Summit High School
817-473-5660
Principal Donna Grant
Associate Principals
A-Hi Charlie Morris
Ho-R Catherine Cobos S - Z Tyrus Doctor
Counselors
Liz Evans Barbara Herod
A- Ed Li-Ro
evanli@mansfieldisd.org heroba@mansfieldisd.org
Connie McGough Dawn Candler
Ef - Le Ru - Z
mcgoco@mansfieldisd.org dcandler@mansfieldisd.org
Table of Contents
College Planning Handbook 1
Table of Contents 2
Letter to Parents 3
Graduation Requirements 4
College Timetable 5
Myths about College 7
Whose Job Is It? 9
Standardized Testing 11
Testing Dates 12
SAT/ACT Differences 13
Three Simple Questions 14
Learning about Yourself 15
Factors to Consider 16
College Admission Competitiveness 18
How Many Applications to Submit 19
Initial College List 20
Questions to Ask 21
Making a Good Campus Visit 24
College Interviews 26
Questions Your Might Be Asked 28
Resources 30
Factors in College Admission 34
Admission Policies 36
Types of Institutions 38
Financial Aid Information 40
NCAA Academic Eligibility Requirements 41
Questions for Athletes to Ask 43
Service Academies 44
Glossary 45
Sample Letter for Admissions 48
Sample Resume 49
Common Application 50
Responding to Essay Questions 53
Essay Scoring Guide 54
Example Essays 56
Personal Achievement 61
Scholarship Scams 62
December 2007
Dear Juniors and Parents,
We look forward to working with you in the coming months. The venture ahead of you is a partnership in which each of us plays a vital role. This College Planning Handbook has been prepared to outline each of our roles and delineate the way guidance services can assist you through the college search, selection, application, and admission process.
Remember, your junior and senior years are the springboard to your future. The grades you earn, the activities in which you are involved, and your foresight in planning ahead will have the greatest impact on being accepted at the colleges of your choice.
We hope that you will be an active participant in this process. Please let us know if we can be of any service to you. A junior parent meeting is planned for January 15, 2007 at 7:00 P.M. in the SHS Performing Arts Center. If you would like a conference, please call or e-mail for an appointment. We are excited about working with you as you focus on your plans for the future.
Sincerely,
Summit High School Counselors
SHS GRADUATION REQUIREMENTS:
You will complete one of three graduation programs and therefore, have one of three types of seals on your academic record. However, it should be noted that the purpose of these state graduation requirements is to recognize academic achievement in high school. You will find that colleges do not place an emphasis on these seals, but require you to meet their own admission requirements. You are advised to consult college catalogues closely for admission requirements.
GRADUATION PROGRAMS CLASS OF 2009
RECOMMENDED GRADUATION PLAN
English 4 credit(s)
Mathematics* 3 credit(s)
Science** 3 credit(s)
Social Studies and Economics 4 credit(s)
PE (or equivalent) 1 ½ credit(s)
Health ½ credit(s)
Fine Arts 1 credit(s)
Communication Applications ½ credit(s)
Other Language**** 2 credit(s)
Technology Applications 1 credit(s)
Electives 6 ½ credit(s)
Total 27 credit(s)
*Mathematics must be Algebra I, Geometry, Algebra II and higher
Three state math credits must be earned in grades 9-12
**Biology and two of the following three credits: Integrated Chemistry and
Physics, Chemistry, and Physics
***World Geography, World History, U.S. History, Government and Economics
****Must be two years of the same language
DISTINGUISHED ACHIEVEMENT PROGRAM (DAP)
In addition to fulfilling the requirements of the recommended high school
program, students must complete a third year of a foreign language and receive
any combination of four from the following advanced measures:
• A score of three or higher on an Advanced Placement examination(s);
• A grade point average of 3.0 or higher on each college course taken for
high school credit;
• A National Merit Commended Scholar or higher
ALTERNATE GRADUATION PLAN
English 4 credit(s)
Mathematics* 3 credit(s)
Science 2 credit(s)
Social Studies and Economics** 4 credit(s)
PE (or equivalent) 1 ½ credit(s)
Health ½ credit(s)
Fine Arts or Science *** 1 credit(s)
Communication Applications ½ credit(s)
Technology Applications 1 credit(s)
Electives 9 ½ credit(s)
Total 27 credits
*Three state math credits must be earned in grades 9-12
**World Geography, World History, U.S. History, Government and Economics
***If science is chosen to meet this requirement, it must be in addition to
the two required science credits.
COLLEGE SELECTION AND ADMISSIONS TIMETABLE
Getting Started in your Junior Year
• Fall
• Settle into solid academic year
• Get involved in extracurricular and community service activities
• Attend local college night
• Take PSAT
• Make the best possible grades - Students in top ten percent of the class
are automatically accepted to state colleges.
• Winter
• Review PSAT results with your counselor
• Develop long list of colleges of interest
• Write to them for information
• Talk to college students home for the holidays
• Spring
• Visit as many colleges as possible
• Register/take SAT Reasoning Test
• Register/take ACT
• Determine if SAT Subject tests are needed; take them if any college of interest
requires them.
• Pre-register for senior courses that meet requirements for high school graduation
and college admissions
• Summer
• Write to colleges for information
• Visit as many colleges as possible
• Have formal interviews at those colleges that emphasize and encourage them
• Read as much and as widely as you can
• Begin writing college essays
• Work if you can (most colleges expect students to help pay for college costs)
• Review high school mathematics to strengthen the skills that will help you
succeed in college
Overview of Senior Year
• Sept-Oct
• Narrow long list of colleges
• Submit applications to colleges
• Ask teachers, counselor, and other adults for letters of recommendation
you might need.
• Take or retake ACT/SAT Reasoning Test or SAT Subject tests
• Make campus visits
• Meet with visiting college representatives
• November
• Submit all early decision/action applications for those with early January
deadlines by the end of the month for processing. Keep in close touch with
your counselor about secondary school reports/recommendations.
• Check www.mansfieldisd.org frequently for scholarships
• Attend local college night
• Winter
• File FAFSA, financial aid form
• Forward mid-year reports to your counselor if applicable
• Request mid-year transcripts
• Spring
• Decide which college you will attend
• Take advanced placements tests if applicable
• Request final transcripts
• Write thank you notes to adults who wrote letters of recommendation on your
behalf
MYTHS ABOUT THE COLLEGE SELECTION PROCESS
Learning about colleges is an arduous task, one to which many students simply do not allocate sufficient time and thought. The beginning of the college selection process is also fraught with many myths and misconceptions. The most common myths are:
Myth #1 “There is only one perfect college for me.”
Perfect colleges rarely exist. All colleges have good and bad points and all
vary in terms of their attractiveness for any individual student. Your goal
is not necessarily to find the perfect college; rather your goal is to research
and find those several colleges that best meet your needs.
Myth #2 “Colleges are either good or bad.”
Nonsense. By what criterion is a college good or bad? In whose eyes is a college
good or bad? Academic quality is not easily assessed and, while it is true
that some colleges are better known than others, it is not true that a small
few are good and the rest are bad. The key question is not, “Is X a good college?”
Rather, the question is, “Is X a good college for me?” Look for colleges appropriate
to your educational background, your ability and your personality.
Myth #3 “Test scores are the most important criterion in college admissions.”
Not true. Colleges, now more than ever, are using a wide variety of criteria in choosing students. The quality of courses you’ve taken in high school and your grades in those courses are the most important. In addition, your co-curricular activities and your responses to college essays are important. Interviews, while not as important as they once were in the selection process, are still utilized at some colleges. Also significant are any special qualities you might bring to the college campus. Decisions are never made on the basis of only one element like test scores; rather, decisions are made using many different factors.
Myth #4 “Future employers and graduate schools give an edge to those who have degrees from prestigious universities
Not necessarily. As the general level of quality in colleges has risen over
the last several decades, and more and more colleges have distinguished themselves,
employers and graduate school admission staffs can no longer rely on the name
of the college as the most important selection factor. What is important is
your success in college. As a result, wise students are matching themselves
to colleges within which they have the potential to earn good grades and contribute
positively to campus life. Such students, with distinguished records in college,
are highly sought by company recruiters, graduate schools and professional
schools.
Myth #5 “Cost is really important in determining where I can go to college,
so I will likely have to attend a local school.”
Again, not necessarily. Millions of dollars are given to students and families annually to help defray - or in some cases completely pay for – a college education. The federal government, states, individual colleges and thousands of public and private organizations make funds available to college students. Again, research is the important strategy. Investigate financial aid carefully.
WHOSE JOB IS IT?
We Expect That You Will:
1. Engage in thoughtful, honest reflection and analysis of your aspirations,
goals, hopes, strengths, and weaknesses and apply this knowledge of yourself
to your
advantage in the college search process.
2. Do the best academic work of your secondary career.
3. Do the research it takes to find and apply to a variety of colleges you’d
be
happy to attend.
4. Take control of the process rather than be dragged or coerced through it.
5. Complete applications with care. Write the required essays with thought and honesty.
6. Be aware of all deadlines without constant reminding.
7. Keep your counselor informed as your interests and priorities change.
In summary, the responsibility for applying to college is YOURS. Delaying
or avoiding it will only make things worse.
As Parents We Hope You Will:
1. Listen to your son or daughter.
2. Convince your son or daughter of his/her worth, independent of any college’s decision regarding admission.
3. Encourage your son/daughter to explore a variety of options in terms of type, size, location, and selectivity of schools.
4. Inform your child’s counselor of the concerns, fears, interests, misgivings which may affect you.
5. Participate in some of the college research with your son/daughter. Visit the colleges when you can; perhaps you will notice something he/she didn’t.
6. Allow your son/daughter to do his/her own work in the process, yet be available for support when needed. (This is much harder to do than to state.)
7. Trust us. We most assuredly don’t know all the answers, but will do our best to get you the appropriate information. We will be honest with you and ask the same in return.
As Your Counselors We Will
1. Get to know you well enough to be able to advise you as to colleges and programs which might be suitable for you.
2. Present your transcript and official high school recommendations to the colleges.
3. Act as your advocate to the extent that your credentials allow.
4. Keep our website up to date with important deadlines and opportunities.
5. Offer counsel, advise, tissue, and TLC from now through the completion of the college process.
In addition to these specifics, we will devote our full energy to aiding you in any possible ethical way we can.
Common Mistakes Made in the College Selection Process
Being Passive
• Letting the choice just happen instead of taking charge of the process.
• Following the lead of your friends.
• Accepting any suggestion that comes to you without studying it.
• Letting someone else decide for you.
• Applying to many colleges indiscriminately so you can postpone thinking
about which one to attend.
Pleasing Others
• Applying to colleges you aren’t really interested in just to please someone else or to impress them.
Losing Sight of Your Main Reason for Going to College
• Take some time to examine both head and heart. Think about who you are, what you like, and don’t like. Then set out and find the “right” match!
STANDARDIZED TESTING
Admissions tests are considered by many scholars to be an integral part of the admissions process. They are thought to “level the playing field”. A single test taken by students from across the nation gives the college comparative data to use in evaluating students from different high schools.
A. College Entrance Tests
1. ACT- American College Testing Program- A three hour and thirty minute test
measuring understanding and ability in English usage, writing, mathematical
usage, reading comprehension, and science reasoning. Students usually take
the ACT in the spring of their junior year, and often repeat the test in the
fall of their senior year.
2. SAT Reasoning Test- A three hour and forty-five minute test measuring students’
critical reading, writing, and mathematical abilities. Testing is usually
done in the spring of the junior year and is often repeated in the fall of
the senior year.
3. SAT Subject Tests- These one-hour subject matter tests, formerly called
Achievement Tests, are required by selective colleges. These tests are taken
in the junior year or senior year. Students considering applying early decision
to selective schools must complete these tests no later than the November
testing date in their senior year. It is wise to take the tests at the completion
of your study of a subject if you will not be continuing in that area.
B. Advanced Placement Tests
Exams taken at the conclusion of study in an Advanced Placement courses Course
options at Summit are in American Government, Art, Calculus, Chemistry, Economics,
English, French, German, Physics, Spanish, Statistics, World History, and
U. S. History. Certain colleges award college credit or advanced standing
when students achieve sufficiently high scores.
C. Texas Success Initiative (TSI)
TSI, formerly called TASP, is a mandatory testing requirement for all who
enter Texas public institutions of higher education. Students take either
THEA, Accuplacer, Asset, or Compass test. It is a placement test as opposed
to an admission test. The cost is $29.00. Exemptions:
SAT: 1070 minimum combined critical reading and math
Scores AND 500 minimum on both the critical reading and math tests.
ACT: 23 composite score AND 19 minimum on both the English and math tests.
Exit Level TAKS: 2200 English Language Arts
3 Writing Score
2200 Math
TESTING DATES
SAT, our school code no. 444461, register online at www.collegeboard.com
Test Date Registration Deadline
January 26 December 26
March 1 January 29
May 3* April 1
June 7 May 6
*Test will be administered at Mansfield High, test center code no. 44-647
ACT, our school code no. 444461, register online at www.act.org
Test Date Registration Deadline
February 9* January 4
April 12 March 7
June 14** May 9
*Test will be administered at Summit High, test center code no. 212190
**Test will be administered at Mansfield High, test center code no. 212530
THEA (formally called TASP), register online at www.thea.nesinc.com.
Test Date Registration Deadline
February 23 January 25
April 19 March 21
June 21 May 23
July 26 June 27
Advanced Placement Tests, May 5-16
SAT & ACT Differences
SAT ACT
No science section Science reasoning section
No trigonometry section Math sections include trigonometry
Vocabulary emphasized Vocabulary less important
Non multiple-choice Entire multiple choice
questions included
Guessing penalty No guessing penalty
Writing required Writing optional
Math accounts for 50% of Math accounts for 25% of
your score your score
Questions go from easy to Easy and hard questions mixed
hard in most sections within sections
All your SAT scores Report scores only from the test
reported to colleges dates you choose
THREE SIMPLE QUESTIONS
1. What schools should I explore?
This process involves self-exploration and discovery of who you are and what you want and expect in your college experience. Once you know what you are looking for and expecting in your post-secondary education, the college search and exploration begins in earnest.
2. Where should I apply?
This question will be answered naturally as you explore colleges, eliminating some as you go and finding financial satisfaction and excitement with others. The final list of colleges to which you will apply will include one or more colleges that might be considered a stretch, several where you will be competitive and admission is very possible, and at least one college or university where you will be a likely admit which might be considered a backup.
3. Where should I go?
You will answer this question in April of your senior year after you are informed
of the admission decision of each of the colleges and universities to which
you apply.
LEARNING MORE ABOUT YOURSELF
The questions grouped in two sections on this page are meant to stimulate you to think about who you are as a person. Prior to beginning the college search and selection process, it will be helpful for you to spend some time thinking about yourself – how you learn, how you are motivated, what you value, where you “draw the line,” etc.
Check as many as apply:
o I would like to be surrounded by thousands of busy people.
o It is important for me to know my professors and them to know me.
o I cannot tolerate organizations with extensive bureaucratic structures
where I am
dealt with as a social security number.
o Privacy and being anonymous are important to me.
o It is important to me that I be in small classes with more discussion and fewer lectures.
o I would like learning in large lecture halls with more than 100 students in many of my classes.
o It is important to me that I meet students and faculty from a wide variety of backgrounds.
o I am interested in fraternity or sorority life.
o When in a high school classroom, usually I participate in classroom discussion and learn the most from discussing the material with the teacher and other students.
o I like high school classes where I can become actively involved in more than just listening and talking – classes like laboratory days in science class.
Think about these questions
1. What do I enjoy?
2. What am I good at?
3. What do I want out of life?
4. What’s the price?
5. Am I willing to pay the price?
FACTORS TO CONSIDER IN COMPILING YOUR COLLEGE LIST
This can be a valuable tool for discussion during the initial phase of developing your long list of colleges. Check the categories that will be of importance to you and your family in your selection process. You may check as many as you like.
General
____1. Reputation. Campus atmosphere? (strong school spirit, traditional, diverse, strong athletic programs, nonconformist, intellectual, religious, strong sense of community)
____2. Distance from home. Location? (Midwest, South, West, New England)
____3. Cost. Public? Private? Merit Scholarship? Ability of college to meet full need?
____4. Need for access. Church? Museum? Lessons? Training? Airports? Relatives?
Medical? City? Small town?
____5. Size. Small (1,000-3,000)? Medium (5,000-12,000)? Large (20,000+)?
Academic program
___1. Degrees offered. Liberal arts? Engineering? Nursing? Business? Fine
arts?
Teaching certification?
___2. Curriculum choices. Language requirement? Core requirement? Grading
options?
No requirement.
___3. Special programs. Junior year abroad? College exchange? Internships?
Cooperative education?
___4. Academic calendar. Semesters? Quarters? January term? Exam schedule?
___5. Teaching. By professors? Graduate students? Student/teacher ration?
Lecture?
Discussion?
___6. Availability of courses. Ease of access to arts courses or other popular
classes?
Ability to graduate in 4 years?
___7. Support service. Writing center? Computer facilities? Math labs? Study
skills
center?
___8. Academic reputation. Excellence all around? Specific to major? Relaxed?
Stressful? Challenging?
___9. Availability of faculty. Percentage of women faculty? Teaching oriented?
Research
driven?
___10. Quality of faculty. PhDs? Tenured? Published? Involvement in students’
lives?
Reputation for good teaching? Involved in research?
___11. Class size. Introductory classes? Advanced classes? How many classes over 50?
Student Body
___1. Level of academic quality. Interest in academic life? Commitment to Learning?
___2. Goals. Professional? Graduate school bound? Grade conscious? Commitment
to
the public good?
___3. Diversity. Geographic? International? Culture? Socioeconomic? Male
to female
ration? Gay/Lesbian?
___4. Level of school involvement. Students actively involved in activities?
Fraternity/sorority driven? Popularity of particular activities?
___5. Social life. On campus? Off Campus? Options?
Campus Service
___1. Safety. Well-lit walkways? Escort service? Availability of security?
Access to
residence halls? Locked doors? Surrounding neighborhood?
___2. Health facilities. Medical care? Counseling? Dental? Hospital?
___3. Career center. Job placement? Graduate school counseling?
___4. Library. Adequate? Dependent upon other libraries? Social or study atmosphere?
___5. Residence facilities. Dorm options? Off campus? Single sex? Quiet dorms?
Substance free? Special interest living? Condition? Presence of adults or
advisors?
___6. Dinning facilities. Choices? Quality of food? Ability to respond to
restrictions?
Options on number of meals per week?
___7. Orientation. Summer Programs? Early fall? Adequate?
___8. Academic advising. By department? Assigned? Student’s choice? Easily
available? Reputation?
___9. Athletics facilities. For athletes only? Non-varsity athletic facilities?
Condition?
Quality? Use?
___10. Religious services. On campus? Nearby? Actively attended?
___11. Art. Dance? Ceramics? Sculpture? Printmaking? Drawing? Painting?
___12. Music. Singing groups? Orchestra? Jazz? Informal groups? Non-majors?
Availability of lessons? Practice rooms?
___13. Internships. When? How arranged? Easily available?
___14. Community service organizations. Well run? How active? Supported general
population?
Summarize here those qualities that emerged as important to you, from the
above list. Include any others that may not have been listed.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
COLLEGE ADMISSIONS COMPETITIVENESS
ADMISSION POLICY SUMMARY SAT Total
Critical Read + Math ACT
Composite
Most Difficult Majority of accepted students are from top 10% of class
1220-1400
27-31
Very Difficult Majority of accepted students are from top 25% of class
1030-1220
22-27
Moderately Difficult Majority of accepted students are from top half of class
950-1070
20-23
Minimally Difficult Some students accepted from lower half of class
870-990
18-21
Open Admission All high school graduates accepted to capacity
790-950
17-20
HOW MANY COLLEGE APPLICATIONS SHOULD I SUBMIT?
Counselors work with students to assure that the student’s applications are to a variety of colleges and include at least one college where the student is likely to be admitted. A good spread of applications would be to submit 1-2 applications in each of the following categories:
REACH
Colleges where
your chances of admission
are less than 50/50,
perhaps more like 3 in 1
COMPETITIVE/ POSSIBLE
Colleges where the likelihood of your
admission is about 50/50
BACK UP/LIKELY
Colleges where you
will likely
be admitted
MY INITIAL COLLEGE LIST
Begin your initial long list here.
____________________ ______ ____________________ ______
____________________ ______ ____________________ ______
____________________ ______ ____________________ ______
____________________ ______ ____________________ ______
____________________ ______ ____________________ ______ ____________________
______ ____________________ ______
____________________ ______ ____________________ ______ ____________________
_____¬_ ____________________ ______
____________________ ______ ____________________ ______
____________________ ______ ____________________ ______
Label each college with an R for reach, a C for competitive, or a B for backup.
Remember this is only your first list. It will grow! It will shrink! It’s
alive! It will change as you look more intensely at schools and learn what
criteria are most important to you.
SAMPLE QUESTIONS TO ASK AS YOU EXPLORE COLLEGES
The purpose of this set of questions is to help you organize your college exploration. Remember, there is no one college for you – there are many at which you can be happy and meet your educational goals. Look for learning climates which you feel will challenge you and fit your style.
Talk with many students as well as admissions staff members. Would you talk to just one freshman, for example, and expect to get a picture of Summit?
The Academic Environment
1. What areas of study are emphasized, and how do they fit your field of
interest and ability? Is the college strong in science, fine arts, the humanities,
your areas? How many students are in your areas of interest, and how does
this number compare with other fields?
2. What courses are included in a typical freshman program? What are the sizes
of these classes? Do students select all their courses or are there distribution
requirements?
3. How many students do not return after their freshman year?
4. How intense is the academic atmosphere (average hours spent studying, library
full on weekends, average SAT, ACT scores, etc)?
5. What are the library’s hours? Would you want to spend much time there?
Where do most students study?
6. Are members of the faculty and administration easily accessible to students?
7. Do students study abroad? What percent go on to graduate school?
8. Would high school credits in some advanced course qualify you for advanced
placement? What scores are needed for credit? Do they vary in departments?
The Students
1. What were some initial reactions of freshmen when they first came to campus?
What do juniors say are the strengths and problems of the college?
2. What special interest groups – clubs, publications, teams – are active
on the campus?
3. What is the ethnic, religious, racial make-up of the student body? Where
is the location of a church/synagogue of your choice?
4. What social and academic benefits would you receive from membership in
a fraternity or sorority or living in a cooperative house? What percentages
of students belong?
5. What percentages of students are from other states? Countries?
The Campus
1. Is the college a part of the surrounding community or set apart from it
as a self-contained unit? If this is a rural area, how far is the nearest
town and how do students get there?
2. What method of transportation would you use to get around campus? Walking?
Car? Bus? Bike? What regulation freshmen use of these?
Housing
1. What percentages of students live in dorms? Co-ed dorms? Co-ed floors?
Do all freshmen live in dorms? What dorms are popular with freshmen?
2. Is housing guaranteed to all freshmen?
3. How are roommates assigned? How many are assigned to a room?
4. What percentages of students go home on weekends?
Your Individual Questions
1. Sports, activities, travel, work programs, summer programs, etc?
QUESTIONS TO ASK COLLEGE REPRESENTATIVES
Students and parents should compile a list of priorities before meeting with college representatives. In order to make a realistic assessment and selection of a college or university, the following factors need to be considered: (1) admission requirements, (2) location, (3) public or private, (4) enrollment, (5) cost, (6) majors offered, (7) nature of the student body.
Bring a pen or pencil. Many representatives will ask you to complete a contact card so they can send you additional information. Bring a notebook so you can write down details about each school you investigate. Develop your own list of questions to ask college representatives by using the suggested topics below as a guide.
Questions About Admission Policies
1. What high school courses are required for admission?
2. Are entrances tests required? Which ones? What range of scores is accepted?
3. Does the college require a certain grade point average or rank in class?
4. Will activities and involvement in school be considered?
5. What weight is placed on the essay?
6. Is there an early action plan?
7. On what basis are applicants accepted?
8. Are personal interviews or letters of recommendation required?
9. Are there special requirements for certain majors?
10. What percent of applicants are accepted?
11. Can admission denials be appealed?
12. What are the application filing dates?
Questions About the College
1. Where is the college located (city, suburb, small town, rural)?
2. What is the surrounding community like?
3. Is the college public or private, church affiliated?
4. What is the current undergraduate student enrollment?
5. What special or unique programs are offered?
6. Does the college have general education or course distribution requirements?
7. Does the college have special programs for transfer students?
8. What is the academic calendar (semester, quarters)?
Questions About the Student Population
1. Where do the majority of students come from?
2. Do most of the students commute or live on campus?
3. What types of student groups are active on campus?
4. Are there fraternities and sororities on campus?
5. What athletic programs are available?
6. Is the surrounding community supportive of the college?
7. Does the college have a campus visitation program?
8. Is housing available/guaranteed for freshman? Is it available all four
years?
Questions About Academics
1. What is the average class size? Largest? Smallest?
2. How many students in last year’s freshmen class returned for their sophomore
year?
3. What was the grade point average for the freshman class last year?
4. What is the college’s procedure for student orientation, class placement,
and scheduling? Are classes guaranteed?
5. How are academic advisors assigned?
6. What services does the school offer for students undecided about a major?
7. What percentage of students graduate in four years? In five years?
8. What are the most popular majors on campus?
9. Are students taught by full-time professors, graduate assistants, or a
combination of the two?
10. What types of additional services are provided at no cost to the student
(e.g. tutoring, career and personal counseling, developmental reading and
study skills workshops, job placement)?
11. Is there an honors program? What are the qualifications for entry?
Questions About Social Life
1. What is the average age of the student body?
2. What is the male to female ratio?
3. What percent of students reside on campus?
4. Is this considered a “suitcase campus” where all students leave on weekends?
5. Are the resident halls coed? Is there a substance free residence option?
6. What are the procedures of selecting a roommate?
7. What are some of the rules and regulations that govern campus and residence
hall life?
Questions About College Costs
1. What is the cost of tuition? Room and board? Are there other fees?
2. How much did costs increase from last year to this year?
3. Are accepted students required to make deposits for orientation and/or
housing? Are these deposits fully refundable until May 1?
4. Are deposits required each year for returning students?
5. When do bills have to be paid?
Questions About Financial Aid
1. What percent of students receive need-based financial aid?
2. What percent of students receive scholarships based on merit?
3. What would a typical freshman financial aid package look like?
4. What percent of those who apply for financial aid receive it?
5. Will financial aid be adjusted if need increases?
6. What application(s) need(s) to be filed to apply for financial aid?
7. Is a tuition plan available?
8. Are there campus jobs available? Are there nearby off-campus jobs?
HELPFUL HINTS FOR MAKING GOOD USE OF A CAMPUS VISIT
On most campuses the tour guide is a student selected by the college for his or her ability to project an acceptable image of the institution to the prospective candidate. Some are a bit short on candor, and somewhat hesitant to contradict the catalog or admissions officer. Others are very honest and open about their experiences.
Remember, a guide may be “down” on a particular program or college because of some immediate and personal issue that has nothing to do with the overall college or university. If you have a negative experience, try to meet other students before leaving campus. Visit the student center, the athletic fields or the lobby of a residence hall.
Some questions you might ask your campus guide:
1. What’s the largest class you’ve had here? How large are you classes now?
2. Who teaches you in these courses? (Graduate assistants or professors?)
3. Does the school have a required core curriculum? How restrictive is it?
Is there a foreign language requirement?
4. How adequate is the library? Are you able to get the books you need when
you want them?
5. When do you have to declare you major? What are the most popular majors?
6. Tell me about housing. Are some dorms much better than others? Do many
students live off-campus? Is so, why?
7. How competitive is the student body? Do students seem to work primarily
for grades? What is the attitude toward working hard?
8. Have you been in any faculty homes since you’ve been here? How available
are your professors?
9. Can you tell me anything first-hand about the (French, English, History)
department?
10. What’s the biggest issue in local campus politics?
11. What are the biggest issues in national and international politics? Are
students politically active? Aware?
12. What percentage of students study abroad at some time?
13. What impact do fraternities have here? Athletics?
14. What are weekends like? Do many students leave campus on the weekend?
Are there alternatives to the typical party scene?
15. How active is the student government? What activities are popular?
16. Are the arts supported here? Which areas are strong? Are the courses oversubscribed?
17. What do you think is the greatest shortcoming of this college? What do
students complain about?
18. What do you like the best about your experience and education here?
19. Is this a diverse community? Where do students come from?
20. If you could attend another college now, where would you go? Why?
21. Why did you choose this school? To what others did you apply?
22. What kind of students do you think are happiest here? Which ones are least
happy?
Other suggestions:
1. Spend the night in a residence hall and sit in on several classes.
2. Pick up a copy of the latest campus newspaper.
3. Read the course catalog and check out the list of faculty, their degrees,
and the courses they teach.
4. Meet a coach if you are interested in a sport.
5. Meet the head of an activity/interest you want to pursue in college.
6. Find a professor and get his/her perspective.
7. Go to the financial aid office and ask questions.
8. Find out about the quality of the career services office.
Recording your impressions:
1. Take a camera to take a visual record of the college, what you saw, what
you did, etc.
2. Write down who your tour guide was – it can help later to recall parts
of the campus and experiences.
3. Write down highlights or low points of the visit.
4. What residence hall did you visit? Would you want to live there? What other
residence halls did you learn about? Write these things down.
5. Write down what you would tell your friends if they were planning to visit
here.
6. Record your thoughts on being a student at this school. How did walking
around campus make you feel?
7. Develop your own rating system – Is this a ? ?? ????
College Days
You are allowed two college days each year. Call the Office of Admission and make an appointment. Have your parents submit a letter to your assistant principal at least a week prior to your college day. Bring verification of your visit to your assistant principal upon your return. If this procedure is followed, college days will not count against exemptions.
College Interviews
The emphasis on college interviews has decreased during the past few years so you will need to inquire about the interviewing policy of each school. The policy will probably be one of the following:
1. No interviews – group information sessions only
2. Alumni interviews only – held in DFW area
3. Interviews are optional and informational only
4. Interviews are encouraged and do become a part of the student’s application
folder
If the college does offer an on-campus interview and you are able to visit, please take advantage of the opportunity. It may be very helpful to you. Don’t be surprised if the interviewer spends much of the time selling you on his or her school. Interviews are, in part, a marketing device.
The Interview
1. The interview is primarily for you to learn about the college and what life would be like for you as a student on campus. Use it as a tool to assist in your college selection. The interview can have a positive effect on your admissions – rarely a negative one.
2. Your interview will usually be with an admissions staff member, but it may be with a student, alumnus, or a professional interviewer. Keep this person’s prospective in mind. Don’t write off the college just because you think you had a bad interview! Interviewers have had bad days too!
3. The interviewer is eager to get to know you and is almost always on your side. An experienced person is well aware that you may be inexperienced at interviewing and will try to put you at ease. The interviewer will want to answer your questions but will be more interested in you if your homework about the school is completed. (See Sample Questions to Ask As You Explore Colleges)
4. KNOW YOURSELF. An important part of preparation is your own self assessment. In what kind of environment do you work best? Would you take advantage of talking to professors or would you rather learn by the lecture method? Know your rank, your test scores, and your present areas of interest. If you are undecided about your career, feel free to say so. Seventy percent of college students change their intended majors. It is important, however, to recognize that you are going to college primarily to learn. Think through some areas you would like to explore, competencies you would like to develop, projects or situations that intrigue you.
5. Don’t go unprepared! Do your homework about the school to get the obvious questions answered. You don’t want to be silent when asked “What would you like to know about our college?” Questions like “What if I can’t decide between two majors?” What do students here say about _____?” What kind of internships are there and how often do students take them?” or “I’ve liked art, but don’t wish to major in it . . .” – these kinds of questions or concerns show more maturity in your thinking than asking the size of the student body.
6. Some interviewers, as they try to learn about you, may ask questions about your interests, extra–curricular activities, job, books you’ve read, meaningful experiences, why you’re interested in this particular college, life at Summit, etc. (See Questions You Might Be Asked in an Interview).
7. Be honest! Everyone has strong and weak points. Hopefully, college will help you with some of the latter and promote the former.
8. If your parent or friend accompanies you to the college, plan to have your interview alone. Most admissions officers prefer to talk with your parents after talking with you rather than during the interview.
9. Dress neatly and comfortably.
10. After you return home, write a thank you note. (Spelling and neatness
are obviously important!)
QUESTIONS YOU MIGHT BE ASKED IN AN INTERVIEW
These are samples of the kinds of questions you might be asked by an interviewer. Think about how you would answer them. Even if you are not asked any of these questions, if you have thought about them you will be better prepared for whatever you encounter in your interview.
1. How do you like Summit? What has been the most positive experience you have had? The most negative? What would you like to change about Summit?
2. What is your role in the community? What would your teachers say are your greatest strengths as a person – as a student – likewise, what about your shortcomings and weaknesses?
3. What is the most significant contribution you’ve made to Summit?
4. What are you looking for in your choice of a college? How did you become interested in this college?
5. What are some of your goals – personal and career – for the future?
6. Tell me about a particular class or assignment in which you found yourself most stimulated intellectually.
7. What is your reason for participating in athletics, student council, newspaper, etc.? What are the satisfactions?
8. Since you are interested in science and math, why are you interested in a liberal arts college rather that a more technical institution?
9. How and in what ways do you expect, plan, or hope to transfer your secondary school contributions, achievements, activities to the college level?
10. What has been your favorite subject in high school?
11. What might you study in college? Why?
12. What books or authors have made a lasting impression on your way of thinking? Have you read deeply into any one author or field?
13. What events, if any, would you deem critical in your life thus far? Who has most influenced you?
14. What pressures do you feel operating on you in society to conform? Describe ways in which you “go your own way.”
15. How have you spent your summers?
16. What are your reactions to current events, ex. AIDS, September 11?
17. Describe something that you have really become indignant about over the past year.
18. How would you describe yourself as a person?
19. Have you ever thought of not going to college? What would you do?
20. How do you spend your free time?
21. Why do you think you are a good match for this college?
22. Many qualified students apply to our school. What characteristics separate you from others?
23. Do you have any questions?
RESOURCES FOR YOUR COLLEGE EXPLORATION
Comprehensive, College Reference Books (Objective):
Barron’s Profiles of American Colleges; Barron’s Educational Series, Hauppauge,
NY.
The College Handbook; College Board, New York, NY.
Lovejoy’s College Guide; Lovejoy’s Educational Guides, Monarch Press, NY,
NY.
Peterson’s Guide to Four Year Colleges; Peterson’s Guides, Princeton, NJ.
Comparative Guide to American Colleges; Cass & Birnbaum, Harper Books,
NY, NY
College Rating, Recommendation Books (Subjective):
The Fiske Guide to Colleges; Edward B. Fiske, Times Books, NY, NY
The Insider’s Guide to the Colleges; Yale Daily News, St. Martin’s Press,
NY, NY
Rugg’s Recommendations on the Colleges; Frederick E. Rugg, Sarasota, FL.
The Gourman Report, Jack Gourman, NES.
Supplementary College Reference Books:
Colleges That Change Lives, Loren Pope, Penguin Books
100 Colleges Where Average Students Can Excel, Joe Anne Adler, Arco Books
Honor Roll for Character Building Colleges, John Templeton Foundations
Making a Difference College Guide, Miriam Weinstein, Sage Press, San Anselmo,
CA.
Computer Software:
Peterson’s College Quest ,, Peterson’s Guides, Inc., Princeton, NJ.
College Visitations / Travel Books:
How to Get to the College of your Choice: By Road, Plane or Train; Kraus International
Publications, Millwood, NY
The Complete Guide to College Visits; A Citadel Press Book, NY, NY.
Specifically for Parents:
50 College Admissions Directors Speak to Parents; Harcourt, Brace, Jovanovich
Publishers, NY, NY
Letting Go: A Parents’ Guide to Today’s College Experience; Adler and Adler
Publishers, Bethesda, MD.
Don’t Tell Me What to Do, Just Send Money, Helen Johnson & Christina Schelhas-Miller
Tuition Without Tears, Michael Franzblau
INTERNET SITES
College Searches on the Web
College and University Home Pages:
http://www.tamu.edu Texas A&M University for example
College Board Online
http://www.collegeboard.org/csearch/html/ch00.html
College Edge
http://www.collegeedge.com
College Net
http://www.collegenet.com
College View
http://www.collegeview.com
College Express
http://www.collegexpress.com
Peterson’s Education Center
http://www.petersons.com
The Princeton Review
http://www.princetonreview.com
College for Texans
http://www.collegefortexans.com
Sites that can help you with your Choice:
http://www.kaplan.com
http://www.ed.gov/pubs/prepare
Compendium of Texas Colleges and Financial Aid Calendar
http://www.window.state.tx.us/scholars/mspmain.html
Schools in the USA
http://www. schoolsintheusa.com
ACT
http://www.actstudent.org
Texas Higher Education Coordinating Board
http://www.thecb.state.tx.us
Financial Aid Information
College Information Hotline
http://www.asktacac.com
Not for Profit Organizations College Board’s Savings Advisor
http://www.collegeboard.org/css/html/save.htm
National Association of Student Financial Aid Administrators
http://www.nasfaa.org
Financial Aid, The Financial Aid Information Page
http://www.finaid.org
Financial Aid Information SFA/Student Guide
http://www.ed.gov/offices/OPE/index.html http://www.easi.ed.gov/index.html
http://www.ed.gov/prog_info/SFA/StudentGuide http://www.fafsa4caster.gov
http://www.fafsa.ed.gov
http://www.mapping-your-future.org
The largest provider of financial aid, the federal government has a great deal of information on student financial aid on its web.
College Bound
http://www.collegebound.com
Peterson’s Education Center
http://www.petersons.com/resources/finance.html
Don’t Miss Out: The Student’s Guide to Financial Aid:
http://jerome.signet.com/collegemoney/toc1.html
The College Money Planner:
http://www.collegeboard.org/ccs/html/planform.html
Sallie Mae
http://www.salliemae.com
Financial Aid Calculation
www.adventuresineducation.org/cac/cac72C142start.html
Tuition Without Tears
http://www.tuitionwithouttears.com
Scholarships:
Fast Web
http://studentservices.com/fastweb
College Board’s Fund Finder
http://www.collegeboard.com
Mansfield ISD
http:// www.mansfieldisd.org
Scholarship Scam Prevention Site
http://www.ftc.gov/www/bcp/conline/edcams/scholarship/index.html
NCAA Scholarship Search
http://www.ncaa.org/about/scholarships.html
Adventures in Education
http://www.adventuresineducation.org/sbase/index.cfm
The United Negro College Fund
http://www.uncf.org/scholarships/index.asp
Texas Mentor – Scholarship Search
http://www.TexasMentor.org/FinAid/Scholarship_Search/
Peterson’s Scholarship Search
www.petersons.com/ss/code/prompt.asp?ppcse+looksmart
Student Awards
www.studentawards.com
FACTORS IN COMPETITIVE COLLEGE ADMISSIONS
From admissions officers everywhere, the advice is virtually the same. Here is what counts to them.
Your Secondary School Record – How have you done in the courses taken? Colleges would much rather see you taking a tough and challenging load that is in line with your ability than improving your grade point average by taking “easy” courses. Develop your interest to be sure, but don’t neglect a solid foundation in English, math, science, history and foreign language. Even though you may have finished the math and science requirements for graduation, you should consider staying with them in the senior year if that is appropriate for your ability.
ACT/SAT Scores – Scores on the SAT Reasoning Test and the ACT (American College Test) are used by admissions committees as one measure to compare students from different schools. Scores on SAT Subject Tests are often considered more important as they come closer to testing actual knowledge learned in a particular course. Standardized test results ultimately reflect the student’s ability to take timed, multiple-choice tests and, as such, cannot represent the individual student’s cognitive abilities. Many able students have low-test scores. A combination of high grades and low test scores can be explained by many factors. HOWEVER, high scores and low grades are the worst possible combination, since it almost always describes an able person who does not work productively and is therefore perceived by admissions officers as a greater risk.
The Essay and the Application – The essay is often the most overlooked aspect of college admissions by students. Students are expected to spend a considerable amount of time in the preparation of the essay. It is your chance to become more than a name for the admissions staff. Your choice of topic for the essay is far less important than its presentation. It should be personal and honest, thoughtfully and carefully written, and discuss something of importance to you. Unless it says otherwise, TYPE the essay (and that means YOU, not a parent or secretary). Neatness counts. You are presenting yourself through this document, and a hastily completed, sloppy, hard-to-read application form will not win you points; an imperfect but genuine effort will.
The Counselor Statement – The school’s recommendation for a student is written by that student’s counselor. Your counselor will attempt to present an assessment which is fair and accurate and which emphasizes achievements and talents. He/she won’t ignore major difficulties as they are reflected on the transcript, but will tell the story to your advantage in so far as possible.
Teacher Recommendations – Each college has its own specific requirements for teacher recommendations, but in most cases two are requested: one from a history, English or foreign language teacher, and the other from a math or science teacher. In some instances colleges are very specific, asking for recommendations from your current English and math teachers, whereas in other instances they may give you your choice or require none at all. If you have a particular strength in the arts or athletics or any extracurricular activity, you may want to have your teacher or coach write on you behalf, but in all other instances, you should not give the colleges more than they ask for. Read the application forms carefully.
Teacher recommendations speak to your abilities and accomplishments as a student and need to be positive. Thus, you should choose carefully the teachers you ask and be sure they feel comfortable writing a recommendation for you. Don’t assume that your chosen teacher will automatically accept your request. Have back-ups in mind, be sure they are teachers you’ve worked with in your junior or senior year, and finally, remember to phrase your request as a request, and not as a demand.
Extracurricular Activities and Work Experience – Your involvement in activities does not carry as much weight as your transcript unless your talent or skill is exceptional. If you are an accomplished musician, you may impress a committee in your audition, especially if you are the bassoonist he needs for next year’s orchestra. If you are one of the nation’s best high school hockey goalies, your 2.8 grade point average may be overlooked. For the majority of students the list of high school activities indicates a high level of involvement; only rarely is it exceptional. College people see capable involvement as a good thing if it means something to you other than simply compiling a list of activities, and if the time commitment does not detract from your academic record.
Geographic Distribution and Legacy Status – In addition to ethnic and racial diversity, each college has an interest in creating a geographically diverse student body. Hence, if you are applying to colleges far away from home, you may have a slight advantage over equally qualified candidates. It is also in a college’s own interest to encourage generations of family to attend the college, since these families are usually among their most loyal (and generous) supporters. For that reason, if you’re applying to the undergraduate college one of your parents attended, you may have a slight advantage over equally qualified candidates, but it hardly makes your admission “a sure thing.” The amount that either of these factors affects admission cannot be quantified or predicted. As an alum legacy, your chances for admission are certainly enhanced, but if you dislike the place, what’s the point?
Above all else, don’t try to fool the colleges! BE YOURSELF!
COLLEGE ADMISSIONS POLICIES
Colleges and universities have varying admission practices. Information pertinent to the policy of a prospective school will be found in its publications. Some of the more frequently mentioned practices are:
A. Early Admission: Some colleges accept exceptional students applying for entrance directly after their junior year, usually without completing the requirements for the high school diploma.
B. Early Decision: Students who have demonstrated sound academic ability apply
for admission to their first choice college during the summer or very early
in their senior year. Notification of admission is given usually in December
or January. Restrictive policies vary with each school and must be checked
carefully to see if early decision works to the individual’s advantage. Generally,
if you apply Early Decision, you must also sign a commitment to attend if
accepted and to withdraw any applications submitted to other colleges.
C. Early Action: This plan allows students to indicate a first choice college
and receive a decision in the senior year well in advance of the normal response
date in the spring. Students are not committed to enroll if accepted. It is
usually not good protocol to apply to more than one college on this plan.
D. Rolling Admission: As soon as an application is complete (meaning that
the form, the fee and all required credentials have been received and processed),
a decision on that application is made and the student is notified. It is
generally advantageous for students to apply well in advance of the posted
deadline because it is impossible to know how quickly the available spaces
are being filled.
E. Regular Decision: The process whereby a college accepts applications from
prospective students and delays the admission decision until all applications
from the entire applicant pool have been received. Decision letters are mailed
to applicants, all at once, traditionally in March or April. The most selective
colleges mail their decision letters in early to mid-April.
F. Deferred Admission: Students who have alternate plans for the year following
high school may apply to many colleges for deferred admission. The application
process and timetable remain the same as for regular admission, but students
should indicate that they do not intend to matriculate until the following
year. An explanation of how the student plans to spend the year and the benefits
the student expects to derive from it is usually required by the college.
G. Open Enrollment: A term now used by an institution that publishes a set
of admission standards and pledges to admit any student whose credentials
equal or exceed them. Most often used by community colleges.
H. Wait List: The process used by selective colleges who do not initially
offer or deny admission, but extend the possibility of admission to a later
date (usually late May through July). Students should accept another college’s
offer since waiting list acceptances are very inconsistent. (Discuss all wait
list situations with your counselor. Second semester grades and your method
of reply can be critical to your acceptance.)
Note: Students planning early action/early decisions are usually required
to take SAT Subject Tests in the spring of the junior year.
TYPES OF EDUCATIONAL INSTITUTIONS
Often, when someone says they are planning for college, they merely mean that they expect to continue their formal education at some sort of post-secondary institution. That institution may be a college or university, a junior college, a community college, a vocational-technical school, or a specialized institute.
COLLEGE: An institution of higher education that offers a curriculum leading to a four year bachelor of arts or bachelor of science degree.
UNIVERSITY: A university usually has a liberal arts college as well as several specialized colleges and graduate programs in such fields as business, engineering, agriculture, law and medicine.
LIBERAL ARTS COLLEGE: Four-year institution which emphasizes a program of broad undergraduate education. It offers exposure to science, history, philosophy, poetry, music and art. Pre-professional and professional training may be available but not stressed.
JUNIOR COLLEGE/COMMUNITY COLLEGE: Generally a transfer institution which provides courses to parallel the freshman and sophomore offerings at four-year colleges and universities. In addition to transfer programs, community colleges may offer associate degree programs and career-oriented certificate programs for students primarily concerned with finding a job
ENGINEERING OR TECHNICAL COLLEGE: Independent professional schools which provide four or five-year training programs in the fields of engineering and the physical sciences. They are often known as Institutes of Technology or Polytechnic Institutes.
VOCATIONAL/TECHNICAL SCHOOL: Similar to community colleges in that they offer career-oriented programs that may last from a few months to a couple of years. Specialized institutes usually offer an intense program in one very specific skill area.
NURSING SCHOOL: There are two kinds of nursing schools. At schools affiliated with hospitals, students receive R.N. degrees upon completion of their training. At schools affiliated with four years colleges, students receive both a B.S. degree and an R.N. and have possibilities of entering the field of nursing administration.
MILITARY SCHOOL: Federal military academies prepare officers for the Army, Navy and Air Force. These institutions (West Point, Naval Academy, and the Air Force Academy) require recommendation and appointment by members of Congress. Private and state supported military institutes and the Coast Guard Academy however operate on a college application basis. They all offer degree programs in engineering and technology with concentration in various aspects of military science.
BUSINESS SCHOOL: Business schools fall into two categories. At some colleges
it is possible to specialize in business administration or in a two-year secretarial
course in conjunction with supplementary liberal arts courses. Other institutions
offer predominately business or secretarial courses and may or may not be
regionally accredited.
FINANCIAL AID INFORMATION
Financial aid is money for education that comes from sources other than family. It is meant to supplement what the family can contribute to the total costs involved in attending a college or university.
The primary responsibility for paying a student’s educational expenses belongs to the family. However, the choice of a college should not be determined by family finances alone. A student and family should proceed through the college search process with information based not only on finances, but on the student’s desire and ability to attend the college.
1. Merit-Based aid is given to students in the form of grants and scholarships. These are often granted to students who excel in academics, sports, leadership, music, art or dance.
2. Need-Based aid is made available to families that cannot pay for all of the postsecondary education costs on their own. The demand for student aid exceeds the supply of dollars available. Therefore most financial aid programs limit their awards to students who have demonstrated that they have need, based on submission of the Free Application for Federal Student Aid (FAFSA). Students, who graduate on the Recommended or Distinguished Achievement plan and have financial need, may qualify for a Texas Grant.
All families’ financial circumstances are evaluated in a consistent and equitable manner via the FAFSA. As you complete the FAFSA you will be asked to enter actual data about your family, your income and your assets. To be sure all families are treated equally; there are some figures that will be automatically computed according to standardized charts. Using both your actual figures and the figures on the charts, an estimated family contribution will be calculated. Use www.fafsa4caster.com .
Once the estimated family contribution has been calculated for you and your family, it will remain the same regardless of the college you choose to attend. The following chart shows you how the cost of attendance at the school will affect your need for assistance.
University of Texas SMU Princeton
Cost of Attendance (includes room/board and all fees) $20, 000 $41,576 $43,980
Family Contribution $10,000 $10,000 $10,000
Financial Need $10,000 $31,576 $33,980
NCAA REQUIREMENTS
If you are planning to enroll in college as a freshman and you wish to participate in Division I or II intercollegiate athletics, your initial-eligibility status must normally be determined by the NCAA Initial-Eligibility Clearinghouse.
DIVISION I AFTER 2008
If you enroll in a Division I college after 2008 and want to participate in
athletics or receive an athletics scholarship, you must meet the following
standards:
• Graduate from high school;
• Complete the 16 core courses listed below;
• Earn a minimum required grade-point average in your core courses; and
• Earn a combined SAT or ACT sum score that matches your core-course grade-point
average and test score sliding scale which is available online.
16 Required Core Courses
• Four years of English;
• Three years of mathematics (Algebra I or higher level);
• Two years of natural or physical science (including one year of lab science);
• One year of additional English, mathematics or science;
• Two years of social science; and
• Four years of additional courses (from any area above, foreign language,
non-doctrinal religion, or philosophy).
You will be a non-qualifier if you do not meet the academic requirements
listed above. As a non-qualifier, you:
• May not participate in athletics competition or practice during your first
year in college;
• May receive financial aid based only on need (not athletics-based financial
aid) in your first year in college; and
• May play only three seasons (to earn a fourth season you must graduate before
your fifth year of college).
Important: The clearinghouse certifies your eligibility to compete as a student-athlete, but your college must accept you as a student.
The clearinghouse evaluates your academic record to determine if you are eligible to participate at a Division I or II college as a freshman student-athlete. (The clearinghouse is not the NCAA, but an organization that performs services relative to initial eligibility for the NCAA.)
Eligibility Center Services
Mailing Address:
NCAA Eligibility Center
P.O. Box 7136
Indianapolis, IN 46207
Web Address:
http://www.ncaaclearinghouse.net
Clearinghouse customer service
Representatives are available from 8 a.m. to 6 p.m., Eastern time, Monday
through Friday.
U.S. callers (toll-free) 877/262-1492
Fax: 319/968-5100
CLEARINGHOUSE REGISTRATION, send transcripts at the end of junior year and
after graduation.
To register with the clearinghouse you must complete and sign the Transcript
Release Form (SRF) and send it to the clearinghouse along with $50 registration
fee. This form does two things:
• It authorizes each high school you have attended to send the clearinghouse
your transcript, test scores, proof of graduation and other necessary academic
information.
• It authorizes the clearinghouse to send your academic information to all
colleges that request your eligibility status.
Go online to www.ncaaclearinghouse.net. Select Prospective Student-Athletes and click on Transcript Form for US Students. Print the Transcript Release Form, sign it, and give to your counselor.
Fee Waiver: Student-athletes are eligible for a fee waiver if they have already received a fee waiver for the ACT or SAT. The high school counselor will also be required to submit an electronic fee waiver on their behalf.
Be sure to enter “9999” code when registering for the ACT or SAT, which requests
for your official test scores to be sent directly to the eligibility center.
QUESTIONS FOR ATHLETES TO ASK DURING A VISIT
Before you decide to make your first visit, it’s a good idea to think carefully
about the kind of information you are going to need to eventually make a decision.
Once you do, you’ll be able to ask the right kinds of questions. Following
are some good notes to get you started.
Ask the recruiter:
1. What position (event) do you want me to play (perform), and how many others
are you recruiting for the same position?
2. What is your philosophy of offense? Defense? Are you considering any changes?
3. Will I be red-shirted?
4. If I need a fifth year, will you finance it?
5. What happens to my scholarship if I am injured or ineligible?
6. Who do I see if I have academic problems?
7. Has drug abuse been an issue at your school? In the athletic program?
Are all injuries handled by a team insurance policy?
8. If injured, may I use my family doctor? Who determines my fitness to compete after an injury?
9. What is expected of players during the off-season?
Ask the Players:
1. What does your typical daily schedule look like? In-season? Off-season?
2. Approximately how many hours a night do you study?
3. What generally are the attitudes of professors in different fields of study? In my field of study? Towards athletes?
4. How do you like the living arrangements?
5. Do you have an academic advisor? Is he/she any good?
6. Are the coaches available to help if you have academic problems?
SERVICE ACADEMIES AND ROTC SCHOLARSHIP PROGRAMS
While all juniors should begin exploring possible educational programs following
graduation, if you are interested in the service academies and the ROTC scholarship
programs you must begin as soon as possible to insure that you receive full
consideration.
The first step in securing an appointment to one of the academies is to write
and ask for a pre-candidate questionnaire. Addresses follow:
Admissions Office Admissions Office
U.S. Military Academy U.S. Air Force Academy
West Point, N.Y. 10996 U.S.A.F. Academy, CO 80840
Admissions Office Admissions Office
U.S. Naval Academy U.S. Merchant Marine Academy
Annapolis, MD 21402 Kings Point, NY 10024
The second step is to write to each of your senators and your congressman
and ask that they consider you as one of their nominees. In this letter you
should indicate your first, second, third and fourth choices for academies
as well as:
Name, address, and telephone number
Date of Birth
Social Security number
High school name and year of graduation
Names of your parents
The Coast Guard Academy has an admissions procedure similar to the other
highly competitive colleges. There is no nomination process involved. Write
directly for an application:
Admissions Office
U.S. Coast Guard Academy
New London, CT 06320
ROTC scholarship programs involve a competitive application process as well.
In addition to the written application, candidates must undergo a physical
examination, formal interview, and a physical abilities test. The first step
in the process is to write for an application:
Air Force ROTC Army ROTC Navy ROTC
Maxwell Air Force Base Box 9000 Box 3060
Alabama 36112-6663 Clifton, NJ 07015 Hyattsville, MD 20784
GLOSSARY
Accreditation – This amounts to a stamp of approval by an educational or professional organization stating that the college meets the regulations determined by this group. Each section of the country has its own accrediting organization: Southern, Middle Atlantic, New England, Midwestern, Northeastern and Western.
Advisor – A member of the teaching faculty who advises students on course selections and curriculum concerns.
Application Fee – The cost to apply to the college or university.
Audit – Attend a class without getting credit for it.
Baccalaureate Degree – the Bachelor of Arts, Bachelor of Science or any other bachelor’s degree granted by a college or university for a program that typically requires four years of full-time study.
Calendar – The system by which an institution divides its year into shorter periods for instruction. The most common calendars are semesters and quarters.
Candidate’s Reply Date Agreement – This agreement established a common date, May 1, as the earliest date a college or university may require an accepted applicant to say whether he or she plans to attend. Early Decision applications are exempt from this agreement.
Carnegie Unit – One Carnegie unit is given for successful completion of one year’s study of one college preparatory or academic subject in a high school. Some colleges refer to these as “academic units.” The name comes from the Carnegie Foundation for the Advancement of Teaching.
Church-related college – A private college that is financially supported and whose policies are influenced to a degree by a church
Class rank – A student’s standing based on his or her academic record as compared with that of the other members of the class. In a class of 100, the highest ranking student would be number 1; the lowest, number 100.
Core Curriculum – A group of courses in varied areas of the arts and sciences, designated by a college as one of the requirements for a degree.
Consortium – A voluntary association of two or more colleges providing joint services and academic programs to students enrolled in member institutions. Students at one campus are allowed to attend courses and use the facilities at other member campuses.
Cooperative Education – A program integrating classroom study and work experience while offering credit and salary.
Course Load – The number of hours taken in a given semester or quarter. A typical load is 15-18 semester hours or 15-17 quarter hours.
Honors Program – A plan designed to encourage superior students to engage in a more challenging program than is required. Students who succeed in meeting requirements of an honors program are usually granted “honor” degrees.
Humanities – These refer to the cultural world. The humanities are usually classified as art, the classics, dramatic art, English, general and comparative literature, journalism, music philosophy, religion and language. Many colleges divide their offerings into three divisions: humanities, social sciences, and natural sciences.
Internships – Short-term, supervised work experience, usually related to a student’s major, for which the students earn academic credit. The work can be full or part-time, on or off campus, paid or unpaid.
Liberal Arts – A broad course of instruction comprising the arts, natural sciences, languages, literature, philosophy, religion, and the classics. The Latin origin of the term, artes liberates, literally means “the arts that free” (the mind and spirit).
Matriculation – The process whereby a student is accepted, pays the fees, and enrolls in classes – officially becoming a student at the college. This term is only applied to freshmen or to a transfer student’s first enrollment.
Needs Analysis – the process used to evaluate an applicant’s financial situation to determine how much financial aid a student would be eligible for to meet post – secondary educational expenses.
Placement tests – A battery of tests designed to assess a student’s aptitude and level of achievement in various academic areas so that he/she may be advised to enroll in the appropriate level classes.
Private college/university – An educational institution of higher education, which is not supported by public taxes. Private colleges may be independent or church-related.
Public College/University – An educational institution supported by public taxes.
Registration – A process at the beginning of each semester or quarter whereby the student selects the courses he or she will enroll in, pays the appropriate fees, and sets up a class schedule for the semester or term.
Rush Week – A period set aside with the approval of the college for fraternities and sororities to issue invitation to prospective members. “Delayed Rush” usually indicates this week is held during second semester.
Seminar – A course in which a small group of students, headed by a professional, engage in research and discussion.
Transcript – The official record of a student’s academic performance from the time of entrance in a given institution to the end of the last semester.
Tuition – The charge for instruction. Generally designated for a year or
semester for a full-time student; for part-time students it is often designated
by the credit hour of a course.
SAMPLE LETTER FOR ADMISSIONS INFORMATION
(Edit to meet your needs)
Your Street Address
Date
Director of Admissions (Use name if possible)
Name of College
Address of College
City, State, Zip
Dear Director (Use name if possible):
I am currently a junior at Summit High School, and am interested in applying for admission to (name of institution). I would appreciate having the following information sent to me:
1. A general bulletin explaining the entrance requirements, a college viewbook,
an application for admission, college costs, and facilities available. My
areas of interest are in (name curriculum or departmental interest if possible).
2. Financial aid and scholarship information, deadlines, and application and
instructions for applying for financial aid.
3. Information concerning (name of activity or sport). I would also appreciate
the name of the (advisor, coach, bandmaster, etc.) to contact.
Thank you for your assistance.
Sincerely,
Your Name
(Typed in full with middle initial)
ALL LETTERS SHOULD BE NEATLY HANDWRITTEN OR TYPED.
SAMPLE RESUME
Your Name
Your Address
Your Telephone
Your email address
Student at Summit High School – Class of 2009
98.5 GPA - Ranked 26 in class of 536
Academic Honors:
Leadership Activities:
Athletic Accomplishments:
Volunteer Activities:
Community Involvement:
Work Activities:
Outside Activities:
Summary Statement:
Participating in the activities listed above has helped me develop responsibility and maturity to be successful in college. I have learned the importance of working together with others toward a common goal. I have also learned that in order to be successful and happy, I must sometimes say “no” in an effort to maintain balance in my life.
(These are sample categories you might use in developing your list of activities
to include with college applications next year. Create your own categories;
those that are most appropriate for you to showcase your list of activities.
Your summary statement should be a reflection of you. Be original.)
Apply Texas Application ( formerly Common Application)
Freshman Admission
You are encouraged to complete this application online at www.applytexas.org.
All public universities and some private schools in Texas use the Common Application. The application can be completed on paper or online. September 1st is the first day the application can be submitted.
These are U.T.’s suggestions for applicants:
1. Apply early
2. Spend time on the essays
3. Submit a detailed resume
4. Take it seriously and package it well
5. Hit the deadlines
Listed below are the essays and Part II of the Common Application to help in your planning.
Essays:
Institutions do not require all four essays. See “General Application Information” on pages ii through iv to determine if you are required to write an essay or essays as part of your application for admission. Unless otherwise specified, your essay(s) should be typed and be no longer than one page (8 ½ “ by 11”). Put your name and Social Security number at the top of each page.
Topic A. Write an essay in which you tell us about someone who has made an impact on your life and explain how and why this person is important to you.
Topic B. Choose an issue of importance to you – the issue could be personal, school related, local, political, or international in scope – and write an essay in which you explain how & why this person is important to you.
Topic C. There may be personal information that you want considered as part of your admissions application. Write an essay describing that information. You might include exceptional hardships, challenges, or opportunities that have shaped or impacted your abilities or academic credentials, personal responsibilities, exceptional achievements or talents, educational goals, or ways in which you might contribute to an institution committed to creating a diverse learning environment.
Topic D. The essay in this section are specific to certain college majors and are not required by all colleges that accept the Apply Texas Application. Please see the “General Application Information.” If you are not applying for a major in Architecture, Art, Art History, Design, Studio Art Studies/ Art Education you are not required to write this essay.
Personal interaction with objects, images and space can be so powerful as
to change the way one thinks about particular issues or topics. For your intended
area of study (architecture, art history, design, studio art, visual art studies/art
education), describe an experience where instruction in that area or your
personal interaction with an object, image or space effected this type of
change in your thinking. What did you do to act upon your new thinking and
what have you done to prepare yourself for further study in this area?
The University of Texas at Austin
Responding to Essay Questions
Be honest; be yourself
It would be nice (maybe) if the University of Texas were filled with heroic leaders who had all been dramatically influenced by all of their academic subjects and extracurricular activities, but it’s not, and we don’t expect it to be anytime soon. Instead, it is made up of a host of interesting, unique individuals who have made a wide range of contributions to their families, their schools, or their communities and attained many different kinds of levels of achievement. If we are “looking for” anything in these essays, we are looking for YOU – the unique individual that stands behind all those numbers and grades and test scores. These essays are an opportunity for you to introduce yourself to us.
Think about:
What distinguishes YOU as an individual candidate?
What has been YOUR classroom experience?
What are YOUR ideas about the topic?
Write in a voice that is natural and clear.
There are very few seventeenth-century scholars left in the world; don’t write as if you are one (unless, of course, you ARE one, in which case you are an extremely unique individual). Don’t be overly informal. You’re writing for a committee of adults, not your best friend.
Write to convey your ideas clearly and easily; don’t write to “impress.”
Write about what’s specific to you; not what you think we want to hear.
Express yourself; could your parents pick out your essay from a pile of 50
others?
Every good story has a beginning, middle, and an end.
After you’ve thought about what you want to say, think about how you want to say it. There are as many ways to present your ideas and responses as there are ideas and responses themselves. In general, though, you want to present your response in an organized, coherent fashion. An essay is a kind of exploration, but you want to make sure that the reader knows where you’re going at all times.
Don’t just repeat the question, introduce your idea.
Illustrate your points with specific examples and interesting details.
Bring the reader to some conclusion; don’t just repeat what you’ve already
said.
SCORING GUIDE
Score of 6
An essay in this category demonstrates clear and consistent competence though
it may have occasional errors. Such an essay:
• Effectively and insightfully addresses the writing task
• Is well organized and fully developed, using clearly appropriate examples
to support ideas
• Displays consistent facility in the use of language, demonstrating variety
in sentence structure and range of vocabulary
Score of 5
An essay in this category demonstrates reasonable consistent competence though
it will have occasional errors or lapses in quality. Such an essay:
• Effectively addresses the writing task.
• Is generally well organized and adequately developed, using appropriate
examples to support ideas
• Displays facility in the use of language, demonstrating some syntactic variety
and range of vocabulary
Score of 4
An essay in this category demonstrates adequate competence with occasional
errors and lapses in quality. Such an essay:
• Addresses the writing task
• Is organized and somewhat developed, using examples to support ideas
• Presents minimal sentence variety
Score of 3
An essay in this category demonstrates developing competence. Such an essay
may contain one or more of the following weaknesses:
• Inadequate organization or development
• Inappropriate or insufficient details to support ideas
• An accumulation of awkward expressions
Score of 2
An essay in this category demonstrates some incompetence; such an essay is
flawed by one or more of the following weaknesses:
• Poor organization
• Thin development
• Little or inappropriate details to support ideas
• Frequent awkward expressions
Score of 1
An essay in this category demonstrates incompetence. Such an essay is seriously
flawed by one or more of the following weaknesses:
• Very poor organization
• Very thin development
• Expressions so awkward that the meaning is somewhat obscured
Example Essays
The following essay received a score of 6.
“Now I can plan everything I want,” I thought upon being elected President of the Girl Scout Europe Trip Council. In the two years of planning and fund-raising with twenty other girls I soon appreciated that I had to consider everyone’s opinion and put aside my personal prejudices to ensure a memorable trip all would enjoy.
Upon arriving in London, I thought of the Queen, Westminster Abbey and pubs serving fish and chips. Evidently I had misjudged my fellow travelers when I thought they too wanted to experience each country’s culture, not just observe it. Yes, we all wanted to see the Crown Jewels in the Tower of London, but we all did not want to “take tea” and munch on crumpets. The Girl Scouts representing the Houston area wanted to eat at McDonald’s. So as I ate my Chicken McNuggets, I ran over the itinerary in my mind: had I made any grave mistakes in planning? Would everyone want to visit Louvre or should we stay in the hotel and watch French MTV? Luckily, I remembered that the last day in each country we were free to do whatever we wanted, as long as we had an adult with us. If I could survive eating fast food for three days in each country, on the last day I could go anywhere I wanted and eat scones if I chose. When planning, the decision to have “free days” required a compromise, yet once abroad I was grateful for the long hours we had spent debating such a seemingly trivial decision.
After my first mini-crisis resolved itself I concentrated on the next leg of the trip-Paris. In truth, Paris worried me. Back home the French had been portrayed as rude and hateful toward Americans. I had been told they would not speak English and would laugh if I tried to speak French. On the train coming to Paris, I questioned my judgment in planning the four day trip to France and mentally prepared myself for the worst. As it turned out my fears were unfounded, as the French were gracious hosts. Not once did they laugh at my “Bonjour, Parle vous Anglais?” spoken with a Texas twang, and my prejudice soon dissolved.
From the two years of planning and the seventeen-day excursion to Europe,
I learned about the cultures of Europe, as well as compromise and prejudice.
The trip made me question my judgment of both the French and my choices for
our tour group. Decisions and judgments for myself were not always best for
the group, so as President I had to compromise and make a decision that would
please everyone, putting aside my personal feelings. I learned the necessity
of evaluating each situation and person on their own merits and not relying
on hearsay and the prejudices of others. Though I will always remember Europe,
I will remember more the lessons I learned throughout the two-year journey.
The following essay received a score of 5.
I always believed that people would be appreciative when I gave them something,
and that they would like me for my charitable act. That belief was challenged
last year when I went with my church youth group and our priest to the Austin
Street shelter to help serve dinner to the homeless people. I had preconceived
notions of what the people would look like and how they would behave. I imagined
their down and out faces staring up gratefully while we spooned out the food.
It wasn’t like that.
After a priest let us in the shelter’s locked parking lot, we were led down
a narrow, dim staircase and came out into a kitchen, bustling with workers.
We were handed starched white aprons, which we put on while the priest hurriedly
told us where to stand in the serving line. Then he distributed a pair of
clear latex gloves to each of us. I no sooner pulled on my gloves when I heard
a raspy voice say, “Hurry up, kid!” The speaker was a woman who wore so many
layers of clothing, she looked fat, despite her haggard, thin face. When I
scooped out the food to her plate, she looked at it without expression and
moved on. Another plate was shoved towards me.
Out of the dozens of people I served that night, only a handful met my eye
or said thanks. When everyone was seated at the long tables eating silently,
the pri