) Washington & Lee University (VA) Tulane University (LA)

South Carolina/Georgia/Florida Small colleges Large universities Loyola University, New Orleans (LA) Clemson University (SC) Trinity University (TX) University of Florida (FL) University of Georgia (GA) Georgia Institute of Technology (GA)

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Ohio/Indiana Pomona College Large universities University of the Redlands Indiana University (IN) Scripps College (women) Miami University of Ohio (OH) Whittier College Ohio State University (OH) Northern California Medium universities Large universities Case Western Reserve University (OH) University of California at Berkeley University of Notre Dame (IN) University of California at Santa Cruz Stanford University Small colleges Denison University (OH) Medium universities Kenyon College (OH) University of the Pacific Oberlin College (OH) University of San Francisco Ohio Wesleyan University (OH) Santa Clara University Wittenberg University (OH) College of Wooster (OH) Small colleges California College of the Arts Southern California Large universities Pacific Northwest University of California at Los Angeles Large universities University of California at San Diego University of Oregon (OR) University of Southern California University of Washington (WA)

Medium universities Medium universities Loyola Marymount University Willamette University (OR) University of San Diego University of Puget Sound (WA)

Small colleges Small colleges Cal Tech Lewis & Clark College (OR) Chapman University Reed College (OR) Claremont McKenna College Whitman College (WA) Harvey Mudd College Occidental College Pitzer College

College Representatives at ASL

Each year, ASL brings to campus admissions officers from more than 100 colleges and universities in the U.S., Canada and Europe. Generally the admissions officers who come to ASL will also be reading applications from ASL students.

These visits, which are for students only, give students the chance to ask specific questions and to learn more about a college they are interested in even if they have visited the college. At the same time these sessions give admissions representatives an opportunity to get to know ASL and its students.

Juniors are allowed to attend these sessions, but only if doing so does not entail missing class. Seniors are welcome attend, but if they are going to miss a class they must get permission from their teachers ahead of time. Teachers have the prerogative to refuse permission and require students to attend class.

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The opportunity to meet with a college admissions officer is a privilege, one that should be used carefully in order to avoid excessive class absences. Students who choose to attend class instead of meeting with an admissions officer will not be penalized. Colleges expect that a student’s coursework is his or her top priority.

The schedule of visits from college admissions officers is managed online through Family Connection. If a student registers on Family Connection for a visit, an email reminder will be sent to them 48 hours in advance.

Interviews

There are a number of variations in the interview policies at colleges. They often involve one of the following four options:  On-campus interviews that are encouraged and that become part of the student’s application file.  Optional, on-campus interviews that are not evaluative, but are informational only.  Alumni interviews only. These can often be arranged for colleges that are hard for you to visit or that cannot accommodate your request for an on-campus interview. Typically, a member of the local alumni interview team will call you after the college admission office has received your application.  No interview (group information sessions only). This is often the case at large universities.

Check your email. If you do not reply to an email from an alumnus for an interview, the chances are very high that your application will be deferred or denied. Increasingly, colleges are using alumni interviews in the admissions process, gauging students’ interest in the college and their personal qualities from alumni evaluation.

In order to prepare for the interview, students should research and read about the college beforehand. Try not to go into an interview cold, without knowing much about the college. Students should also be prepared to talk about themselves and to answer open-ended questions, such as, “What would you like to talk about?”

Here are a few other tips to keep in mind:

 Be prompt. Call or text if you are going to be late.  Dress appropriately.  Turn off your mobile phone and don’t chew gum. Take off your hat, if you’re wearing one.  Be prepared to ask a few thoughtful questions of your own, questions that go beyond information that is available on websites.  Be prepared to engage in a conversation. You should talk about your strengths, what excites you intellectually and what your goals are. You should be confident that you have a great deal to offer a college.  Send your interviewer a hand-written thank-you note after the visit, so make sure you have his/her name written down. This gesture is always appreciated.

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Sample Interview Questions

 How do you like ASL? What has been the most positive experience you have had? The most negative? What would you like to change about ASL?  What would your teachers say about you?  What is the most significant contribution you have made to your school?  What are you looking for in a college? How did you become interested in this college?  What are some of your goals—personal and career—for the future?  Tell me about a particular class or assignment in which you found yourself stimulated intellectually.  What extracurricular activities do you enjoy? Why?  What has been your favorite subject in high school? Why?  What might you study in college?  What books or authors have made a lasting impression on you? What have you read recently?  What events, if any, would you deem critical in your life thus far? Who has most influenced you?  Describe ways in which you are different from others at your school.  How have you spent your summers?  Describe something about which you have become outraged or inspired during the past year.  How do you spend your free time?  Why do you think you are a good match for this college?  Many qualified students apply to our school. What characteristics single you out from others?  What other schools are you applying to?

Questions for the Interviewer  How did going to X college or university change your life?  What research opportunities are available for students majoring in, for example, biology?  What were the best aspects of your college life?  How did going to your college prepare you for what you are doing today?  If you were to change one part of your college career, what would that be?

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Summer

Summer provides a necessary respite from the high school routine—a time to recharge batteries and to take a break from school-year routine. As a general rule, colleges want to see students doing something productive with their summers. This can take many forms, from getting a job scooping ice cream to volunteering at a local Oxfam shop to biking across the continental United States.

Sometimes students and parents make the mistake of choosing summer programs based on what they think will look good on a college application. Colleges, however, want to see what the student is actually interested in—whether it’s learning to paint, taking a summer course in engineering, working as a camp counselor, or doing volunteer work. This means choosing summer activities based on authentic interests, not on what a student thinks might impress a college admissions office. In the words of Richard Shaw, Stanford’s dean of undergraduate admissions, “What we care about is that students have done something that means something to them. It’s not a good idea to engage in something because the student or family believes it will augment their ability to get in to college.”

Here are some ideas to get started thinking about how to spend summer vacation this year.

Getting a Job

Summer jobs increasingly hard to get and a sign of personal initiative. They also provide a way of trying out potential areas of interest. If you’re interested in becoming a doctor, for example, try to find a job in a doctor’s office or at a local hospital. But keep in mind that adults respect work of all types—mowing lawns, working in a summer camp, hauling equipment or waiting tables in a restaurant: work is work, and working demonstrates discipline, adaptability and maturity, particularly if the job is menial.

Plus, by working you will earn money and learn the sweet reward of a well-earned pay check.

Taking a Class

Colleges and universities, both in the U.S and the U.K., offer a huge variety of summer courses for high school students. There are many reasons to take a summer course. You can deepen your knowledge of an academic subject you are already interested in; you can brush up on a subject you’re having difficulty with; or you can explore a new area of interest, such as engineering.

Taking a college-level course, whether close to home or farther away, can give you a taste of what to expect in college. In some cases, you may be able to earn college credit.

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Volunteering

Summer is a great time for community service work, giving you the time to volunteer for an organization or cause that’s important to you. Here in London, local community service organizations abound. From charity shops on the high street to charity organizations right around the corner from ASL, such as The Winch or Doorstep, you don’t need to travel to exotic places to find volunteer work. Service learning is a respected and valued activity.

Interning through the ASL Work Experience program

The PCA offers a fantastic menu of internships, generally lasting one week, during both spring break and the summer. These internships have been provided by members and friends of the ASL community. To gain an internship, students must apply and follow the application deadlines. Work Experience gives students unparalleled experience and requires serious commitment. For more information, see http://www.asl.org/page.cfm?p=6464.

Visiting Colleges

Especially after junior year, many students spend at least part of their summer visiting colleges. During these visits, you can take a tour of the campus and have an interview with an admission officer. Even if you don’t know exactly which colleges you want to apply to, summer visits can help you get an idea of what types of colleges appeal to you. For example, this is a good time to figure out if big universities excite you or intimidate you, or if small colleges seem welcoming or stifling.

Reading

One of the great things about summer vacation is that you finally have the time to read books for pleasure! Visit the library or bookstore and find books that interest you. You can also get recommendations for good books from your English teacher or librarian. You don’t have to restrict yourself to Shakespeare to get the benefits of an enriched vocabulary and broadened imagination. Newspapers, magazines, fantasy novels, teen romances—even graphic novels and websites—can all give you some benefits.

Being Creative

Don’t limit yourself. Think about something you’ve always wanted to do. Write a book? Work on your photography? Learn to play jazz or bluegrass? Start your own business? Try your hand at wood working? Learn to rock climb? Now is the time to plan.

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Standardized testing

Nearly all colleges require standardized test scores from prospective applicants as a partial predictor for academic success during the first year of college. The different standardized testing options include: the PSAT, the SAT, SAT Subject Tests, the ACT, and AP exams.

Based on statistical evidence, the best preparation for standardized tests, whether SAT or ACT, is thorough preparation in all courses at ASL. A student, however, may decide that individual coaching or an SAT or ACT preparation course would be helpful. Private tutoring and SAT and ACT prep courses are a significant time and monetary commitment. The time and effort required to benefit fully from a lengthy prep course are often equivalent to taking an additional academic course. Students should not let the prep course adversely affect their academic performance at ASL.

The PSAT

The Preliminary SAT (PSAT) is the practice test for the SAT. It is an opportunity for students to take a practice college entrance test, and it allows them to become familiar with a standardized test format. The PSAT is also the National Merit Scholarship Qualifying Test (NMSQT), and as such its score is used to determine a Grade 11 student’s eligibility for the National Merit Scholarship Program. Only U.S. citizens and permanent residents are eligible for consideration in the National Merit Scholarship Program.

The PSAT is a 2-hour and 45-minute test that measures knowledge and skills tested on the SAT. There are four sections: Evidence-Based Reading (60 minutes); Writing and Language (35 minutes); Math, no calculator (25 minutes); Math, with calculator (40 minutes). Scores range from 160-760 for each of the two sections (Evidence-Based Reading and Writing and Math). The highest possible score is 1520.

Students in Grades 10 and 11 are expected to take the PSAT each year. For students in Grade 11, the 2016 test will be administered at ASL on Saturday, 15 October; students in Grade 10 will take the PSAT on Thursday, 2 March. If a student has a conflict with the date, he or she should contact the Office of Academic Advising and College Counseling as soon as possible. There is no make-up date for the PSAT. Score reports are usually available within six weeks. There is no additional fee for taking this test.

The SAT

The SAT assesses students’ reasoning abilities based on knowledge and skills developed through their coursework. It is three hours long without the optional essay; three hours and fifty minutes long with the essay. SAT scores range from 200-800 for each of the two sections (Evidence-Based Reading and Writing and Math). The highest possible score is 1600.

Evidence-Based Reading Test includes:  One passage from a classic or contemporary work of U.S. or world literature.

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 One passage or a pair of passages from either a U.S. founding document or a text in the great global conversation they inspired. The U.S. Constitution or a speech by Nelson Mandela, for example.  A selection about economics, psychology, sociology, or some other social science.  Two science passages (or one passage and one passage pair) that examine foundational concepts and developments in Earth science, biology, chemistry, or physics.

What the Reading Test Measures:  Command of Evidence o Find evidence in a passage (or pair of passages) that best supports the answer to a previous question or serves as the basis for a reasonable conclusion. o Identify how authors use evidence to support their claims. o Find a relationship between an informational graphic and the passage it’s paired with.  Words in Context Many questions focus on important, widely used words and phrases that students find in texts in many different subjects.  The new SAT focuses on a student’s ability to: Use context clues in a passage to figure out which meaning of a word or phrase is being used. Decide how an author’s word choice shapes meaning, style, and tone.  Analysis in History/Social Studies and in Science The Reading Test includes passages in the fields of history, social studies, and science. You’ll be asked questions that require you to draw on the reading skills needed most to succeed in those subjects. For instance, you might read about an experiment then see questions that ask you to: o Examine hypotheses. o Interpret data. o Consider implications. o Answers are based only on the content stated in or implied by the passage. Source: collegereadiness.collegeboard.org/sat/inside-the-test/reading

Evidence-Based Writing Test includes:  All questions are multiple choice and based on passages.  Some passages are accompanied by informational graphics, such as tables, graphs, and charts — but no math is required.  Prior topic knowledge is never tested. To answer some questions, students will need to look closely at a single sentence. Others require reading the entire piece and interpreting a graphic. For instance, students might be asked to choose a sentence that corrects a misinterpretation of a scientific chart or that better explains the importance of the data. The passages you improve will range from arguments to nonfiction narratives and will be about careers, history, social studies, the humanities, and science.

The Evidence-Based Writing and Language Test measures a range of skills.

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 Command of Evidence  Words in Context  Analysis in History/Social Studies and in Science  Expression of Ideas  Standard English Conventions (grammar) Source: collegereadiness.collegeboard.org/psat-nmsqt-psat-10/inside-the-test/writing- language

Math Test Most math questions will be multiple choice, but some — called grid-ins — ask you to come up with the answer rather than select the answer. The Math Test is divided into two portions: Math Test – Calculator and Math Test– No Calculator.

The Math Test will focus in depth on the three areas of math that play the biggest role in a wide range of college majors and careers:  Heart of Algebra, which focuses on the mastery of linear equations and systems.  Problem Solving and Data Analysis, which is about being quantitatively literate.  Passport to Advanced Math, which features questions that require the manipulation of complex equations. The Math Test also draws on Additional Topics in Math, including the geometry and trigonometry most relevant to college and career readiness.

What the Math Test measures:  Fluency  Conceptual Understanding  Applications  Calculator Use

Grid-In Questions Although most of the questions on the Math Test are multiple choice, 17 percent are student-produced response questions, also known as grid-ins. Instead of choosing a correct answer from a list of options, students need to solve problems and enter answers in the grids provided on the answer sheet. Source: collegereadiness.collegeboard.org/psat-nmsqt-psat-10/inside-the-test/math

The SAT Subject Tests

SAT Subject Tests are one-hour multiple-choice tests that are subject specific. They are offered six times a year in 20 different subjects in sciences (physics, biology, chemistry); math (levels I and II); history (U.S. and World); literature; and world languages (Chinese, French, Hebrew, Italian, Japanese, Korean, Latin, Spanish). However, not every test is offered on each test date. Please check the College Board website.

Many of the language tests—Chinese, French, German, Japanese, Korean and Spanish—are offered with a listening component every November. The Language with Listening Subject Tests are offered at ASL.

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When registering for the SAT Subject Tests, students are asked which tests they plan to take; however, they may take any three tests offered on the date of administration. The only exception to this is the Language with Listening Subject Tests, which require advance administration and are only offered in November.

A student may take up to three different tests on one day. As a general rule, students should take Subject Tests in their strongest subjects. Students should take the Subject Test soon after completing the course work applicable to that test. For example, ASL students taking AP exams usually take the applicable SAT Subject Test in May.

 Math Level I: Covers standard topics in Algebra, Geometry, and Algebra II. Generally, the Math Department recommends that juniors in standard math courses take Math I. Before taking Math Level I, students should review the definitions and theorems from their Geometry textbook. Please see your math teacher for more information.  Math Level II: Includes Algebra, Geometry, Algebra II, Trigonometry, and Precalculus. Juniors in Precalculus should take Math Level II. Before taking Math Level 2, students should review the definitions and theorems from their Geometry textbook. Please see your math teacher for more information.  Foreign Language: In general, language exams should be taken after a student has completed level IVA in order to be familiar with the required grammar and to have sufficient vocabulary and reading skills. Most ASL students do not take the Language with Listening Subject Tests; however, students with strong listening comprehension in foreign language may wish to take this exam, which is only offered in November and not at ASL. Note: International students may wish to take a language test in their native language in order to demonstrate verbal facility beyond what can be measured on the SAT, which is always given in English.  For Science Subject Tests, including Biology, Chemistry, or Physics, students should have taken the AP course in the subject. Exceptionally able students who have studied beyond the course have successfully taken the SAT Chemistry Subject Test after Chemistry A.  Literature: This test is premised on a very traditional model of the study of American and British Literature, testing students on 19th century and Renaissance materials, which provide many possibilities for decoding a puzzle. For the SAT Literature subject test, the English Department recommends students who carry a B+ or above who are prepared to study and practice the test booklet.  The U.S. History Subject Test covers the full chronology of U.S. History. The Social Studies Department encourages all AP U.S. History students to take the SAT U.S. History Subject Test, because their results are generally excellent. Students in non-AP U.S. History who excel in the course and who review on their own also do well.  The World History Subject Test is most appropriate for recent transfers to ASL who might have studied World History at another school and then added preparation at ASL. However, ASL students who have done well in World Civilizations I and II and are willing do extra preparation have scored well on the test.

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SAT Registration

The SAT and Subject Tests are offered at ASL in January, May, June, October, November, and December. ASL is a closed test center and is not listed on the College Board website. Students must apply the ASL test center code (57180) when registering for SAT tests.

Students must register for these tests on their own by creating an account on the College Board website. Students should make careful note of their username and password since they will need them every time they log onto the site (to register for tests, to view or send scores, etc.). Students are not always prompted to indicate their school code during registration, but must include the ASL school code each time they take a test. The ASL CEEB code is 724412.

The registration process includes an optional questionnaire that takes several minutes to complete. The survey does not assist colleges or ASL in your college search; it is primarily a research and marketing tool used by the College Board.

Students who miss the registration deadlines should see the school’s Testing Coordinator to try to get on the wait list; stand-by testing is no longer available.

The ACT

The American College Test, or ACT, is a standardized college admission examination that consists of tests in English, Reading, Mathematics, and Science Reasoning. The ACT also includes an optional Writing section. ASL students who take the ACT should take the optional writing section, because many colleges require it. ACT results are accepted by every U.S. colleges and university.

The ACT is not an aptitude test or a reasoning test. Its questions are directly related to students’ high school course knowledge. The test includes 215 multiple-choice questions, taking approximately four hours to complete. The subject area breakdown and timing each section of the ACT is: English—45 minutes; Math—60 minutes; Reading—35 minutes; Science—35 minutes; and Writing—30 minutes.

The ACT with writing is offered in April, June, October and December. For the 2016- 17 school year, ASL offers the ACT in September, October, April and June. Students must use a special ACT Test Center Code for ASL—874550—when registering.

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Colleges Where the SAT and ACT Are Optional

An increasing number of U.S. colleges and universities have decided not to use SAT or ACT scores for admission purposes. For a complete list, see www.fairtest.org. A sample includes: Bard College Juilliard School Bates College Lewis and Clark College Bennington College Mount Holyoke College Berklee College of Music Pitzer College Bowdoin College Providence College Denison University Rollins College Dickinson College St. Lawrence University Drew University Sarah Lawrence College Gettysburg College Sewanee – Uni of the South Goucher College Smith College Hampshire College Wake Forest University Hobart and William Smith Wesleyan University Colleges Wheaton College (MA) Holy Cross (College of the) Worcester Polytechnic Institute

Reporting SAT and ACT Scores

Students—not ASL—are responsible for sending their scores to colleges. Colleges require official score reports sent directly to them from the testing agency (the College Board or the ACT). Therefore, students log into their College Board and/or ACT accounts and arrange for their official scores to be sent to each college or university that requires them. Here are some tips to remember:

 Use the correct code. Every college and university that requires SAT or ACT scores has a four-digit code, listed in the back of the registration booklet or online. There is also an online search for these codes on College Board and ACT websites.  SAT and ACT registration forms have spaces to put these codes when students register; four official reports are sent “free,” as part of the price of registration. Do not list any colleges in this space when you take the test as a junior. Do, however, use the spaces for senior test dates, at least for colleges to which you are fairly certain to apply. You can always add others later, online.  Score choice gives students the option to send SAT scores by test date and SAT Subject Test scores by individual test. Many schools, however, do not accept Score Choice. Check with each individual college to which you apply.  Score reports for all SATs are cumulative up to the date of the request. Thus, if you request a report for the December testing date of your senior year, it will include all tests taken up to that point, both SAT and Subject Tests.  Score reports for the ACT are not cumulative. You must obtain a separate report for each testing date.  When should colleges have your scores? For students applying early, scores should be sent by the first of November at the latest. For most students applying regular decision, scores should be sent by early January.

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 If a college is test optional, students need to decide whether or not to send scores. Generally, if scores are in the top 50%, students send them.

Score Choice

The College Board has implemented a procedure for sharing score reports of standardized tests for college admission. Students taking the SAT can now select which scores they send to college by test date only. In other words, they cannot send their best individual scores but rather the scores from the best test dates; however, for the SAT Subject Tests, students can send their best individual scores.

Many U.S. colleges and universities, however, still require students to submit all of their testing and do not permit the use of score choice. Students should check with individual colleges to discover their score choice policies.

Advanced Placement (AP) Exams

In addition to the SAT, the College Board develops and administers the Advanced Placement (AP) exams. These are administered each May in twenty-two different subjects, and are scored from one to five (five being the highest).

Colleges use AP scores to determine whether a student is able to undertake advanced study in the first year of college and as an indicator of a student's achievement in a particular academic discipline. Many colleges award credit and advanced standing to students who earn a score of five, and sometimes a four, on an AP. In addition, admission committees find AP scores helpful in assessing student achievement, although AP results are certainly not required of an applicant.

ASL students in designated AP courses are required to sit the AP exam at the conclusion of the course. Students may also elect to take AP exams in English Language, English Literature, Human Geography, and Psychology.

Students should not arrange for AP scores to be sent from the College Board to colleges. For juniors, AP scores may be listed on the college applications. For seniors, AP scores will eventually be released to the colleges at which they matriculate.

Standardized Tests for Students with Disabilities

Students who are eligible for accommodations at ASL may apply for the same accommodations on standardized tests. There is no guarantee, however, that they will be granted the same accommodations from either the College Board for the SAT or the ACT. Because they are different organizations, students must complete separate eligibility forms. Please see the SLD department head to apply for accommodations.

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The College Board

Students who receive testing accommodations at ASL may be eligible for accommodations on all College Board tests (PSAT, SAT, SAT Subject Tests, and the APs). The most common accommodation for ASL students is 50% extended time. A student must satisfy the following conditions in order to apply for accommodations:  Must have a disability that necessitates testing accommodations.  Must have documentation on file at the school that supports the need for requested accommodations and meets the Guidelines for Documentation (College Board document).  Must have received and used the requested accommodations, due to the disability, for school-based tests for four school months.

Students who meet those conditions will fill out the first two pages of the Student Eligibility Form, which is available in the SLD office. Students must complete this form only once in their high school career. Note that particular deadlines must be met and that the processing time can be lengthy. College Board will then send a letter to the student and to ASL stating whether the accommodation(s) has been granted. If successful, the letter will contain a ten-digit code specific to the student that he or she must use each time he or she registers for the SAT or SAT Subject Tests.

The ACT

Students who receive testing accommodations at ASL may be eligible for similar accommodations on the ACT. The most common accommodation for ASL students is 50% extended time. Students must download the Application for ACT Extended Time National Testing from www.act.org/aap/pdf/ext-time.pdf, fill out Side I, and turn the form into the SLD Office. In addition to the application, the following supporting documentation is needed:  If first diagnosed within the last three years, complete diagnostic documentation is required.  A copy of the student’s test accommodations pages from most current IEP, Section 504 Plan, or official accommodations plan.  If no current IEP, Section 504, or accommodations plan, include exceptions information and complete documentation specified on application.  A completed ACT registration folder (students must register for the exam via paper the first time) and appropriate test fee.

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Source: The College Board

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The application

A completed college application has two parts: “yours” and “ours.” You have your responsibilities to fulfill, and the College Counseling Office has its own responsibility for each school to which you apply.  You, the student, are responsible for sending: o Your personal information (the application itself) o One or more essays o Various supplements (a college’s own essay question, a graded paper, a peer reference) if required o The application fee o Your SAT and/or ACT scores, which must be sent directly from the testing agency.  We, the college counselors, are responsible for sending: o Your transcript o Secondary School Report (this includes the college counselor recommendation) o Teacher recommendations o The ASL Profile.

Types of Admission Programs

Every college application has a deadline. These deadlines, in turn, dictate the different admission programs.

Generally speaking, the deadline marks the date by which an application must be postmarked (or submitted electronically). However, for some colleges this marks the date by which the application must be received. If in doubt, call the admissions office and ask.

Regular Decision

Regular decision is the most common admission program for U.S. colleges. Under regular decision, the student applies to a college by a certain deadline, usually between January 1 and March 1, and is notified of a decision on or shortly after a specific date, most often between March 15 and April 1.

Early Decision and Early Decision II

Early Decision (ED) is a binding admission program in which the student applies by an early deadline—usually November 1 or November 15—and receives a decision approximately four to six weeks later. ED II follows the same pattern, except that the application deadline falls later, usually January 1.

ED and ED II are both binding programs. In other words, an accepted student is bound to attend the college and must withdraw all other active applications. If not accepted, students may be deferred. In this case, their applications are simply put back in the pile

35 and reviewed again with the regular pool of applicants. Some colleges may deny ED applicants whom they deem unqualified for admission. While an outright denial can hurt, it does relieve the anxiety of having to wait another four months for a decision. Early Decision is designed for students who are firm in their desire to attend a particular college and who understand they are giving up the chance to weigh other college acceptances in the spring. For this reason, the college counselors do not advocate submitting an ED application unless a student is positive that the college they are applying to is their top choice.

There are many interesting ED II colleges, including but not limited to: Boston University, Brandeis University, the Claremont Colleges, University of Chicago, Colgate University, Colorado College, Connecticut College, Dickinson College, Lehigh University, Middlebury College, Rhodes College, University of Richmond, Southern Methodist University, Syracuse University, Tufts University, Vanderbilt University, Vassar College, and Washington and Lee University.

Early Action/Single Choice (or Restricted) Early Action

Early Action (EA) is similar to Early Decision except that the student is not bound to attend the college if accepted.

A few schools in the United States have adopted an Early Action program that they have named Single Choice or Restricted Early Action. A student who applies to a college with this program cannot apply under any ED or EA program at any other school. As with any other EA program, if the student is admitted, they are not required to attend and have until May 1 to make their final college decision.

Rolling Admissions

Colleges that accept applications on a rolling basis will review a candidate’s credentials shortly after they are received and will notify the candidate of its decision within several weeks. The student does not have to tell the college whether or not he or she will be attending until May 1. As a general rule, the stronger the student, the earlier he or she may receive a letter of acceptance.

Note that many rolling admissions institutions become more selective as the year goes on, because their freshman classes fill up over time. It is therefore best to apply early in the year. Always check with your counselor about timing.

Submitting a Rolling Admission application does not conflict with ED or Single Choice Early Action programs at other schools.

Different Kinds of Applications

For applying to colleges in the US, there are basically three kinds of applications: the Common Application, an individual college’s application, and the Coalition Application.

 The Common Application

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There are nearly 700 U.S. colleges that use the Common Application, with more being added each year. The Common Application was developed so that students could fill out a single application for many different colleges. Keep in mind that many schools that use the Common Application also require their own supplement, such as an additional essay or a graded paper with teacher comments. Make certain that you check the requirements for each school to which you apply. The Common Application also has two supplements of its own—one for athletics, one for arts. The forms allow students to expound on their interests in the arts or in sports. The Common Application links to Naviance and is sent electronically.

 An Individual College Application Some colleges and universities use their own application, for a variety of reasons. The University of Wisconsin, for example, is a large university and it is more efficient and cost effective for them to create their own application. The University of California system uses one bespoke application for the entire system. Students can apply to as many of the different University of California campuses as they would like.

 The Coalition Application The Coalition Application is debuting fall 2016, and more than 56 colleges are accepting it. The Coalition Application is the product of the Coalition for Access, Affordability and Success, an ad hoc group of college admission professionals. For more information, see www.coalitionforcollegeaccess.org/

How Applications Are Evaluated

Before you apply to a particular college you must, as best you can, determine if you meet its admission criteria. Take a hard look at yourself, your academic potential, and your accomplishments. The mere fact that you attend ASL does not mean that your college of choice will accept you. Being at ASL affords you the opportunity to get an excellent education. What you do with that opportunity is up to you.

Here are a few rules of thumb in thinking about this.

1) The best gauge of how you will do in college is your performance in high school. Colleges know this, and will judge you on the courses you have taken and the grades you have earned. Simply meeting ASL’s graduation requirements does not make you competitive in the admissions process. Most selective colleges expect the ideal applicant to have taken the following courses: 4 years of English 4 years of mathematics 3-4 years of natural science 3-4 years of world language (selective colleges prefer students who have reached the fourth level of a language) 3-4 years of history and social sciences.

2) While colleges like to see AP courses in a student’s program, they do not like to see students who are in over their heads. Nothing is gained on the college admissions front

37 by taking an AP course and receiving a C or a D. Something is gained, however, in taking the same course at the non-AP level and earning an A. In choosing courses, think about where you will be successful.

3) Although test results are only one factor in the selection process, they are important. As a rule, the more selective the college, the more important the test scores. Do your scores fall within the range presented by most successful students to an institution? If they are below that range, are you being realistic?

4) Also keep in mind that a stellar academic record alone will not ensure your admission to the most selective colleges. Think about what else you bring to the college. Athletic, musical, or artistic talent? Unique intellectual pursuits? Research experience? Diversity?

So what do colleges look for when evaluating an application? When an admissions committee opens your folder to consider you for admission, they will see the following: Official transcript – Your official transcript from ASL will list all your ASL high school courses and your grades. Improvement in the senior year is helpful, but it will not remove the stigma of a poor record in the first three years. If you entered ASL after ninth grade, colleges will evaluate your earlier coursework on the transcript we send from your previous high school. Completed application and essay – The application will include all personal information, extracurricular and athletic activities, jobs you have held, etc. Colleges look closely at your part of the application, particularly the quality of the essay. Students can also be denied admission to colleges for which they were qualified because their application demonstrated little thought or care. The quality of your application is the one aspect of this process that you completely control; take advantage of the opportunity to help yourself. Start early and remember that neatness and spelling count. Required supplementary materials – Supplementary materials may include a graded paper or a supplemental essay specific to a particular college. These requirements will vary from college to college. Be sure you check with each institution to make certain you have fulfilled its respective requirements. Teacher recommendations –Most colleges require that you submit one or two letters of recommendation. Ideally, one should be from someone who can speak to your ability to express yourself in writing, which usually means an English or history teacher; the second should be from someone who can evaluate your capacity to think in abstract, analytical, and logical terms, often a science or math teacher. You must select teachers from your junior or senior year as colleges want to hear from the people who have taught you most recently. Your counselor will also assist you in choosing which teachers to ask. Counselor (or School) Recommendation – The counselor recommendation is a distillation of your ASL experience. Your counselor reviews all the teacher comments that have been written throughout your time in the high school. We also draw from your junior questionnaire and your parents’ questionnaire. We refer to the notes from our meetings and talk regularly to teachers and other ASL adults who have come to know you well. The recommendation is based on what all those who have known you at ASL have had to say about your work, your citizenship, your development, your goals and your beliefs. A great deal of

38 care goes into providing a complete, positive, realistic, and confidential statement. Interviews – Many schools view your request for an interview as a sign of interest, and this interest can benefit you in their appraisal of your application. However, other college admission offices offer interviews as a way for you to evaluate the school rather than as a means to evaluate you. Regardless, the impression you leave in an interview may become part of your application file. Additional recommendations – You may wish to include an additional letter of recommendation from an athletic coach or from an activity leader if you excel in another area outside of the classroom (music, art, dance, drama, journalism, etc.). Never send extra recommendations without first discussing it with your college counselor. Colleges limit the number of recommendations that can be submitted. Flooding your file with letters may actually hurt your chances at some colleges. The ASL School Profile – Without a doubt, colleges respect an ASL diploma and recognize the hard work it represents. One of the ways we convey this information is through the school profile. ASL sends a school profile to each college with the student’s transcript. The profile includes our median SAT and AP scores, graduation requirements, a list of colleges to which former ASL students have matriculated, and other pertinent information. ASL also includes the Senior Snapshot, which includes information about the senior class gleaned from self-reported information from members of the senior class, along with the ASL School Profile. Test Scores – Your college file will contain an official report of all of your SAT, SAT Subject Test, and ACT scores that you arrange to send. Note that you must have these reports sent directly from the testing agency. ASL does not send scores to colleges. Be sure you know the testing requirements for each institution.

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Reporting Disciplinary Cases to Colleges

Most colleges ask questions of both the student and the college counselor about disciplinary infractions. This includes disciplinary actions for all offenses that result in an out-of-school suspension. Indeed, answering the discipline question is a required question on the Common Application for the applicant. Each time—including the initial application materials, the midyear report and the final transcript—that ASL submits documents for students, we are asked the same disciplinary questions. These questions need to be answered truthfully.  We expect students to report any serious discipline in an honest and forthright manner to all colleges that ask about discipline. This includes any in-school or out-of-school suspension that has occurred at ASL or at a previous high school.  We also require that the student share the letter addressing the disciplinary infraction with his/her college counselor. The student should also give a list to the counselor of all schools where he/she reported the infraction.  Students who are disciplined after applications have been submitted or decisions rendered will work with the college counselor to report disciplinary actions immediately to those colleges that asked the question on the application.  Students and parents must be aware that discipline infractions can affect admissions and can result in an admission being withdrawn. The decision on how to treat high school discipline infractions rests with the college, not with the high school. Infractions occurring during a student’s senior year are treated with gravity by college admission officers and often result in serious consequences. The college counselors will work with students and the colleges to support the students when appropriate.

For your reference, the following are the disciplinary questions asked in the Common Application for the 2016-17 school year: Have you ever been found responsible for a disciplinary violation at any educational institution you have attended from the 9th grade (or the international equivalent) forward, whether related to academic misconduct or behavioral misconduct, that resulted in a disciplinary action? These actions could include, but are not limited to: probation, suspension, removal, dismissal, or expulsion from the institution.  Yes  No Have you ever been adjudicated guilty or convicted of a misdemeanor, felony, or other crime? Note that you are not required to answer "yes" to this question, or provide an explanation, if the criminal adjudication or conviction has been expunged, sealed, annulled, pardoned, destroyed, erased, impounded, or otherwise ordered by a court to be kept confidential.  Yes  No

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The essay

Purpose of the College Essay

The essay is the most time-consuming part of your application. Talking about yourself isn’t always easy; it takes time to write about yourself in a thoughtful and meaningful way. Before you sit down to write, you first need to understand the purpose of the college essay. Why do colleges want you to write one?  To give the admissions officers a sense of who you are, beyond your grades, course choices, and SAT scores.  To highlight issues that are glossed over or only partially referred to elsewhere in your application.  To show how well you write, i.e., the technical correctness and fluency of your writing style.

Think of it this way: the college essay is really the only “personal” part of your application, where your own voice comes through. It makes you “come alive” to the person reading it. As one college admission officer said, “Your essays provide you with an opportunity to speak to us.”

How important is the college essay? Like all parts of the application, it’s important. Of course, a great college essay won’t get you in if the rest of your application is weak. Instead, the essay often confirms a college’s decision to admit or deny. In close cases, it can tip a college’s decision one way or another, especially in the case of very weak or very poor essays.

What to Write About

You might be surprised to learn that colleges are not interested so much in WHAT you choose to write about as they are in HOW you use the essay to show something about who you are and what matters to you. Whatever topic you choose, it should be interesting to you, and it should reveal something about who you are. Even a seemingly boring topic—like an essay about your relationship with your younger brother or your summer job as an ice cream server—can be interesting. It depends on how you approach it.

So what can you write about? Anything. Students have written successful essays that range in topic from (a) playing ping-pong with my older brother; (b) what I learned by working as a “greeter” at an art museum; (c) my summer job as an auto mechanic’s assistant; and (d) why I like Latin.

Here are some tips to help you with your writing:  No topic is inherently a “good” or “bad” one. Admissions officers want to discover something about you that they cannot learn from your transcript or test scores, so write about something that matters and is interesting to you.  Tell the story only you can tell. Your college counselor should be able to pick up your essay and realize that it’s your essay and no one else’s. It should be unique to you. If you make the essay your own—and you tell a story about you—you will write a successful essay.

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 Be specific. An essay on environmentalism as an abstract concept will undoubtedly be ineffective because it’s too general. And if an essay is too general, it will become too much like a research paper—something an admissions officer definitely doesn’t want to read. Better to describe exactly how and why you got interested in the environment—and the kinds of environmental work you do.  Make sure the topic you’re writing about is interesting to YOU. If you’re bored with it, chances are your reader will be, too.  Don’t write what you think a college wants to hear. If you do that, you’ve missed the whole point of a college essay. After all, this is about you and your life – not what you think someone else wants to read.  Keep the tone of the essay personal, but be sure you still use correct grammar.  You are applying to an academic institution, so discussing intellectual interests and demonstrating intellectual grit is definitely something to strive for.  Don’t be afraid to take some risks with your essay: be creative and authentic.  Think carefully of the “bumper sticker” of you that the admissions officer is going to take away. Remember, he or she reads hundreds of essays a year. What is the person reading your essay going to remember about you once they’ve finished reading? A few other nuts-and-bolts suggestions:  Follow directions! Most essays are around 500 and no more than 650 words— that’s about a page-and-a-half double spaced. If you’re asked to write 500 words, write 500 words.  Use words you’re comfortable with; don’t use a thesaurus. If you don’t use words like “cogitate” and “ubiquitous” in real life, don’t use them in your essay.  Remember that your college counselors review all essays as part of the college- application process.

Common Application Essay Questions

The Common Application requires one central essay, chosen from among the following five essay prompts.

The choices for essay topics are (maximum 650 words):

 Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.  The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience?  Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?  Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma—anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

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 Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

The “Why This College” Essay

Purpose

With the rise of the uniform Common Application, colleges need to know if applicants understand both the academic offerings and the ethos of their institutions. Colleges are intellectual institutions, so the more you concentrate on the life of the mind the better your essay will be. Figure out what matters most to the college and figure out what matters most to you. If there is an intersection, then you have what colleges refer to as “the right fit.” If not, look elsewhere! There are many excellent colleges in the US where you can obtain a superb education.

Please keep in mind that this is an important and difficult essay to write. In a sense, this essay is a test of how well you understand the institution. It is designed to weed out students who are applying just for the sake of applying.

Approach this essay as if the college were the only one you are applying to. Why? Because sometimes students think, “Well, I like Middlebury… but I also like Tufts and Bowdoin.” Then feelings and ideas get muddied and the essay is harder to compose. If you find yourself thinking of how great college X is when you’re writing about college Y, just write about college X until you can focus once again. Another problem occurs at the start when a student likes, for example, five colleges, but chooses one with the highest U.S. News rankings rather than choosing a college because it is the most academically rigorous or the one with the programs that best suit the student’s interests. If a student has superficial reasons for applying to a particular college then chances are the “Why This College” essay will also be superficial. What does that indicate about that student’s understanding of the college? Finally, all students must apply to a range of colleges; students must be just as enthusiastic in writing about the least selective college as they are about the most selective college. It may seem unfair, but colleges will reject you if they think that you’re only using them as a safety school and aren’t truly interested in attending.

Sources of information for your essay and important things to consider

1. Notes from your campus visit. If you have visited the college, be sure to mention that in your essay. Some questions to consider:  Did you visit a class?  Did you meet with any students?  Did you go to the bookstore and look at the books published by their professors?  Have you read/watched/heard about anything by these professors?  Did you read the college newspaper to figure out what is happening?  Are there community service programs, art museums, concert halls, etc., of which the college seems especially proud?

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2. Information from ASL alumni, friends and family who are attending. ASL alumni are great resources, because they are experts on the similarities and differences between ASL and a college. There are aspects of ASL you’ll want in a college, and there are things you’ll want to change. The alumni can help you understand the differences and similarities. Same applies to friends and family.

3. Visits from college representatives to ASL College reps are trained to give at least three major points about their college. What they say tells us what they—the college—believe to be the most important aspects of their school. When you attend college visits at ASL during the fall, be sure to ask the representatives questions that can help you answer the “Why This College” essay. Some questions include:  What’s venerable at your college? When people think of your college, what aspects of it are part of the core identity?  Beyond the venerable, are there any new majors or initiatives, like sustainability?  What role do students play on campus? Is the college a hierarchical institution or do students play an important part in decision making?  Did you go to the college? If so, how did it change your life?  If you had to tell someone the three most important things about your school, what would you say? Do you see how answers to these questions will help you write a meaningful “Why This College” essay?

4. Examine how they describe themselves. Look up the college’s mission statement—they may be like ASL and have it painted on the walls! Or look at how they describe themselves on the opening page of the Admission portion of their website. Do a close reading and examine what the authors are saying. Don’t give your reaction—try to understand their implications and intent. Colleges put hours into crafting messages that are compelling, aspirational and convincing. These messages explain in which directions the college is striving. Take a look at the following example:

Michigan: Two Centuries of Excellence, Tradition, and Innovation… A university ranked among the best in the world. A city ranked among America's best college towns. A diverse, dynamic, and friendly community to call your own. 250 degree programs. Caring faculty mentors who include Pulitzer Prize and Guggenheim winners, National Academy of Science members, MacArthur Fellows, and even a few Emmy winners. Almost 525,000 living alumni who continue to transform communities across the globe. 1,400 student clubs, 29 NCAA Division 1 teams, and unlimited passion for all things Wolverine. One purpose: to offer you an education of uncommon value, depth, and breadth. Ready to hail The Michigan Difference?

Let’s examine the above statement and glean what we can from it. The people in charge of the University of Michigan want all prospective students to understand that Michigan is hard to get into (“Excellence”), full of school spirit (“Tradition”) and willing to offer new programs and encourage entrepreneurship (“Innovation”). So, although Michigan is more than 200 years old, it is a fresh place, full of smart go-

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getters who clearly stay attached to their university. And people are really nice to each other; you could even have a mentor on the faculty who has won a Noble Prize!

Now, does that interest you?

5. Authors of your textbooks Take a look at your textbooks. Who wrote them? At what colleges or universities are they members of the faculty? For example, look at our social studies textbooks and the affiliations of their authors: History of World Societies: University of Illinois, University of Washington and University of Wisconsin-Milwaukee; People and a Nation: Cornell University, College of William and Mary, Yale University, Brown University and Temple University. Are you taking AP Macro/Micro Economics and applying to Princeton? One of the authors, Paul Krugman, is a Princeton professor.

6. Courses you have liked at ASL and courses offered at that university Check out course descriptions online. For example, if you’ve enjoyed Art History or Economics at ASL, look at the extensive offerings most colleges offer. Are there any in particular that spark your imagination? Have you traveled to Athens on an Alternative, athletic tournament or family trip? What about a course on Ancient Greek Philosophers? If true be told, this takes some digging, as course catalogs are not always easy to find on college websites. But it is a worthy exercise.

7. Your reasons for applying. If you’re having trouble writing about a college it’s a good idea to think back to what first made you interested in applying. If you’re only applying because your dad went there, talk to him about why he enjoyed his experience. If you’re applying because your best friends told you to, be sure to ask them why exactly they think that this college is a good fit. People close to you know you really well, and odds are they know the college in question as well or better than you. If you’re only applying because this college is in some ways like the other colleges you’re applying to or it’s always ranked about the same, you definitely should reconsider your reasons—not just because doing so will help you write the “why I want to go to [college]” essay—but also because you might find out that it really isn’t a good fit.

What to avoid

1. Don’t leave this essay until the end You might think this essay is really easy, however, odds are it isn’t. Be sure to leave yourself ample time to write all of your “Why This College” essays. If you have to rush through it, you’ll end up with something that’s not particularly convincing.

2. Don’t mention things unaffiliated with the college Admissions officers want to know what you will do to improve their colleges – so talking about how you hope to go do activities not on campus or not affiliated

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with the college only says that you’re not truly interested in the college itself. Don’t say you want to apply to Northwestern so you can be on Lake Michigan or intern at the Chicago Board of Trade, because your uncle works there.

3. Discussion of location If you are applying to NYU, don’t make its location the first thing you mention. They won’t be surprised that their university is located in New York City. They will be surprised that you mention living in New York as your first, and therefore primary, reason for attending NYU. Think of it from their point of view: if being in NYC is that important to you, then why don’t you just visit? If all you care about is being in New York, why not apply to another school in New York? In other words, you haven’t demonstrated that you know anything more about NYU beyond the fact that it’s in New York. Sure, mention New York City—it would be odd if you didn’t—but don’t make location your primary reason for wanting to attend the college.

4. Study Abroad The same logic applies to study-abroad programs. If you really want to go to NYU, then why talk about all the places you can study abroad? You haven’t even gotten there and you are talking about leaving! Can you imagine the college representative reading your essay and trying to figure how much you know about NYU and how much you want to be part of their campus—you’ve packed your bags before you have arrived!

5. Do not submit the same “Why This College” essay to different schools It may seem incredible, but people sometimes do. This is not a good idea. Even if you think your time is better spent writing a different college essay, don’t believe that you’re doing yourself any favors. The purpose of this essay is to convince the admissions officers of your sincere desire to attend their university. It’s really quite difficult to do so if you haven’t written a specialized essay. Even if you are terribly pressed for time, it’s worth looking through and specializing each and every one of your “Why This College” essays—people who only use the replace function to change the names of colleges sometimes submit essays to Pomona that talk about Emory!

6. Generalities If you write that you want to attend Georgetown, because it has:  great academics  strong sports  involved professors  campus within a city, suburb or small town that you love  diverse population  great reputation you can probably substitute Brown, Kenyon, UCLA, and come up with an equally unconvincing essay. How do you think the readers will respond? Bear in mind the purpose of the “Why This College” essay: to demonstrate your knowledge and understanding. Generalities will not put your application into the “admit” pile.

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7. Not mentioning the academic or intellectual life of the school. This is a double negative worth considering. If your essay is devoid of the core mission of every college—to educate its students—then you are entirely missing the point of higher education. The emphasis should be on your education, and, although you can interpret education broadly to include experiential learning and service learning, the warp and weft are the courses you will take, the papers you will write, and the research you will conduct.

8. Unfortunate errors Don’t forget to proof read your essay. Ask other people to read it, too. Be certain that small but significant errors don’t creep in. There are stories about the student who submitted an excellent essay on “hunting peasants” and students who conclude their essays to Boston College with the phrase, “and that is why I believe that Yale is a good match for me.” Check spelling and grammar. Don’t write an essay about how you want to study economics for a school that doesn’t have an economics program.

9. Proper length Aim to write within 5-10% of the word or character limits. If your essay is too long, it won’t fit. However, if it is too short, the college admissions officers will assume that you dashed something off without really troubling to take the time to get to know their colleges. And they may not take your application seriously. You’ve just wasted your application fee and your time.

Conclusion Students have been denied admission on the basis of a hastily composed “Why This College” essay, because the college admission officers do not believe the students are serious about attending their colleges. In fact, the most frequent negative feedback ASL college counselors receive about our students’ applications has to do with unconvincing “Why This College” essays. At a deeper level, though, writing a thoughtful essay about why you would like to attend a particular college is an excellent gateway to understanding the strengths of a school. You will be wiser about your choices if you put effort into your essays.

Sample Essay: What not to do I hope to be able to attend [College] because of its fantastic academic reputation, its campus within a city, and its clear vision. Although I have not yet decided what I would like to study, I know that your university has incredible programs in many fields. I also admire the core program your university offers. I hope to become a well-rounded individual and citizen. As such, I believe that a strong general education reaching into many fields represents a fantastic opportunity to become not just better educated, but also a better person. I really enjoy [College]’s location. From my experiences of living in London, I know to value the opportunities that arise from [College]’s location in a large metropolis. When I visited, I fell in love with [College]’s student-driven atmosphere. I truly appreciate that its location within a major American city does not interfere with its sense of community.

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Most importantly, I am drawn to [College]’s clear vision to be one of the nation’s greatest colleges and its determined goal to help the nation and the world. I hope to better the community and the world in my life and I believe that [College] is uniquely poised to help me do so. With a [College] education, I will be better able to help those around me and I believe that I will be able to accomplish more good in my life.

This essay will not help you in any way because it applies to any and every college in a city with a core or general education program. It also doesn’t say anything about the college and only demonstrates that you can’t be bothered to do the research and write a specific essay.

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College decisions

Decisions typically fall into one of three categories: acceptance, denial or wait list. Students should wait until they receive all of their decisions before taking any follow- up action.

Acceptance

All students attending college in the U.S. must accept an offer of admission by May 1, even if they hope to be admitted off the wait list to a school they prefer. In the happy event students receive offers of admission from several colleges; they must observe the deadlines for responding with a decision (and a deposit!). Colleges need to know the yield from their admitted pool before they can turn to their wait-listed students. Responding by the deadlines not only secures a place at a student’s college of choice, it also permits wait-listed students to be offered prompt consideration.

January Admission (or Spring Admission)

Occasionally students are offered a January admission, meaning they will start college one semester later than their peers. A letter of January or Spring Admission will carefully outline whether or not students are permitted to take classes at another college during the fall semester. This option can provide a great opportunity for work, travel, volunteering and internships.

Guaranteed Transfer

Students who are offered a guaranteed transfer must start their college career elsewhere. A letter of guaranteed transfer admission will carefully outline the requirements a student must meet in order to fulfill his end of the bargain. After successfully completing coursework for a set period of time at another institution, the student is guaranteed transfer admission to the college that made the offer.

Denial

If a student is denied, unfortunately, there is almost never a method to appeal.

Wait List

The wait list is a kind of “insurance policy” used by many colleges to guard against the unpredictability of accepted students enrolling at a college. Colleges try to ascertain, with good accuracy, what percentage of the total number of students offered admission will enroll. When fewer than expected students enroll, colleges go to their wait list. This way, the college makes certain that the incoming freshman class is the correct size.

Wait-list activity is always uncertain, and the likelihood of being admitted off the wait list is small. Some schools wait list upwards of 500 applicants each year. Students who are wait-listed at their top-choice colleges must still accept an offer of admission at another college by depositing there.

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If students are wait listed at a school that they would like to attend, they must tell their college counselor. We will ask students not only to return the required response about remaining on the wait list, but also to write a letter to the college, noting that this is their first choice and, if admitted, they will attend.

If students are waited-listed at colleges they do not wish to attend, they should promptly remove their name from the wait list. This offers an opportunity to other wait- listed students for whom those colleges may be of particular interest.

Wait-listed candidates must deposit at a college even when waiting to hear from their wait-list school. Colleges usually move rapidly to candidates on the wait list in early May, although some wait-list offers are made as late as July. Wait-listed candidates who are being offered a spot are notified as soon as spaces become available, usually by a phone call. Students who are pursuing a wait list should be ready to answer the question “Will you attend if accepted?” with a resounding, unequivocal “YES!” if asked. It is, therefore, inappropriate for a student to actively pursue more than one wait list or to pursue the wait list of a college he is not necessarily interested in attending.

The Candidate’s Reply Date

The candidate’s reply date is the date by which a student must say either yes or no to a single college, and beyond which no extensions are possible. Most U.S. colleges have agreed on May 1 as the candidate’s reply date, unless the student has applied and been accepted under the Early Decision plan. Usually students must also submit a deposit of several hundred dollars to the college to secure their spot.

Double Depositing

Double depositing means that enrollment deposits are submitted to two or more different colleges. ASL does not support double-depositing; it violates the ethical standards established by the National Association for College Admission Counseling (NACAC), the professional organization to which high schools and colleges belong. It is, however, almost always acceptable to deposit at one college while remaining on a wait list at another college. A student would then withdraw from the first school if accepted off the wait list at the other school. Please note that a few colleges may have different standards. Read the admissions material carefully and contact your college counselor if you have any questions.

Student Visas for International Students

All non-U.S. citizens or permanent residents will need a student visa in order to attend university in the United States. Most ASL students will require an F-1 visa, which is for full-time study in the U.S. Once students have determined which university they will be attending, they will be contacted by the universities to provide supporting documentation in order for them to issue an I-20 form, which is a required part of the application that universities must furnish. If a university does not immediately supply an I-20 form, it is the student’s responsibility to contact the university. Students and their family will be asked to provide financial information—usually in the form of a bank letter—showing that they can cover the cost of attendance.

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F-1 visas are issued through the consulate or embassy in the student's home city. ASL students apply through the American Embassy in Grosvenor Square. Please visit their website (http://london.usembassy.gov/students.html) for the most up-to-date information for an F-1 visa application. Students apply for the visa in the summer between graduation from ASL and matriculation at their chosen universities. It is imperative students and their families begin the process to obtain an F-1 visa as soon as the students determine where they will be matriculating and well before graduation from ASL.

In addition to the application, students must submit an application along with supporting documentation which includes an interview confirmation letter, receipt showing that all attendant fees have been paid, passport photos, and a passport. This information is valid at the time of this writing. Be sure to check the embassy website for the most current information.

Students must have a valid student visa before they enter the U.S. to begin their education. Most universities have an office or designated staff person who can assist incoming students with any questions or problems surrounding the application for a visa.

For an explanation of student visas, see the U.S. Government website: http://travel.state.gov/content/visas/english/study-exchange/student.html

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Financing college

Financial aid is money that is given or loaned to students—or, in the case of work study, earned by students—to help pay for college. Financial aid funds come from the federal government, the college itself, and, in some cases, from corporate and private organizations. Aid is awarded in a package, which often consists of a combination of the following:  Grants—This is “gift” money that does not need to be repaid.  Loans—A loan refers to borrowed money that must be repaid by the student or the student’s parents. Repayment does not begin until after the student graduates from college.  Work-study—The student is employed, often on campus, for a stipulated number of hours per week. The money earned is applied against college costs.

Any American student or permanent resident can apply for financial aid. International students who are not permanent residents and who require financial aid have their own special considerations, which should be addressed with their college counselor. There are a few U.S. universities that offer need-blind financial aid for international students.

Types of Financial Aid

Financial aid falls into two main categories: need-based and merit-based aid.

Need-based financial aid is awarded to students whose families do not have sufficient resources to pay for college. A family’s eligibility for need-based financial aid is determined through the filing of federal forms (see Applying for Aid, below). These forms assess a family’s income and assets and their ability to pay college tuition. Loans, work-study and grants are all sources of need-based aid.

Merit-based aid is given to students for significant talent and achievement, typically in the form of a scholarship. Financial need may or may not be incorporated in determining the amount of these awards. Colleges usually offer merit-based aid in the form of scholarships. Each college will list its scholarships on its website, usually under “Admissions” or “Financial Aid.” Many colleges don’t require a specific application for merit-based scholarships. When students submit their applications, they are automatically in the running. Some, however, do require a separate form or essay. Again, this will be explained on the individual school’s website.

Net Price Calculator

By Federal law, a new tool is available to families as they research costs for each college. The Net Price Calculator is supposed to provide an accurate estimate of how much the family will be expected to pay for a student’s college. The Net Price Calculator is different for each college, so families must go to each college on the student’s list and fill out the form. The Net Price Calculator asks questions about family income, assets and student status. The Net Price Calculator takes about twelve minutes to complete. While it does not replace financial aid applications, it is a good starting point for families as they begin their research.

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Applying for Aid

Every American student or permanent resident who applies for financial aid must fill out the Free Application for Federal Student Aid (FAFSA). As the name implies, there is no charge for this form. Students and families are strongly encouraged to fill it out online, if possible. For tax reasons, you cannot fill out the FAFSA until after January 1.

An important note: About a month after you have submitted the FAFSA, you will receive a Student Aid Report (SAR), which is proof that your FAFSA has been processed. The SAR will indicate if your FAFSA is inaccurate or incomplete, in which case you must supply the proper information. Once all your information is correct and complete, your FAFSA is ready to be reviewed by each college.

In addition to the FAFSA, some colleges and universities also require that you submit a College Scholarship Service Profile (CSS Profile). This is distributed by the College Board, which requires that you pay a small fee to send it to each school. The schools that require the Profile tend to be the ones that ASL students apply to most often. It is up to you to determine which of the colleges you are applying to require the Profile. The College Board encourages students to register for the Profile online. You can and should begin working on the Profile as soon as possible.

In addition to the FAFSA and the Profile, many colleges often have their own institutional financial aid forms that you must complete. These will be available on the college’s website (usually under “Admissions” or “Financial Aid”).

Each of the financial aid forms you fill out will questions concerning student and parent income and asset information. Be prepared to have the following on hand:  Completed income tax forms for the most recent year or, if not yet available, the most up-to-date tax information you have  W-2 Forms and other records of money earned in that year  Records of untaxed income such as social security or veterans’ benefits  Current bank statements  Current mortgage information  Records of stocks, bonds, other investments  Student’s driver’s license and social security card  Student’s permanent residence/green card (if applicable).

Deadlines

Deadlines for financial aid forms are different from those for applications. Although the due date is usually later, you and your family should file the forms as soon after January 1 as possible. Be sure all your financial aid forms are in early or on time. You don’t want the financial aid office to have disbursed the majority of available funds before mailing in your forms. CSS Profile deadlines are earlier, often in November or December.

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Receiving Your Financial Aid Package

After your financial aid information has been submitted, colleges will review the information you provide to determine your expected family contribution (EFC) and financial need.

The family contribution includes parent contribution, student income contribution, and student contribution from assets and/or benefits. Your family’s income, assets, debts, family size, and extenuating circumstances are considered when determining the family contribution. Families with special circumstances should discuss their situation with the financial aid officer at the college to which their child is applying.

Financial need is the difference between what it will cost a student to attend a college and the family contribution. After your financial need has been determined, most colleges will award the financial aid as a package, and will divide it up between grants, loans, and work-study.

Planning Ahead

Whenever you are considering financial aid, you should keep a number of issues in mind that may or may not affect you:  Ask colleges what percentage of their financial aid is based on financial need and what part is based on merit.  Ask colleges how much they generally increase costs every year (room, board, tuition, etc.).  Ask colleges what will happen to your financial aid package if you (the student) are awarded additional scholarships from outside organizations.  Ask colleges what kind of commitment they make to keeping the composition and amount of financial aid consistent from year to year.  Many financial aid professionals hold workshops for the general public in January and February. As long as they are free, you should consider attending one.  Don’t fall prey to online scholarship scams. As a general rule, if an organization asks you to pay for a scholarship search or opportunity, don’t!  There are a number of good guidebooks and websites available for families to help them navigate the financial aid process. See the section on “Tools to Help You With Your Search.”

International Students

There are only six colleges in the United States that are both need-blind and full-need for international students. These are: Amherst College, Dartmouth University, Harvard University, MIT, Princeton University and Yale University.

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Athletic recruitment

ASL student-athletes are recruited nearly every year to play college-level athletics. Because ASL has many talented athletes who enjoy their sports, they want to continue playing in college and they will try to be recruited by a U.S. college. If a student is not recruited by a coach, playing a sport in college has no bearing on admission. If a coach recruits a student and the college admission office agrees upon the student’s admissibility, then athletics can and does have a favorable impact on admissions. Many ASL students prefer to play Division III sports to allow themselves time for their studies.

Here are some questions often asked by aspiring college athletes and their parents.

How can athletics help a student in the admissions process? Yes, athletic recruitment can help students gain admission to the colleges of their choice. Athletic recruitment takes time, and students must decide early in the process how important sports are to their college experience. Playing a sport in college should be, first and foremost, about the love of the sport played at a college that offers the academic program the students want.

Coaches recruit. Admissions admits. Students contact coaches, coaches recruit their athletes, and the admissions office will make the final decision, not the athletic department or the coach.

Colleges have clear academic standards for athletes; there are limits to how far they will bend those standards to admit athletes. No college will accept a student on athletic ability alone if it does not think the applicant can do the work. A coach’s influence varies at each college for each sport. Remember, too, that a college coach cannot guarantee a student’s acceptance to college or playing time once enrolled.

College counselors play a crucial role in athletic recruitment by serving as the liaison among the student, the coach, and the admissions office. They ensure that the process goes smoothly and fairly for the good of the students.

Who recruits? Athletes are recruited at all levels of college athletics. However, the NCAA (National Collegiate Athletic Association) and the colleges put restrictions on each level of sports (Division I, II, and III). The NCAA guidelines for recruiting, as well as the NCAA Eligibility Center form required of all Division I and II student-athletes are available at www.ncaa.org . It is your responsibility to know the recruiting rules. Student-athletes can contact a coach during the junior year, but college coaches cannot call students until the summer (July 1) before the senior year.

Here are the several stages of recruitment:  Form letters (sent to hundreds of athletes)  Personal letters or emails  Many phone calls from coaches  Scouting, in which the coach attends a game or match

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 Official overnight visits at a college. (Division I colleges offer paid visits; many Division II colleges also offer some paid visits. The student, however, pays for visits to Division III colleges).

A student-athlete can get a good idea of the coach’s level of interest from the intensity of his/her recruiting efforts. It is important to remember that athletic ability determines how much support the college coach will give the student in the admission office.

Who is a Division I athlete? College coaches determine who is a Division I athlete. Thus, if sports will be an important part of your college life, you should have a good, serious talk with your ASL coaches during your junior year and again early in your senior year. The elite of the elite—heavily recruited Division I players—may know by September or October—or earlier—of their senior year where they are going to college. Other Division I athletes may not know for sure where they will be going until the spring of their senior year.

ASL’s coaches are excellent resources when working with college athletic departments. It is definitely in the students’ best interests to listen to their advice. If students want to play college athletics, it is crucial to match athletic ability with a college to which admission chances are realistic and at which making the team is likely. In the final analysis, Division I colleges seek only the elite athletes. Division III colleges combine studies and athletics in a more balanced fashion.

What about athletic scholarships? Only Division I or Division II athletes are awarded athletic scholarships. Scholarships are regulated by the NCAA, which sets minimum standards for both the individuals awarded the scholarship (based on courses, GPA, and standardized scores) and for the institutions granting them.

Division III colleges offer no athletic scholarship. Financial aid at this athletic level is awarded based on need only.

Do all Division I and II colleges award athletic scholarships? No. Only certain conferences such as the Big Ten, the ECAC, the ACC, and the Big East have athletic scholarships, and then not even in all sports. The Ivy League does not have athletic scholarships. All financial aid at Ivy League colleges is based on financial need. As in all aspects of your college search, you will need to research the athletic scholarship component of your application.

What is the NCAA Eligibility Center? The NCAA Clearinghouse was established to determine academic eligibility for student-athletes in Divisions I and II. All students with an interest in Division I or II programs should register online with the Clearinghouse before the end of junior year. This is necessary in order to certify your academic eligibility according to the core set of courses required by Clearinghouse standards. The Clearinghouse has a formula that looks at your test scores and then confirms that you have a corresponding minimum GPA and for those scores as well as the right number of classes.

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With no athletic scholarships, how do the Ivy League and Division III colleges attract their athletes? If coaches at these colleges really want a prospective student-athlete, they may encourage him or her to apply Early Decision. Early Decision is great for both athletic coaches and admission offices; they know they will have the student-athlete they want in their classroom and on their teams. However, a situation like this will require a student to make a commitment to that institution. If you find yourself in this position, be sure to speak with your ASL coach and your college counselor.

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Visual and performing arts supplements

Supplements for Audition-Based Programs

Students applying to audition-based programs in music, art, and drama should refer to each college or conservatory’s website to determine individual audition and application requirements. Students must submit an application for admission along with creative work, usually separately. It is important that students follow each college’s directions.

Applying to Music Programs

 Colleges differ in what they require for music submissions. Some colleges may ask for a CD, a DVD or to upload performance pieces to a website. Please check carefully about each school’s audition procedure. In many cases, auditions take place in late January or February. These are done either at the college or conservatory or at regional sessions in major cities. The earlier students register, the better, because spaces will fill up quickly.  Choose pieces wisely, always paying attention to the institution’s guidelines. Play or sing selections that will show your talent in the best light. Highlight strengths. Choose a variety of pieces to demonstrate different abilities. Pieces from different historical periods or pieces with differing tempi, dynamics, and articulations are good choices.  Send recordings and any support materials to the address indicated by the college. Students may wish to send these materials via a recorded delivery service so you can be sure it arrives. It is the student’s responsibility to send these materials.

Applying to Visual Arts Programs

 A visual arts portfolio requires between ten and twenty finished pieces. To have a high-quality portfolio, most students have around fifteen works of different media to choose from.  Because of the number of pieces, most students work in the summer, either at summer arts programs or under the direction of a teacher, to produce quality work. There simply isn’t the time to create many pieces during the fall of senior year. Students must carefully plan ahead.  There is variation on how students can submit reproductions of their work (original pieces should never be submitted). As above, it is important to read the guidelines set forth by the program. Some schools will accept a student’s portfolio in whatever format presented. Others require JPEGs of 150 or 72 dpi; still others will ask for DVDs and others want students to submit work using an online Flickr account. How do students know what to submit and in which formats? They search websites and call college admissions offices. This is a time-consuming process.  Colleges also vary on the kind of media they will consider. Most will accept up to three media; some do not look at ceramics, for example, although all accept drawing and painting. Again, students need to check with the particular colleges.

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 Labels are required and include the student’s name, title of the work, medium, dimensions, and year executed. Digital Slides makes excellent slides at a reasonable price (www.digitalslides.co.uk)

The student—not the school—is responsible for the submission of the visual arts portfolio.

Applying to Drama Programs

 Most colleges have set audition periods in the fall or winter of senior year. There are regional consortium auditions in cities like New York; however, students generally prefer to audition at individual colleges.  Most drama auditions require students to perform two pieces from memory, one classical and one contemporary. Be prepared to answer questions on the plays the monologues are from. For the audition, some colleges assign readings, while others leave the choice to the student. Other audition activities may include participation in a group movement exercise, a group drama activity, or a cold reading. An applicant may be asked to write an essay while at the audition. There may also be a group warm-up for the audition. Bring a head shot and résumé to the audition, and ask about bringing recommendations.  The audition panels look at a range of factors—voice, movement, phrasing, and spontaneity, to name a few. Contact the college and ask for their criteria. There may also be an interview during this audition, so be prepared to answer questions about training and goals.

Using the Common Application Arts Supplement: Slideroom.com

Students with interest and talent in fine art, dance, drama or music may submit a Common Application Arts Supplement, through Slideroom.com, along with their application for admission. Showcasing your artistic abilities may help to set you apart from many other applicants, while demonstrating talent, skill and sustained commitment. What you show a college, if chosen and presented carefully, can only be to your advantage.

Supplements are evaluated not by college admissions officers but by appropriate departmental faculty members who rate students’ work. These ratings are then combined with all of your other application materials to be considered in the final decision by the admission committee. The Arts Supplement can be used for visual and performing artists. It consists of four parts:  A one-page form (the Arts Supplement itself)  A letter of recommendation from an arts instructor who knows your work well  A CD, DVD, or upload to a website with samples of your work  A résumé that summarizes your experience and listing important achievements. o With your recording, enclose a résumé. List your important musical achievements, especially in your secondary school years. These may include work both at and outside of ASL. o List any awards and honors that you may have earned. List teachers with whom you have studied and pieces that you have played or sung.

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Applying to Canadian universities

Canada offers excellent education at a reasonable price for Canadians and non- Canadians alike. Canada presents no language barrier for an American or British student, and it is not difficult to obtain a Study Permit (equivalent to a visa) from immigration authorities. What’s more, the application process for Canadian universities is straightforward and uncomplicated.

Canada has 90 universities and most of these are public. The range of schools available belies the country’s small population. It is possible to study in a huge university in a major city (McGill in Montreal and the University of Toronto are two examples) or at a smaller institution in a secluded setting (for example, the University of Prince Edward Island). Students interested in a Canadian education are encouraged to look at the National Survey of Student Engagement (NSEE) to familiarize themselves with the range of experience Canadian universities offer. The Times Higher Education Supplement is another good resource.

A Canadian bachelor’s degree is typically a four-year program, fully equivalent to degrees from the U.S. For students applying from ASL, admissions decisions are generally based on grades from Grades 11 and 12 as well as on standardized testing (SAT and/or Subject Tests, or ACT). Different universities have different admissions requirements, so it is important to check with each school’s website to be sure.

Studying at a public university in Canada is very affordable compared to similar institutions in the U.S. and U.K. The cost of living is also generally lower in Canada, offering students exceptional value in relation to quality of education. There are reciprocal programs between some Canadian provinces and U.S. states, for instance, between British Columbia and Washington state and between Ontario and New York state. Many professional degrees are aligned, and students graduating, for example with engineering or teaching degrees, can work in the United States.

In terms of applications, students applying to Ontario universities apply through the Ontario Universities Application Centre (OUAC). There is a flat fee for the first three applications, and additional charges for any further applications. There is no limit to the number of applications a student can file using the OUAC.

No other Canadian province has a similar unified application form. Instead, students apply directly to the university. The applications are easy to complete, and most do not require any essays. In fact, McGill estimates it takes only twenty minutes to fill out their online application!

Important websites include:  Association of Universities and Colleges of Canada – www.aucc.ca  Canada’s Higher Education and Career Guide – www.canadian- universities.net/Campus/Applications.html  Council of Ministries of Canada – www.educationau-incanada.ca  Ontario Universities Application Centre – www.ouac.on.ca  Study in Canada – www.studyincanada.com

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Applying to universities in the U.K.

Approximately 10-15% of ASL students apply to universities in the United Kingdom each year. The U.K. application process is quite different than the process used by U.S. colleges and universities. When students apply to a university in the U.K., they must apply for a particular course of study—for example, economics, international relations, English, or psychology. Thus, when considering submitting an application to universities in the U.K., students need to be fairly certain what they want to study and why.

Also, students can apply to no more than five course choices. For example, students may apply to read English at the University of Edinburgh, University College London, the University of Warwick, Bristol University, and the University of Kent. Note that it is possible to apply to two different courses at the same university—so, in the above example; a student may choose to apply to study American Literature at the University of Kent as well as English at the University of Kent.

Universities in the U.K. begin accepting applications in September, with a final application deadline of January 15.

Tuition for home fee students (permanent residents, U.K. or E.U. citizens) is significantly less than for international (non-U.K./non-E.U.) students. For students resident in the U.K. or with E.U. passports, public universities and colleges can charge new full-time students up to £9,000 a year. This includes Oxford and Cambridge Universities. There are no restrictions on the amount private colleges or universities can charge. For students with a U.S. passport, overseas fees can range from £3,500 to about £18,000 per year depending on the institution, the level of course and the type of course.

For U.K. or E.U. citizens, see the following for more information on financing college: http://www.gov.uk/student-finance/who-qualifies http://www.ucas.com/students/studentfinance

U.S. citizens and non-U.K. residents should visit the U.K. Council for International Student Affairs (UKCISA): +44 (0)207 7889214 or go to their website at www.ukcisa.org.uk/student/info_sheets/tuition_fees.

For students coming from American high schools like ASL, U.K. university admissions criteria are based mainly on standardized testing. U.K. universities generally require:  Three or more AP scores, generally at scores of 4 or 5  SAT scores from the Reasoning Test and Subject Tests, generally at 600+  High school grades are sometimes a factor, and some universities ask for a transcript.

You apply through UCAS, the Universities and Colleges Admissions Service. UCAS is a clearing house for applications to nearly all full-time undergraduate degree programs at U.K. universities. It simplifies the admissions process by allowing a student to complete one application for all five university programs.

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The UCAS application is comprised of five main sections.  Personal details (name, address, nationality, ethnicity, etc.)  Course choices (no more than five)  Education (qualifications, such as AP and SAT scores, already achieved, and qualifications yet to be achieved)  Personal statement  Reference (written by your college counselor at ASL)

The personal statement is primarily an academic statement that must be targeted directly towards the subject you want to study. You must use the same personal statement for all five universities you apply to. Doing this allows you to:  explain why you want to study this particular course  show motivation and commitment to the course  present yourself to the admissions officers reading your application, usually faculty who will be teaching you in your chosen field of study  set yourself apart from other applicants At the end of this section there is a preparatory outline for the personal statement.

The reference is written by ASL college counselor and focuses on the student’s potential for academic success. It also describes whether the student possesses key skills required for success at university, such as:  Ability and experience in chosen course of study  Ability to do research  Ability to manage time  Problem-solving and critical thinking skills  Ability to work in a team and independently  Communication skills  Ability to work well under pressure

If necessary, the reference can also describe any extenuating circumstances that may have affected the student’s performance in high school.

Researching Your Options

You can research universities and different courses of study using the following tools:  Entry profiles on the UCAS website: www.ucas.com  Websites for individual universities.  Both The Guardian and The Times publish rankings – commonly referred to as “League Tables” – on their websites. Google “University League Tables.”  Independent websites: o www.unistats.com – Allows you explore the best universities for your subject of study, view results from National Student Satisfaction surveys, and learn about job prospects at different universities. o www.qaa.ac.uk/reviews – The QAA (Quality Assurance Agency) reviews and report on how universities and colleges of higher education maintain academic standards and quality. o There are three independent websites that operate much like College Prowler or College Confidential, which may be of use: www.push.co.uk

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www.university.which.co.uk www.thestudentroom.co.uk

Submitting UCAS Applications

 Once students have filled out the five sections of the UCAS form, they must indicate that each section is finished, pay the application fee, and send the form on to the referee (college counselor).  The college counselor then checks the application for any errors, and if there are none, certifies the application and qualifications as correct. If errors are found, the application will be sent back to the student for correction.  Once the student’s portion of the application is completed, the college counselor adds the predictions for any pending qualifications (usually AP exams) and the school reference.  The application is then sent to UCAS.

The Role of the Admissions Tutor

Applications are read by an admissions tutor, and it is he or she who makes the final decision on students’ admission.

An admissions tutor is, first and foremost, an academic. In addition to reading applications, he or she has teaching, research and administrative responsibilities at the university. In terms of making admission decisions, the role of an admissions tutor is to recruit:  the most qualified students  the students best suited for their particular field  a targeted number of students  a good mix of UK, EU and international students  students across a wide social spectrum.

The University’s Response

Students may receive one of three responses:  A conditional offer – The university sets certain conditions on its admissions offer. For example, the student must earn a certain score on his or her AP exams. Conditions can also be set on the SAT scores (Reasoning Test and/or Subject Tests) and on a student’s GPA.  An unconditional offer – An offer in which there are no conditions of acceptance (an “automatic in”).  A decline.

If a student’s application is unsuccessful, UCAS Extra and/or Clearing can help him or her secure a spot at another university.  UCAS Extra – This is a second chance to apply for a place at another university in the UK. Students look for course vacancies on the UCAS website, or contact universities and colleges directly. The service starts at the end of February and runs until the end of June.

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 Clearing – For students who fail to meet their conditions, UCAS has a “clearing” system that occurs in August. Clearing occurs after A-level exam results are published and can help those without a university place to find suitable vacancies on higher education courses. The ASL college counselors work with students during the Clearing process.

The Student’s Response

Student responses fall into one of three categories:  A student accepts the university’s offer, and makes it his/her firm choice. This is the school the student most wants to attend, and it is often the one with the most rigorous entrance requirements.  A student accepts the university’s offer and makes it his/her insurance choice This is the second, back-up choice, and usually has a less rigorous entrance requirement.  A student declines the university’s offer.

Students generally have one firm and one insurance choice—unless the student accepts an unconditional offer, in which case there is no need for an insurance choice.

The deadline for a student to respond to a university’s offer is generally given to the student in an email or letter. Students respond using “Track Progress” on the UCAS website.

Oxford and Cambridge Applications

The rules for applying to Oxbridge vary in several important ways:  Students can only apply to one of the two universities, but not both.  Applications are due on October 15.  Students must not only apply for a particular course, but also must choose an undergraduate college.  An interview is compulsory. However, not every applicant will be offered the opportunity to interview. If you are not invited to campus for an interview (usually in late November or early December) you will not have made it to the next round of the admissions process.  Oxford sometimes requires additional applications materials, for example, a sample research paper or other piece of writing.  Some programs also require testing. For example, the Thinking Skills Assessment (TSA) is required for the study of computer science, natural sciences, engineering and economics at Cambridge, and for the study of philosophy, politics and economics, and the economics and management courses at Oxford. Check the universities websites for more information.

Applications to Medical, Dental and Veterinary Science Programs

These three fields—medicine, dental medicine, and veterinary medicine—are highly competitive. General admission requirements for applicants include:  High AP scores (all 5s in math and science, as well as in other subjects) and high SAT scores (700+)

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 Very strong grades in high school  Work or field experience  A strong personal statement indicating why the student has chosen this particular field of study  A strong score in the aptitude test required by the university  A strong interview.

Special rules apply for students applying to these three programs:  Applications are due on October 15.  Students only get four university choices—not five. Your fifth choice is a related field. It is required by UCAS in order to provide you with a safety net in case you fail to gain a place in medicine, dentistry or veterinary science, all of which are highly competitive pre-professional fields.  An interview is compulsory.  These programs require special tests. o The Biomedical Admissions Test (BMAT) is required for select medical and veterinary schools (Cambridge, Oxford, Imperial, University College London, and the Royal Veterinary College). o The UK Clinical Aptitude Test (UKCAT) is required for entrance to other UK medical and dental programs (Edinburgh, Durham, Warwick, King’s and 22 others).

Application for Arts Courses

Students who wish to study art in the U.K. generally—although not always—apply through UCAS. If applying through UCAS, students can only apply to five schools, and must apply by the January 15 deadline. If students apply directly to arts colleges, and do not apply through UCAS, there is no limit to the number of art colleges they can apply to.

Students will be asked to submit a portfolio of work, and are often called in for a portfolio interview.

Since procedures differ from one school—and arts program—to the next, students should check with individual institutions for exact admissions procedures.

Outline for Personal Statement

Use the following as a brainstorming tool before writing the Personal Statement. Bear in mind that this is a general outline and some items may not be applicable to a particular course of study.

Questions and Reflections

 What subject are you interested in studying?  List three reasons you are interested in this subject.  What made you interested in studying this subject?  What particular aspect of this subject most interests you?  What inspired or prompted you to study this subject?

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 How will this subject prepare you for a future career?  List the academic courses you have taken that relate to this subject.  For each course, go back and reflect upon how the courses have helped you choose a particular course of study.  List research projects you’ve undertaken that relate to this subject.  Think about those research projects. What did you learn and how did they change/deepen your understanding?  List any academic awards you have received or academic competitions in which you have participated.  List any summer school courses you have taken that relate to this subject.  Then reflect upon two or three concrete ways your summer courses have influenced your desire to study a particular course.  List any work experience or internships you have performed that relate to this subject.  Then reflect upon what you learned from the work experience or internship and write down how that relates to studying a particular program at university.  List any volunteer or community service experiences you have had that relate to this subject.  How have your volunteer or community-service experiences changed your attitudes toward and understanding of the subject you wish to pursue at university?  List books, journal articles, magazine articles, newspapers, TED talks, etc., you have read that relate to this subject. Distinguish between those you read for a course and those you read on your own time.  List museum visits you have made that relate to this subject.  List any theatre, music, art programs that relate to your subject.  Reflect upon the in-school/out-of-school experiences that you have had. What are the similarities and differences between or among them? How are they connected? How have they deepened your commitment to your program of study?

Plan of Action

 Based upon what you have written above, 1. What do you need to do or research in the summer, during school breaks or in your spare time? That is, what are your gaps? 2. What do you need to ask your high school teacher(s) of the subject you wish to study at university? 3. What’s your plan of action?

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Applying to other university systems

Australian Universities

Australian universities offer an outstanding education at an affordable price. There are 39 universities in Australia—many of which are highly ranked in world university league tables—offering a wide array of programs, from English to Engineering, Digital Music to Design. Undergraduate degrees in Australia offer a compromise between the US and UK higher education system. Degrees are typically three years in length just as they are in the UK. However, while UK students focus on one discipline, only 2/3 of course work in an Australian degree is spent on course work in the major area. This allows for 1/3 of a student’s courses to be elective in nature, allowing students to engage in other disciplines as one can in the US system. The Australian system differs from both the US and the UK system in its academic calendar. Australians universities operate on a two-semester calendar, with semester one running from February to June and semester two running from July to December. Application deadlines are typically in late September for the following February semester. The application process varies slightly depending on the citizenship of the applicant. If a student holds Australian or New Zealand citizenship—regardless of residence— applications must be filed through state-specific central processing centers (Victorian Tertiary Admissions Centre, Queensland Tertiary Admissions Centre, University Admissions Centre etc.) for the state in which the prospective universities are located. International students can apply directly to Australian universities online. Minimum entry requirements vary from program to program and from university to university, but always include proof of graduation. Applicants are assigned a score based on their academic record in high school, SAT scores, and in some cases AP exam results. Useful websites:  www.studyoptions.com - The official representative of Australian and New Zealand universities in the UK  www.vtac.edu.au – Victorian Tertiary Admissions Centre  www.qtac.edu.au – Queensland Tertiary Admissions Centre

Universities with English as the Medium of Instruction

There are an increasing number of degree-granting institutions around the world that offer degrees in English. Some of these are also need-blind for admission and provide full financial need (European College of Liberal Arts, Jacobs University and the National University of Singapore).

In Europe, a few of the better known universities are: Bocconi University, Milan, Italy, www.unibocconi.eu Jacobs University Bremen, Germany, www.jacobs-university.de Maastricht University, Maastricht, Netherlands, www.maastrichtuniversity.nl

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In Asia, a few are: National University of Singapore, www.nus.edu.sg Sophia University, Japan,www.fla.sophia.ac.jp University of Hong Kong, www.hku.hk

Increasingly, U.S. universities are establishing programs around the world. Temple University has a campus in Tokyo, NYU in Abu Dhabi, and Loyola University in Rome, to name just a few.

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Glossary

Part One: Colleges and Universities in the U.S.

3-2 Program: Degree program in which students begins their studies at one institution, generally a small liberal arts college, and after three years, transfers to another larger institution to complete their studies. Most of these programs are in engineering. Three- two programs can be either single or dual undergraduate degree programs; others are undergraduate and graduate B.A. /M.S combinations. 4-1-4 Plan: A college academic calendar usually including a fall term with four courses, a shortened winter or January term with one course, and a spring term with four courses. Accelerated Programs: Exceptionally selective admission programs that offer admission to undergraduate and graduate programs, generally for medical school, to freshman applicants. Program length can vary from seven to eight years, often including summer coursework. Acceptance: The student is admitted to the college. In the event students receive offers of admission from several colleges, they must observe the deadlines for responding with a decision. Admissions Committee: The group of admissions officers and some combination of faculty members and administrators who review each candidate's application and make admissions decisions. Bachelor of Arts (B.A. or A.B.): Traditional four-year degree awarded by a liberal arts college or university following successful completion of a course of study. These degrees may be granted in any number of fields in the humanities, social sciences, natural sciences, or the arts. Bachelor of Fine Arts (B.F.A.): Four-year degree offered by fine arts, design, theater, dance, and other visual and performing arts programs. Admission to B.F.A. programs can be based to a large extent upon artistic talent, determined through an audition or portfolio review, and to a lesser extent upon standardized testing and academic performance. Bachelor of Science (B.S.): Four-year degree usually awarded for successful completion of requirements in the natural and physical sciences, or for more professionally oriented programs, such as engineering or business. The Common Application: This application form can be used to apply to more than 400 colleges. It simplifies the application process, and is available online via its website, www.commonapp.org. Many colleges that accept the Common Application require a supplement. Consortium: Several colleges and universities in a particular geographic area sometimes join together in a consortium, which gives students the opportunity to take courses at all member institutions. Cooperative Education (Co-op): College-sponsored programs designed to help undergraduates meet college expenses and gain work experience, alternating periods of study with periods of work in a field related to a student’s academic or professional interests. Core Curriculum: College courses required for graduation, consisting of a comprehensive selection from such fields as the humanities, social sciences, natural and physical sciences, and the fine arts.

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CSS/Financial Aid PROFILE: The CSS/Financial Aid PROFILE—commonly referred to as the CS PROFILE or simply PROFILE—is required mainly at private colleges; see profileonline.collegeboard.com/index.jsp. Deferral: A student is not accepted in the early-admission process, and the application will be reevaluated during the regular-admission cycle. Demonstrated need: The sum remaining when the estimated family contribution (as determined either by federal or institutional methodology) is deducted from the total cost of attending a college or university. Denial: If a student is denied admission, unfortunately there is almost never a court of appeal. Distribution Requirements: Most colleges require students to take courses in a variety of disciplines or certain majors require certain courses. Distribution requirements are less rigorous than a core curriculum. Double Depositing: Double depositing means that enrollment deposits are submitted to two or more different colleges by the May 1 deadline. ASL does not support double depositing; it violates the ethical standards established by the National Association for College Admission Counseling (NACAC). Early Action: Early Action is a non-binding early agreement. Accepted students have until May 1 to decide where they choose to matriculate. Students are allowed to apply to more than one Early Action college. Colleges have varying Early Action deadlines, usually Nov. 1 or Nov. 15. Early Decision I: Students make a single application to their first-choice college, usually by November 1 or November 15. A student must agree to accept admission if it is offered. This is a binding offer. Early Decision II: Early Decision II is similar to ED I, because it is a binding early- decision process, but ED II has later deadlines. It is useful for students who need more time in making a decision or for athletic recruitment. Estimated Family Contribution: The Estimated Family Contribution (EFC) is the amount that colleges determine each family is expected to pay. The formula they use may vary. For a reliable calculator, see www.finaid.org. FAFSA: The standard form for U.S. Citizens and Permanent Residents applying for financial aid is the Free Application for Federal Student Aid (FAFSA). It is the only form used for federal financial aid; it is sometimes required by colleges for consideration for institutional aid. See www.fafsa.ed.gov. Financial Aid: Financial aid is a method for paying for the portion of college costs that a family is unable to pay. There are two types of financial aid: need-based and merit- based (see definitions below). Most financial aid is need based. There are two types of need-based aid: gift aid and self-help. Gift aid does not have to be repaid and does not require a service commitment. Self-help includes loans (which require repayment) and employment (a part-time job, usually on campus). Gapping: Gapping occurs when an admitted student is offered a financial aid package that meets less than the full demonstrated financial need. Either the student must find a way to bridge the “gap” or decline the offer of admission. Guaranteed Transfer: Students who are offered a guaranteed transfer must start their college career elsewhere and meet requirements outlined by the college. Humanities: Fields of study including English, literature, foreign languages, philosophy, classics, history, music, fine arts, theater, and religion. January Admissions (or Spring Admission): Occasionally students are offered a January admissions, meaning they will start college one semester later than their peers.

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Major: Concentrated field of collegiate study in one academic discipline, requiring a set number of required courses for completion beyond any required core curriculum requirements. Matriculate: Academic term meaning to “enroll at” or “attend” a college or university. Merit-based financial aid: This consists of scholarships and other financial aid awards based on candidate merit, excluding athletic aid. This type of financial aid may or may not take into consideration the financial need of the candidate. Minor: A secondary field of concentrated study during the final two years of college, similar to a major yet with fewer requirements. Need-based Financial Aid: This is a financial aid award based on demonstrated need. Need-blind Admission: Need-blind admission is when a college or university agrees not to use financial need as a consideration in selecting students for admission. A need- blind admission policy does not necessarily apply to the admission of foreign nationals. Need-conscious, need-aware, need-sensitive Admission: These terms are used by less well-endowed colleges and universities that must consider (or hold open the option of considering) candidates’ financial need in the admission process. Priority Deadline: the day a college begins processing all applications for admission and/or all financial aid applications; in general, students who apply by the priority deadline will receive earlier notification. Regular Decision: Deadlines vary from December through March. Colleges send out notification of acceptance at varying times, but usually no later than April 1. Restricted Early Action: Restricted Early Action (REA) is similar to Early Action in that it is a non-binding early agreement but one with restrictions about where else students may apply early. Accepted students are not committed to attend, and they have until May 1 to decide where to matriculate. Rolling Admission: Used chiefly by large universities with large numbers of applications, although some smaller colleges offer rolling admission. A decision from the college is usually sent out six to eight weeks after receiving the application. Total cost of attendance: This is an estimate that represents the overall cost of attending school for nine months, and includes tuition, fees, books, insurance, room, board, and travel. Wait List: Students who are placed on a wait list are those the colleges would like to admit if space becomes available. A wait list is neither an acceptance nor a denial; rather it is a hedge for colleges to ensure their first-year class is fully enrolled.

Part II: Universities in the United Kingdom

Adjustment: A period of up to five days after A-level results are posted in which candidates whose results exceed their accepted conditional offer may apply to more competitive courses without losing their confirmed place. Admissions Test: Some universities, notably Oxford and Cambridge, require admissions tests in certain subjects as criteria for admission. These tests include the BMAT (BioMedical Admission Test), the HAT (History Aptitude Test) and the TSA (Thinking Skills Assessment). Admissions Tutor: Person in charge of reviewing applications. Clearing: Students who did not secure a place at any universities can apply for course vacancies during this period, which occurs after offers have been made and accepted. Conditional Acceptance: Some students are offered a conditional acceptance—that is, they must meet one or more requirements before they can be officially admitted to the college. Conditions are spelled out quite clearly in the admission letter.

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Confirmation: Confirmation occurs when conditional offers become unconditional or when the student’s application is unsuccessful. In general, confirmation depends upon a student’s AP results. Degree Course: When students apply to UK universities, they not only choose universities, they must also decide what specific degree courses they want to study. Different degree courses have varying admissions standards at different universities, for instance, English is highly selective at Durham. Degree courses span the full academic range, from accounting to zoology. Firm Offer: Offer that has been accepted as candidate’s first choice. Foundation Course: A foundation course can be one of two things: a one-year preparatory course for international students who have completed high school to prepare for university study; a one-or-two year preparatory course in art, architecture or design. Interview: Oxford and Cambridge are the two universities that require a formal interview for admissions. Questions are based on a student’s personal statement and on the subject the student wants to study. Insurance Offer: The offer that has been accepted as a second choice, used when an applicant does not meet the qualifications for the first choice. League Tables: Published by The Guardian, The Independent, The Sunday Times, and The Times, the League Tables rank universities on criteria such as job prospects, spending per student, student-faculty ration, teaching quality, and other criteria. Evaluations of UK universities are also provided by the Quality Assurance Agency for Higher Education (www.qaa.ac.uk) and Unistats, which tabulates the results of the National Student Survey (.www.unistats.direct.gov.uk). Personal Statement: The student’s statement of his or her interest in and experience with the academic subject he or she wishes to study. The same statement is sent to all universities on the student’s UCAS application. Reference: Written by the college counselor, the reference is an explanation of the student’s academic potential and skills appropriate for the student’s chosen course of study. It is compiled from comments and observations made by relevant teachers. Russell Group: Group of twenty universities with strong commitment to research as well as teaching. Selected members include Bristol, Cambridge, Glasgow, Imperial, Nottingham, Oxford, UCL, and Warwick. Sandwich Course: Integrated work experience that complements a degree program. A “thick” sandwich requires a full year of work experience; a “thin” sandwich usually six months. This is most common for courses like accountancy and engineering. UCAS Form: All students, British and international, apply to colleges in the United Kingdom through UCAS, the Universities and Colleges Admissions Service. Students complete the online application for this service at www.ucas.com. Students may submit their credentials to up to five colleges by January 15. The application opens on September 1. Those who wish to compare offers of admission from schools in the U.K. and the U.S. should submit the UCAS form by mid-November. Students can apply to either Cambridge or to Oxford, but not to both universities. Students applying to Cambridge, Oxford, and medical and dental programs must submit their applications by October 15. Source: UCAS

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