http://collegeapps.about.com/b/2012/01/16/10-ways-to-improve-your-chances.htm

http://thechoice.blogs.nytimes.com/2011/12/20/2012-early-admission/

http://thechoice.blogs.nytimes.com/2011/12/05/friendship/

http://thechoice.blogs.nytimes.com/2011/11/15/legacy-admissions/

Extra-curricular activities are any activities that you do that is not a high school course or paid employment. A job, however, can be used to explain why you do not a lot of extra-curricular activities and colleges are interested in work experiences.  Define extra-curricular activities in broad term, include all school related activities as well as community and family activities.

Below is a list of examples of activities that would be considered "extra-curricular".  Many of the categories listed overlap.

·         Arts:  theater, music, dance, painting, photography, creative writing and other creative endeavors

·         Clubs:  chess club, mathletes, mock trial, debate, language clubs, film clubs, skateboarding club, diversity/minority groups etc.

·         Community Activity:  community theater, event organizing, festival staff, and other activities organized through the community, not the school

·         Governance:  student government, student council, prom committee, community youth board, advisory boards, etc.

·         Hobbies:  Be creative.  Colleges are interested in your passion.  These interests show you have interests outside of the classroom.

·         Media:  local television, school radio or television, yearbook staff, school newspaper, literary journal, blogging or online journaling, local newspaper, etc.

·         Military:  Junior ROTC, drill teams and related activities

·         Music:  chorus, band (marching, jazz, symphonic, concert pop etc.), orchestra, ensembles or solo.  These groups could be through school, community, religious affiliation or  your personal groups or solo efforts.

·         Religious Affiliation Activity: community outreach, helping the elderly, event planning, community suppers, teaching or organizing for summer camps or retreats, sponsored music or athletic events

·         Sports:  football, baseball, basketball, hockey, track, cheerleading, dance, lacrosse, swimming etc.

·         Volunteer Work and Community Service: Key Club, Habitat for Humanity, tutoring and mentoring, community fund raising, Rotary, hospital work, animal rescue, poll worker, volunteer fire department, and any other work that helps the world that is not for pay.

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Excerpted from About.com Guide, article by Allen Grove

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Myth #1:  Only Top Tier Schools Prepare People for Success

The most pervasive myth is if your teen doesn't attend one of the top 20 Newsweek-rated colleges  (aka Ivies) then they won't have an opportunity for jobs, promotions and influence.   Over half of our U.S. Senators graduated from public universities.  43 of the top 50 CEO's in the world graduated from schools other than Ivies.  Part of the fabric of the American dream is the opportunity presented to you and what you do with it, not where you went to college.

Myth # 2:  A College Brochure in the Mail Means Something

Many colleges send out glossy brochures trying to attract students to apply.  This does not mean a letter of acceptance will ensue.  The truth is, the college only wants the student to apply.  The more applications it receive, the more it can reject.  The more it rejects, the higher the schools ranking goes up in Newsweek.  Ranking sells and is highly valued by the colleges.

Myth #3:  Applying to More Schools Increases One's Chances

Many parents think that if their teenager applies to more highly selective colleges it increases her chances of getting accepted.  That is simply not the case.  Your teen should apply to more schools where her GPA and test scores (ACT and SAT) fall into the median range.  This means she applies to at least six schools where she is competitive.  By doing so she increases her chances of getting in.

Myth #4:  Once You Send the Application In, You're Done

Once your teen hits the send button, it is a great relief.  However, the process of getting admitted has just started.  Colleges care about two things, demonstrated interest and yield.  Demonstrated interest simply means your teen lets the college know she likes them.  She visits the campus.  She meets the admission officer.  She stays in contact via  e-mail or phone.  Yield involves the likelihood a student will get enrolled.  by following the above suggestions your teen increases the likelihood of acceptance, especially if she is on the bubble ( grades and scores are just borderline on the acceptance curve).  Colleges really do keep track of this stuff.

Myth #5:  Large Universities Offer More Opportunities than Small Liberal Arts Colleges

There is a common misconception that small liberal arts colleges have fewer resources than those offered by a big university.  Often the opposite is true.  It is important to look beyond the advertised opportunities and ask how many students actually use them.  It is also significantly easier to build relationships with professors and get involved in research at a smaller college. 

Myth #6:  Colleges are Looking for Well Rounded Students

While it is true colleges want students who aren't focused on one thing, the truth is, "well -rounded" students are not what college admission officers are looking for. The reality is they are looking for well-rounded classes.  They care mostly about the freshmen classes profile.  They like students from all parts of the country with a variety of traits.  Sometimes, a  rejection letter has nothing to do with the student, but everything to do with the class profile.  The student needs to understand that and be okay with attending schools not of their first choice.  Having the right attitude and approach can make a world of difference in how your teen deals with rejection and acceptance. 

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Excepted from an article from About.com, written by Josh Bottomly

All college applications require teacher and counselor recommendations.  It is important to ask a teacher and counselor who knows you well to write this letter. When asking a teacher or counselor for a recommendation,  always ask IN PERSON and well in advance of the deadline.    It is also important to meet with these recommenders a second time, making a formal request, and providing documents needed for them to write outstanding recommendations.

After meeting with teachers and counselors, students should provide each recommender with an organized packet of documents with instructions for completing recommendations. These document packets should include:

1. A cover letter with details of the request.  Each teacher and counselor should be given their own customized cover letter. Covers letters should detail what students would like each recommender to include in their letter of recommendation and provide deadlines for submitting recommendations.

2. A copy of the student résumé - this is a MUST. The student résumé gives important details teachers and counselors need to know about student activities, accomplishments, and honors earned during high school.

3. An unofficial copy of student grade transcripts.

After creating a packet of documents for each recommender as described above, students should meet with each teacher and counselor IN PERSON. Students should give each teacher and counselor their packet of documents, express appreciation for their help, and explain how they (teachers and counselors) are being given a packet of documents to help them complete their letters of recommendation.

Also, students should share how they are available to answer questions or to help at anytime; students should point out that their phone number and e-mail address are included on the cover letter.

Requesting letters of recommendation in this manner shows professionalism and courtesy. Teachers and counselors appreciate being asked to write letters in this way and may show their appreciation by writing recommendations that are just slightly better than if they were asked in an unprofessional, sloppy manner.  Once completed, a hand written thank you note should be sent expressing your gratitude. 

Lastly, students requesting a letter of recommendation from an employer, supervisor, coach or other responsible adult should follow the same process as described above.

“If you have any other questions about selecting a college, or the admissions process, feel free to contact me through my website at www.Prep4CollegeNow.com  or call me at 760.877.7200.  I'd love to answer your questions!”

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Excepted from Steve Sterling,  MyCollegeCalendar.org

Most families do not realize there are several types of application plans offered by colleges and universities.  Deciding which is best for your child, will help determine what schools to apply to, and the timelines that need to be adhered to when applying to specific schools. Before deciding on which type of application plan is right for your child, you need to thoroughly understand the difference. 

There are two types of application plans, Non-Restrictive Plans and Restrictive Plans.

Non-Restrictive Applications Plans allow students to wait until May 1 to confirm enrollment.  These include:

·         Regular Decision is the application process in which a student submits an application to an institution by a specified date and receives a decision within a reasonable and clearly stated period of time. A student may apply to other institutions without restriction.

·         Rolling Admission is the application process in which an institution reviews applications as they are completed and renders admission decisions to students throughout the admission cycle.  A student may apply to other institutions without restriction.

·         Early Action (EA) is the application process in which students apply to an institution of preference and receive a decision well in advance of the institution's regular response date.  Students who are admitted under Early Action are not obligated to accept the institution's offer of admission or submit a deposit prior to May 1.  Under

non-restrictive Early Action, a student may apply to other colleges.

Restrictive Application Plans:  These are plans that allow institutions to limit students from applying to other early plans.

·         Early Decision (ED) is the application process in which students make a commitment to a first-choice institution where, if admitted, they definitely will enroll. While pursuing admission under an Early Decision plan, students may apply to other institutions but may have only one Early Decision application pending at any time. Should a student who applies for financial aid not be offered an award that makes attendance possible, the student may decline the offer of admission and be released from the Early Decision commitment.  The institution must notify the applicant of the decision within a reasonable and clearly stated period of time after the Early Decision deadline.  Usually, a non-refundable deposit must be made well in advance of May 1.  The institution will respond to an application for financial aid at or near the time of admission.  Institutions with Early Decision plans may restrict students from applying to other early plans.  Institutions will clearly articulate their specific policies in their Early Decision Agreement.

·         Restrictive Early Action (REA) is the application process in which students make application to an institution of preference and receive a decision well in advance of the institution's regular response date.  Institutions with Restrictive Early Action plans place restrictions on student applications to other early plans.  Institutions will clearly articulate these restrictions in their Early Action policies and agreements with students.  Students who are admitted under Restrictive Early Action are not obligated to accept the institution's offer of admission or to submit a deposit prior to May 1. 

If you have any other questions about selecting a college, or the admissions process, feel free to contact me through my website at www.Prep4CollegeNow.com  or call me at 760.877.7200.  I'd love to answer your questions!

High school Guidance counselors often encourage students to take AP classes. Are they right?

It's almost considered a truism: Advanced Placement courses and subject tests can only help you in your quest to enter the best colleges.

Not so fast. AP classes have advantages - but there are drawbacks as well.

The Positives of Advanced Placement

• Taking an AP class will usually get your GPA increased. Depending how your particular school rates them, AP classes can be worth a full grade more than their regular kin - that's how some students end up with GPAs greater than the theoretically-perfect 4.0. And even if your school doesn't inflate AP grades, many college admission offices will do it for you.

• Good AP scores can reduce your eventual college course load - and, potentially, your time in college. Generally speaking, a high score - at least three, but often a four or five out of the five-point Advance Placement test - will equate to one semester of the equivalent course. So, if you place out of four courses - you could skip out of an entire semester of college - saving up to $25,000! Even placing out of one or two classes can lead to a semester of part-time student status and, hence, significant savings.

• AP classes show initiative. By taking the more challenging path, schools know you aren't scared to push yourself. In addition, since AP classes are supposed to be college level, you are showing schools that you are fully capable of doing the necessary work.

The Negatives of Advanced Placement

• Your AP scores have zero bearing on your admissions. That's a whole lot of work that may not have much to do with which college you get into - especially if your colleges don't inflate grades according to the difficulty of courses.

• Not all colleges accept AP scores for course credit. If you wind up applying to schools that don't accept AP scores and don't bump up GPAs for AP classes, then you'll have done a lot of work for absolutely nothing.

• AP classes and study takes an inordinate amount of time. It isn't unusual to have two or three hours of homework out of an AP class. That's time you can't pursue other studies, can't devote to extra-curriculars, and can't practice for the SAT - all things that definitely will help you get into college.

The long and the short of it is this: AP courses can pay off in the long run, but there are no guarantees. And, in the short run, they are certain to make the rest of your life difficult.

If you are most concerned with getting into the best colleges, AP courses aren't much help at all. If, however, you are confident you'll get in somewhere good, and want to roll the dice that they'll take AP credits and you can save by graduating early or as a part-time student, AP courses are worth their weight in gold.

As always, the answer depends on you. One thing is certain though - when deciding whether to pursue AP courses, at least find out how your favorite colleges deal with AP credits. If there's no hope of placing out, then it isn't worth your time. 

The past two blogs have focused on the differences between colleges and universities, and public and independent (private) colleges.  This week's blog will wrap up the variety of other options available when determining what type of school might be right for your teen.

National vs. Regional

National colleges are institutions whose student body is made up mostly of students from out of state or region of the college.  Regional schools tend to focus on serving the educational needs of the students in their area. National colleges and universities tend to have a larger geographical diversity and are more selective in their admission practices.  In addition, national universities and colleges guarantee housing for at least students' first year, while regional colleges offer fewer housing options or none at all.  Many regional colleges have students commute to classes and go home on the weekends, leaving less of a lively weekend scene as compared to a national school.   

Single Sex Colleges

Several types of schools restrict or limit their student population in some way.  There are only a handful of all-male colleges remaining, yet there is a large demand for women's colleges.  Some women's colleges have an adjacent co-educational or all-male college where they s hare resources and course offerings.  A few colleges have coordinate campuses, which can take the form of different colleges within with same university (Barnard and Columbia), different sections of the same college (Hobart and William Smith) or separate institutions that have a historic bond (Bryn Mawr and Haverford).

Historically Black Colleges and Universities (HBCUs)

HBCUs have a select student body.  While almost of HBCUs are defined by their majority of African American students, their characteristics vary widely in other areas. Student populations may be very small or very large or they may have students from mostly urban backgrounds or rural ones.  HBCUs can be public or private, and not are supported by the United Negro College Fund (UNCF).   A list is available online at www.edonline.com/eq/hbcu/alphabet.htm .  Some have extremely selective admission, while others have open admission.

Religiously Affiliated Institutions   

This options is often selected by those who wish to attend college with others of similar beliefs or life experiences.  These schools also vary in size, scope and focus, similar to HBCUs.  Some were founded with a religious denomination yet have become fully independent; others retain a religious connection only in certain aspects of school life; and in others, religion pervades all aspects of school life.  A few schools (seminaries) prefer students for life in the clergy. 

Military Colleges

Another group of schools are those with a military focus.  The majority are United States Service Academies although there are a few that are not (e.g. The Citadel).  They include the Military Academy (West Point), Air Force Academy, Naval Academy, Merchant Marine Academy, and Coast Guard Academy. 

Students attend these schools to receive training to become a military officer.  The selection criteria is extremely rigorous and the graduate agree to spend a minimum of five years as a military officer upon graduation.  The Merchant Marine Academy differs from the others by commissioning officers as ensigns in the U. S. Naval Reserve (an eight-year commitment).  Room and board is free at the service academies and the students are paid a salary. 

With the exception of the Coast Guard, all military academies require a nomination from a U.S. senator or representative in Congress.  Students interested in an academy nomination should contact their respective congressional representatives during their junior year to begin the nomination process.  Admission to the service academies may involve meeting certain physical requirements. 

Professional Colleges

Some colleges offer specialized curricula for students who have definite career plans in specific fields.  Students who are seeking to be professional artists, architects, actors or musicians may seek to attend one of these institutions which offer only specific degrees, such as a bachelor's degree in fine arts, architecture or music.  Culinary institutes are another example of professional colleges.  Many professional schools offer special t raining in medical careers, such as nursing and pharmacy, or in mortuary science. 

Combined Degree Programs

 Combined degree programs can offer students a number of different enrollment options.  For instance, students who seek a specialized major (such as forestry, agriculture or engineering)but also want the advantages of smaller, less specialized colleges may wish to consider a 3-2 programs.  With this option, a student generally spends three years at a several arts or smaller college and the final two years at a larger or more specialized school.  Students frequently earn two degrees: a bachelor's of arts and a bachelor of science. 

Similarly, students interested in earning an advanced degree, such as a master of business administration or master of physical therapy, may enter a combined bachelor's/master degree program.  These usually operate like 3-2 programs, except students typically don't have to change institutions.  They simple enter the master's program after three years of undergraduate school.  Extremely talented students may also consider accelerated medical, law or pharmacy programs.  Students accepted into these programs are guaranteed admission to professional graduate programs after competing three years of undergraduate school, assuming they maintain strong grades.  However, some combined degree programs may require students to complete all four years of undergraduate school.

“If you have any other questions about selecting a college, or the admissions process, feel free to contact me through my website at www.Prep4CollegeNow.com  or call me at 760.877.7200  I'd love to answer your questions!”