DOCSLIB.ORG

The Road to College Admissions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Road to College Admissions THE ROAD TO COLLEGE ADMISSIONS PART I 2017-2018 Written and Produced by O’Dea High School Counseling Department 1 Dear Students and Families, The college admission process begins now! It demands your attention even while you are working on your challenging courses, fulfilling important leadership roles, participating in co-curricular activities, and other school/community activities. Use your PSAT test results to begin your research on colleges, majors and careers. There are more than 4,000 postsecondary institutions in the United States. They vary in curriculum, size, cost, location, and many other aspects of campus life. Colleges differ from each other in ways that are difficult to describe objectively, such as intellectual and social disposition of the student community, residential living, co-curricular activities, community service, and reputation. Requirements for graduation and the availability of financial aid also vary greatly among colleges. Grades are VERY IMPORTANT!! All your semester grades from freshman year through senior year will be included on your official transcript. The official transcripts that we send to colleges with your applications are a key component of your application folder. You should make an appointment with your counselor to discuss any questions you have about standardized testing, colleges, or the application process. Dr. Eulberg is our specialist in College Counseling and she is happy to meet with any student, even if she is not your assigned counselor. Parents are also encouraged to come to any of these appointments with their student. One of the first things that both the student and his parents should do is to become “fluent” in Family Connection. This program is essential during the entire process at O’Dea High School. It has a wealth of information that you should utilize now and throughout senior year. The information in this book is intended to be a “reference” manual to help you through the college application process. We encourage you to thoroughly read this book and then refer back to it when necessary. The most important advice that we can give you is to be organized and Do Not Procrastinate!! If you are organized and approach this process in a step by step manner you will be successful. We are all very motivated to help you succeed in your college admission journey. Sincerely, The O’Dea Counseling Department 2 TABLE OF CONTENTS STANDARDIZED TESTING..............................................................................................................4 COLLEGE BOARD TESTS ..............................................................................................................................5 • PSAT (Preliminary SAT Test) .............................................................................................................................5 • SAT REASONING TEST ...................................................................................................................................5 • SAT TEST DAY PROCEDURES .....................................................................................................................11 • SAT SUBJECT TESTS .....................................................................................................................................11 • AP (ADVANCED PLACEMENT) TESTS ......................................................................................................12 ACT (American College Testing) ...................................................................................................................12 • ACT TEST DATES ...........................................................................................................................................12 • ACT REGISTRATION .....................................................................................................................................13 • ACT HIGH SCHOOL CODE ............................................................................................................................14 • TIPS FOR TAKING THE ACT ........................................................................................................................14 ACCOMODATIONS FOR LEARNING DIFFERENCES ..........................................................................16 TIPS FOR THE ACT/SAT WRITING TEST ...............................................................................................16 SAT/ACT TESTING DATES 2017-2018 ......................................................................................................17 TESTING FEES 2016-2017 .............................................................................................................................18 • FEE WAIVERS .................................................................................................................................................18 TESTING TIMETABLE .................................................................................................................................17 • FRESHMAN YEAR ..........................................................................................................................................18 • SOPHOMORE YEAR........................................................................................................................................18 • JUNIOR YEAR .................................................................................................................................................18 • SENIOR YEAR .................................................................................................................................................18 COLLEGES and UNIVERSITIES ..................................................................................................21 THE IVY LEAGUE ..........................................................................................................................................21 MOST SELECTIVE COLLEGES ..................................................................................................................21 HIGHLY SELECTIVE COLLEGES .............................................................................................................22 VERY SELECTIVE COLLEGES ..................................................................................................................22 SELECTIVE COLLEGES ..............................................................................................................................22 HISTORICALLY BLACK COLLEGES AND UNIVERSITIES ...............................................................23 CRITERIA TO CONSIDER IN COLLEGE SELECTION .........................................................................23 • TWO YEAR INSTITUTIONS ..........................................................................................................................23 • FOUR YEAR INSTITUTIONS .........................................................................................................................25 • SIZE OF THE COLLEGE OR UNIVERSITY .................................................................................................25 • ACADEMIC ATMOSPHERE ..........................................................................................................................25 • SOCIAL ATMOSPHERE .................................................................................................................................26 • HOUSING .........................................................................................................................................................26 • COST ................................................................................................................................................................26 • ATHLETICS AND CO-CURRICULAR ACTIVITIES ...................................................................................26 • GEOGRAPHIC LOCATION AND THE SURROUNDING COMMUNITY .................................................26 COLLEGE VISITS ..........................................................................................................................................27 COLLEGE REPRESENTATIVES AT O’DEA ...............................................................................................................27 • STUDENT VISITS TO COLLEGE CAMPUSES ............................................................................................27 THE COLLEGE APPLICATION PROCEDURES AT O’DEA ..................................................30 PROCEDURES AT O’DEA USING FAMILY CONNECTIONS ...............................................................30 • ABOUT ME .......................................................................................................................................................30 • COLLEGES .......................................................................................................................................................32 • CAREERS .........................................................................................................................................................34 USEFUL WEBSITES ........................................................................................................................35 GLOSSARY........................................................................................................................................36 3 STANDARDIZED TESTING The student is responsible for determining which tests each individual college
Load more

Recommended publications
  • A Review of Standardized Testing Practices and Perceptions in Maine
    A Review of Standardized Testing Practices and Perceptions in Maine Janet Fairman, Ph.D. Amy Johnson, Ph.D. Ian Mette, Ph.D Garry Wickerd, Ph.D. Sharon LaBrie, M.S. April 2018 Maine Education Policy Research Institute Maine Education Policy Research Institute McLellan House, 140 School Street 5766 Shibles Hall, Room 314 Gorham, ME 04038 Orono, ME 04469-5766 207.780.5044 or 1.888.800.5044 207.581.2475 Published by the Maine Education Policy Research Institute in the Center for Education Policy, Applied Research, and Evaluation (CEPARE) in the School of Education and Human Development, University of Southern Maine, and the Maine Education Policy Research Institute in the School of Education and Human Development at the University of Maine at Orono. The Maine Education Policy Research Institute (MEPRI), is jointly funded by the Maine State Legislature and the University of Maine System. This institute was established to conduct studies on Maine education policy and the Maine public education system for the Maine Legislature. Statements and opinions by the authors do not necessarily reflect a position or policy of the Maine Education Policy Research Institute, nor any of its members, and no official endorsement by them should be inferred. The University of Maine System does not discriminate on the basis of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veteran's status and shall comply with Section 504, Title IX, and the A.D.A in employment, education, and in all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request.
    [Show full text]
  • HM College Handbook
    HORACE MANN SCHOOL COLLEGE COUNSELING HANDBOOK CLASS OF 2013 H E A D O F S CHOOL : D R . T O M K ELLY H E A D O F U P P E R S CHOOL : D R . D A V I D S CHILLER D E A N O F C L A S S O F 2013 : D R . J E S S I C A L EVENSTEIN C O L L E G E C O U N S E L I N G O FFICE : C A N H O XELSON , D IRECTOR OF C O L L E G E C OUNSELING E. T H O M A S K ATZENBACH , S ENIO R A S S O C I A T E D IRECTOR OF C O L L E G E C OUNSELING A M B E R N.L ONG, A S S O C I A T E D IRECTOR OF C O L L E G E C OUNSELING E LIZABETH P ILI, A S S O C I A T E D IRECTOR OF C O L L E G E C OUNSELING B A R B A R A B ILLIES , A DMINISTRATIVE A SSISTANT L I N D A D OWLING , A DMINISTRATIVE A SSISTANT HORACE MANN SCHOOL COLLEGE COUNSELING OFFICE Dear Student: In its purest form, the college search and admissions process is one of excitement, possibility and self- discovery for a student. Through the assessment of one’s own traits, needs, skills, and interests, a young person has the opportunity to identify institutions and opportunities that not only match these traits, but also assist them in attaining future goals.
    [Show full text]
  • Nine Facts About the SAT That Might Surprise You
    Nine Facts About the SAT That Might Surprise You By Lynn Letukas COLLEGE BOARD RESEARCH Statistical Report RESEARCH Executive Summary The purpose of this document is to identify and dispel rumors that are frequently cited about the SAT. The following is a compilation of nine popular rumors organized into three areas: Student Demographics, Test Preparation/Test Prediction, and Test Utilization. Student Demographics Student demographics claims are those that primarily center around a specific demographic group that is said to over-/underperform on the SAT. Presumably, it is reasoned, if the SAT were a fair test, no student demographic characteristics would matter, as average scores would be similar across groups. Therefore, some people assume that any difference in SAT performance by demographics must indicate test bias for/against a demographic group. Rumor 1: The SAT Is a Wealth Test. According to Peter Sacks, author of Standardized Minds, “one can make a good guess about a child’s standardized test scores simply by looking at how many degrees her parents have and what kind of car they drive.”1 This comment is illustrative of frequent criticism that the SAT is merely a “wealth test” because there is a correlation between student scores and socioeconomic status (i.e., parental income and educational attainment). Proponents of this claim often support their arguments by stating that the SAT only covers content that is learned by wealthy students, rather than material covered in high school.2 Fact: Rigorous Course Taking in High School Better Explains Why Students Do Well (or Not) on the SAT. While SAT scores may be correlated with socioeconomic status (parental income and education), correlation does not mean two phenomena are causally related (e.g., parental income causes students to do well on the SAT).
    [Show full text]
  • Public School Admissions and the Myth of Meritocracy: How and Why Screened Public School Admissions Promote Segregation
    BUERY_FIN.DOCX(DO NOT DELETE) 4/14/20 8:46 PM PUBLIC SCHOOL ADMISSIONS AND THE MYTH OF MERITOCRACY: HOW AND WHY SCREENED PUBLIC SCHOOL ADMISSIONS PROMOTE SEGREGATION RICHARD R. BUERY, JR.* Public schools in America remain deeply segregated by race, with devastating effects for Black and Latinx students. While residential segregation is a critical driver of school segregation, the prevalence of screened admissions practices can also play a devastating role in driving racial segregation in public schools. New York City, one of the most segregated school systems in America, is unique in its extensive reliance on screened admissions practices, including the use of standardized tests, to assign students to sought-after public schools. These screens persist despite their segregative impact in part because they appeal to America’s embrace of the idea of meritocracy. This Article argues that Americans embrace three conceptions of merit which shield these screens from proper scrutiny. The first is individual merit—the idea that students with greater ability or achievement deserve access to better schools. The second is systems merit—the idea that poor student performance on an assessment is a failure of the system that prepared the student for the assessment. The third is group merit—the idea that members of some groups simply possess less ability. Each of these ideas has a pernicious impact on perpetuating racial inequality in public education. INTRODUCTION ................................................................................. 102 I. THE APPEAL OF THREE DIMENSIONS OF MERIT .................... 104 A. Merit of the Individual .................................................... 104 B. Merit of the System ......................................................... 107 C. Merit of the Group .......................................................... 109 II. THE MYTH OF MERITOCRACY IN K12 ADMISSIONS .............
    [Show full text]
  • Rethinking School Accountability: Opportunities for Massachusetts
    RETHINKING SCHOOL ACCOUNTABILITY OPPORTUNITIES FOR MASSACHUSETTS UNDER THE EVERY STUDENT SUCCEEDS ACT Senator Patricia D. Jehlen, Chair Senate Sub-committee to the Joint Committee on Education May 2018 The special Senate Subcommittee to the Joint Committee on Education was established per order of the Massachusetts State Senate in February, 2017: Ms. Chang-Díaz presented the following order, to wit: Ordered, That there shall be a special Senate sub-committee to the Joint Committee on Education, to consist of five members from the current Senate membership on the Joint Committee on Education, chaired by the Senate vice chair of the Joint Committee on Education, for the purpose of making an investigation and study of the Commonwealth’s alignment with and opportunities presented by the Every Student Succeeds (ESSA) Act, Public Law 114-95. The subcommittee shall submit its report and related legislation, if any, to the joint committee on Education once its report is completed. Senate Sub-committee chair and report author Senator Patricia D. Jehlen, with gratitude to those who contributed ideas, data, and comments Senate Sub-committee Members: Senator Michael J. Barrett Senator Jason M. Lewis Senator Barbara A. L'Italien Senator Patrick M. O'Connor Staff: Victoria Halal, Matthew Hartman, Emily Wilson, Kat Cline, Dennis Burke, Erin Riley, Sam Anderson, Daria Afshar Sponsored Events: (6/13/17) Panel Discussion: Life & Learning in MA Turnaround Schools https://www.youtube.com/watch?v=KbErK6rLQAY&t=2s (12/12/17) Mildred Avenue School Site Visit
    [Show full text]
  • How and Why Standardized Tests Systematically Underestimate
    St. John's Law Review Volume 80 Number 1 Volume 80, Winter 2006, Number 1 Article 7 How and Why Standardized Tests Systematically Underestimate African-Americans' True Verbal Ability and What to Do About It: Towards the Promotion of Two New Theories with Practical Applications Dr. Roy Freedle Follow this and additional works at: https://scholarship.law.stjohns.edu/lawreview This Symposium is brought to you for free and open access by the Journals at St. John's Law Scholarship Repository. It has been accepted for inclusion in St. John's Law Review by an authorized editor of St. John's Law Scholarship Repository. For more information, please contact [email protected]. THE RONALD H. BROWN CENTER FOR CIVIL RIGHTS AND ECONOMIC DEVELOPMENT SYMPOSIUM HOW AND WHY STANDARDIZED TESTS SYSTEMATICALLY UNDERESTIMATE AFRICAN-AMERICANS' TRUE VERBAL ABILITY AND WHAT TO DO ABOUT IT: TOWARDS THE PROMOTION OF TWO NEW THEORIES WITH PRACTICAL APPLICATIONS DR. ROY FREEDLEt INTRODUCTION In this Article, I want to raise a number of issues, both theoretical and practical, concerning the need for a total reassessment of especially the verbal intelligence of minority individuals. The issues to be raised amount to a critical reappraisal of standardized multiple-choice tests of verbal intelligence, such as the Law School Admissions Test ("LSAT"). I want to probe very deeply into why such standardized tests systematically underestimate verbal intelligence. This leads me first to review the prospects for a new standardized test of verbal intelligence associated with the studies of Joseph Fagan and Cynthia Holland.1 These studies show us that the races are equal; this result leads us to question the construct validity of many current standardized tests of verbal aptitude.
    [Show full text]
  • Northern Highlands Regional High School
    Northern Highlands Regional High School Guidance Counselors’ College Recommendations OVERVIEW Colleges That Change Lives Northeast Midwest Allegheny College Antioch College Clark University Denison University Goucher College Cornell College Hampshire College Earlham College Juniata College Hope College Marlboro College Kalamazoo College Ursinus College Ohio Wesleyan University McDaniel College College of Wooster The Hidden Ivies Amherst College Middlebury College Barnard College Mount Holyoke College Bates College University of Notre Dame Bowdoin College Oberlin College Colby College Rice University Colgate University Swarthmore College Davidson College Vanderbilt University Emory University Vassar College Grinnell College Wake Forest University Hamilton College Washington and Lee University Haverford College Washington University Cool Colleges Babson College Reed College California Institute of Technology Shimer College Colorado College Simon Rock College of Bard Deep Springs College St. John’s College Hampshire College Swarthmore College Harvey Mudd College The Thomas More College of Liberal Arts Indiana University of Pennsylvania The University of the South (Sewanee) (Robert E. Cook College) University of Chicago Marlboro College University of Cincinnati New College of the University of South Florida Prescott College 100 Colleges Where Average Students Can Excel Assumption College Monmouth University Bryant College Nichols College Colby-Sawyer College Rider University Curry College Roger Williams University Endicott College Sacred
    [Show full text]
  • Parenting for High Potential Benefiting Academically Talented Students
    6 A Message From the President ........................................................ 3 By Dr. Paula Olszewski-Kubilius, NAGC President 6 Reflecting on My Journey ................................................................. 6 By Susan Dulong Langley, Parent Representative to the NAGC Board of Directors 6 Ten Tips for College Planning ......................................................... 12 Volume 1 Issue 6 Volume By Susan Goodkin, J.D. 6 Schools and Talent Search Centers: Meeting the Needs of Academically Talented Students .................................................... 16 By Dr. Michelle Muratori & Dr. Linda Brody % 6 ABCs of Being Smart . F Is for Fit and Flexibility ...................... 20 By Dr. Joanne Foster 0 6 Insights: Talent Searches From Parents’ Perspectives ................ 22 By Mariam Willis, NAGC Parent Outreach Specialist parenting for high potential a note from the editor ??? If a man empties his purse into his head, no ? man can take it away from him. An investment in knowledge always pays the best interest G F “— Benjamin Franklin his issue of PHP focuses on Talent Search pro- Tgrams across the United States. Talents” Search- es are one of many ways that gifted and high-ability children can have their advanced abilities supported and nurtured. Knowing about Talent Searches is just one way to be informed, and an informed parent armed with knowledge is in a bet- ter position to bring change or to perse- vere in the face of budget cuts or advo- cating on behalf of gifted children. NAGC is committed to being a source of knowl- edge for parents of gifted and high-ability children. I talk with parents on a regular basis who are search- ing for resources to help them understand their child’s unique learning or social emotional needs, find programming or services to supplement their child’s current educational situation, or network with other parents with children of similar abilities and interests.
    [Show full text]
  • Sat-Act-Study-Report.Pdf
    Executive Summary For many years, high school grade-point average (HSGPA) and standardized test scores (i.e. SAT/ACT) have served as the two most important and relied upon college admissions criteria. However, there is constant debate about whether HSGPA and SAT/ACT are fair measures of college preparation and valid predictors of college success, and whether SAT/ACT should remain as a requirement for college admissions. Supporters of standardized tests argue that SAT/ACT evaluates college-preparedness on an equal standing despite inconsistent grading systems throughout the nation’s high schools. While HSGPA compares a student to the rest of his/her school, SAT/ACT scores compare the student to the rest of the country. Opponents of standardized tests argue that SAT/ACT is biased towards white, upper middle class students from high performing schools. Focusing on HSGPA in college admissions may help foster racial and socioeconomic diversity in the college student population. Previous research generally treats standardized test results as measures of college preparation. The literature surrounding the predictive validity of standardized test scores on student success is mixed. Many studies found a statistically significant association between SAT/ACT scores and college outcomes including first-year college GPA, first-year retention, four-year graduation, and graduation GPA. On the other hand, research also shows that demographic predictors weakened the ability of SAT/ACT scores to be effective predictors of college success. In light of previous research, this report presents the results of separate studies on the relationship among HSGPA, standardized tests, and demographics, and explanatory power of test scores for college success based on UC’s application and enrollment data.
    [Show full text]
  • Getting High School Students Ready for College: a Quantitative Study of Standards- Based Grading Practices
    Getting High School Students Ready for College: A Quantitative Study of Standards- Based Grading Practices Matt Townsley, [email protected], University of West Georgia Matt Varga, [email protected], University of West Georgia Some high schools are moving towards standards-based grading in an attempt to produce consistent grading practices; however, the change’s impact on college readiness is not clear. The purpose of this study was to explore the effect of high school’s grading practices as it relates to ACT scores and grade point averages (GPAs). Existing data were collected from two comparable high schools using different grading practices in a Midwestern state as determined by state department of education-provided demographics: enrollment, socioeconomic status (as defined by percentage of students receiving free or reduced lunch), and ethnicity. Stepwise multiple linear regressions were used to determine if GPA and the method of high school grading practices, standards-based grading or traditional grading, used predict ACT scores. The findings revealed GPAs remain unchanged and ACT scores may be negatively impacted when high schools utilize standards-based grading practices. In addition, traditional grading practices were a small factor combined with GPA in predicting ACT scores. Keywords: grading, standards-based grading, college admissions exams, high school Journal of Research in Education, Volume 28, Issue 1 93 / Townsley & Varga Educational scholars agree grading is a highly subjective aspect of public schooling and has been for over 100 years (Allen, 2005; Brimi, 2011; Cureton, 1971; Schinske & Tanner, 2014; Schneider & Hutt, 2013; Starch & Elliott, 1912). Jeffrey Erickson (2010) calls grading the “third rail” of education due to the long held beliefs permeating classrooms across the country.
    [Show full text]
  • Chapter 1: a Review of the Nature of Standardized Tests
    01-Kennedy.qxd 04-02-03 2:37 PM Page 1 1 A Review of the Nature of Standardized Tests his chapter presents an overview of standardized tests T and their applications in education. The first section pre- sents a brief historical review of standardized testing in schools. This is followed by a discussion of the nature of these tests and their uses in education. Several technical terms (e.g., reliability) are introduced and discussed. ABRIEF HISTORY OF STANDARDIZED TESTING IN AMERICA Large-scale standardized testing in the United States can be traced to the First World War. At the beginning of U.S. involvement in the war, the military was overwhelmed with volunteers. At the time, much of the country, including the 1 01-Kennedy.qxd 04-02-03 2:37 PM Page 2 2 Raising Test Scores for All Students military, was deeply immersed in the efficiency movement. The idea, borrowed from the industrial workplace, was to use input, including human capital, in such a manner as to maxi- mize output and minimize waste. Subscribing to this idea, the U.S. military was committed to finding scientific ways to max- imize the efficiency with which it used human capital for its war machine. A solution was offered by leaders of the American Psychological Association (APA). Headed by Robert Yerkes, the APA proposed developing an objective and scientific way for planners to allocate men to positions in the military hierarchy. Yerkes and his colleagues proposed and developed two tests designed to measure the mental ages of recruits and volunteers.
    [Show full text]
  • What Is a Standardized Test?
    What is a Standardized Test? A Standardized test is a test that is given in a consistent or “standard” manner. Standardized tests are designed to have consistent questions, administration procedures, and scoring procedures. When a standardized test is administrated, is it done so according to certain rules and specifications so that testing conditions are the same for all test takers. Standardized tests come in many forms, such as standardized interviews, questionnaires, or directly administered intelligence tests. The main benefit of standardized tests is they are typically more reliable and valid than non-standardized measures. They often provide some type of “standard score” which can help interpret how far a child’s score ranges from the average. Below is a list of commonly used tests for child and adolescent evaluations. Specific tests are typically chosen based on the child’s unique needs. This is not an all-inclusive list. TEST NAME DESCRIPTION AGE RANGE Autism Spectrum ADOS: Autism A structured, standardized assessment that is administered Toddler (around age Diagnostic Observation directly to the client. It involves interactive activities that 2)-adult Schedule allow the examiner to observe communication, social interaction, play, and behaviors related to autism spectrum disorders. Scores derived are compared with cutoff scores that suggest an Autism Spectrum or Autism classification. ADI-R: Autism Children and adults Diagnostic Interview A comprehensive, standardized parent/caregiver interview with a mental age Revised designed to obtain developmental history and a thorough above 2 years range of information needed to assist in the diagnosis of Autism and autism spectrum disorders. Three functional domains are assessed: language/communication, reciprocal social interaction, and restrictive, repetitive, and stereotyped behaviors and interests.
    [Show full text]