The Rehabilatory Power of Education

Those of us in the field of education sometimes take higher education for granted. We serve families who expect their children to attend a four-year college and work with students who look forward to this life transition. There are others, however, for whom higher education is not a possibility. These people have made poor decisions in the past and are incarcerated in federal prison. I applaud Wesleyan University for their new program at a CT high security prison. Yes, the inmates involved in this highly selective program have committed heinous crimes, but they also have the capacity for critical thinking and a desire to learn. I am interested in seeing the results of this social experiment of sorts. Will involvement with the Wesleyan program correlate to a decrease in violent behaviors from these inmates? For those inmates with the potential for parole, how will this program affect their future behavior and aspirations? Click here to read a blog about this program.

NACAC

While I take time to process the last week of NACAC convention madness, I encourage you to read Jacques Steinberg's NACAC blog posts on The Choice blog. The posts detail some very interesting sessions and trends in the field of college admissions.

I promise, my own NACAC themed blog posts will arrive in time.

Postsecondary Paths and a Liberal Arts Education

Last night, several parents and students came together for my annual College Night program.  After leaving this event, I reflected on the diverse post-secondary paths taken by my students over the last three years.

Although nearly 100% of my school's graduates are bound for four-year colleges, I think it is important to recognize that there are several ways of getting there. Some students may begin at a community college. Contrary to previous public opinion, the community college option is actually an academically rigorous path where students can pursue various courses of study and cultivate their passions. Furthermore, this path is often a less expensive option than traditional residential four-year colleges. Sometimes, beginning this way can help financially prime a student for later academic pursuits.

A second, more popular post-secondary option for my students and other students around the world is a gap year. A gap year is a year between high school and college where the student typically defers enrollment to college to travel, intern, work, etc. My students who have pursued this option have done so through gap years in Israel such as Young Judaea and Israeli yeshiva study programs. This year, The Shoshana S. Cardin School will be hosting a MASA Gap Year in Israel Fair on November 3 from 5-7pm. This event will be open to the Baltimore community and will feature representatives from numerous gap year programs and Israel/Jewish studies college programs. For more information on gap years in Israel, visit http://www.masaisrael.org/.

No matter how the student gets there, post-secondary education is becoming a hot topic in our society. Every child is unique and there is no single path or magic equation toward future success. For some students traveling in Israel for a year will help them mature and prepare them for rigorous academic studies in college, while other students may just dive right into a campus experience. No matter their path, I am confident that my students will succeed and thrive.

This final thought reminds me of a quotation I heard last week at a lecture at Goucher College about the state of liberal arts in American higher education.  The guest speakers represented a range of academic disciplines and careers.  One particular comment that resonated with me was the description of a liberal arts education as "intellectual and emotional training for the real world." As both an educator and a product of a liberal arts education, I think that description is very accurate.  In college and in my college counseling practice, when asked "what do you do with a major in sociology (or any other liberal arts major)?!" I always answer: "Whatever you want!"  And that's true.  I firmly believe that students from liberal arts colleges and college preparatory high schools that emphasize cross-disciplinary study can indeed do whatever they want as they progress through higher education and the "real world."

The First 50 Days

The first 50 days of senior year will fly by not only for students and parents, but also for their college counselors.  While students work on their essays, applications, and visit colleges, the counselors are busy scheduling college visits and writing recommendations.  Many students and parents don't realize the time and effort put forth by college counselors during this time of the year.  Although I have a small senior class, I still write a two-page recommendation for each student. I can only imagine the time crunch the larger schools feel!

To add to our pressure, many universities have bumped their deadlines up.  As a Maryland school, many students will be applying to the University of MD, College Park. Our outstanding state flagship university has pushed their proioirty deadline to November 1.  While this forces students to submit both parts of their applications earlier than previous years, it also requires the counselors to complete the student recommendations a month earlier than previous years.  While I recognize the reasoning UMD admissions professionals used for pushing this deadline forward, it doesn't make me any less stressed.  College counselors take the recommendations very seriously. We put a lot of time and thought into accurately portraying our students and advocating for them.  While working on recommendations, the counselors are also balancing other duties and helping students complete applications.

Here are some tips that will help relieve some of your counselor's stress during the first 50 days of the school year:
Students...
- Adhere to deadlines.  If we have to rush to get your recommendation and transcripts ready by an early date, you should be on top of that deadline too. It's YOUR future.
- Communicate.  Talk to your counselor about your likes, dislikes, passions, interests, life struggles, etc. Sharing this information will help us write a better recommendation that shows various aspects of your life.
- Say thank you.  It means a lot to us. 

Parents...
- Be aware of your child's deadlines. Although your child should advocate for himself, you can serve as a steady reminder.
- Be patient with the counselor. He/she is balancing a lot early in the year. 
- Trust us.  We will advocate for your child and work very hard to help your child reach his/her college admissions goals.

49 days to go!

A Lifetime of "Acceptance"

I'll admit it, I watch Lifetime movies.  Trading in their usual sappy love story for a tale of high school angst,  the Lifetime television network recently aired an original movie entitled "Acceptance" based on Susan Coll's novel of the same name.  The novel has sat on my bookshelf for a while and now warrants a real read.

The satirical yet heartwarming story follows three suburban DC high schoolers who are in the midst of the college admissions process.  Taylor, the main character, is attempting to balance her parents' crumbling marriage, downward grades, unreasonable parental expectations, and her own self-image.  Her former beau, affectionately nicknamed "AP Harry" by his peers because he took the most AP classes possible, changed his daily life, dress code, and social circles in an attempt to fit Harvard's illusive criteria.  Thirdly, is their Indian friend Maya who experiences extreme parental pressure to get into a "sticker worthy" school.  The sticker in question - the one on the car windshield, proudly announcing to the world that "my child goes to X University."  All three students live in a pressure cooker environment where every student gets the SAT question of the hour texted to their cell phones and where the Ivy League is a common goal for the top tier students (and their parents).  Amidst the Ivy League dreams is a ringer college, fictional Yates College, that was erroneously ranked as America's 50th best college, thus propelling it into the high stakes world of selectivity.  How do they become more selective - turn more students down.

All of the students experience a mixed bag of admissions decisions.  The overarching theme, however, is that the term "acceptance" doesn't just apply to admissions decisions.  In the end, the students, parents, and admissions professionals realize that self-acceptance and self-awareness is more valuable than a "fat envelope."  This is a valuable point for current high schoolers to keep in mind.  Getting into the "perfect" or most selective school should not be tied to your self-worth.  And, parents, please don't base your parental success on your child's college admissions decisions.  You are more than an application (or your child's application).

As a college counselor whose professional life revolves around this often wacky process, I am partially appalled, but not surprised by the actions and behaviors displayed by the characters in "Acceptance." I wish I could be more surprised by the intense parental pressure or anxiety felt by the students in the movie.  In reality, most students are not like those students at fictional Vernon High School and admissions deans aren't as cut throat.  After watching the film, I wanted to reach out and hug each character, reassuring them that they are all worthy students.  In real life, every student will find his/her place.  As I have said in previous posts, there is no perfect college nor a magic admissions system/equation.  Every chid is unique and will find his/her place in the world of higher education.  Our job as parents and counselors is to help cultivate that sense of personal acceptance.

Former College Tour Guides Anonymous

Hi, my name is Hallie and I was a college admissions tour guide. In some ways, former tour guides have an unspeakable bond and shared stories much like recovering addicts. We commiserate over stories of umbrellas gone awry, nosey parents, tripping over curbs, and other tour anecdotes. It takes us years to recover. The hardest aspect to get over - walking backwards.

In a recent post on "The Choice" blog, NY Times reporter Jacques Steinberg wrote about a recent initiative to turn tour guides around. Walking forward encourages a more collegial environment and puts prospective students and parents at ease. Walking alongside the tour guide hopefully gives the prospective student a sense of being a real student at the college. It's like walking next to your friend, walking through the quad while chatting about clubs and upcoming campus events. Plus, I agree with Mr. Steinberg in his recognition of mothers as the leading anxiety producing sources when walking backwards. But for some tour guides, klutziness happens when walking in either direction. I applaud colleges for taking the time and effort to reevaluate their tour programs and really tailor them to the needs of the prospective applicants.

When looking at prospective colleges, students should pay heed to the tour. This is your chance to witness real college students in their "natural habitats." Students - ask questions, stay to the front of the group, and step away from your parents. It's ok (and often expected) for you to ask risque questions that may be on your mind when you are out of earshot of mom and dad. Parents - don't be shy about asking your questions too, but try not to embarrass your child. Teenagers are concerned with their image upkeep, so encourage them to make this trip about their own future and taking initiative. And please remember, tour guides are just students. While they may be extremely knowledgeable about clubs, activities, departments, and other campus happenings or statistics, there are certain questions that are better if left for the admissions professionals. Tour guides will probably not know specific details about financial aid, scholarships, admissions quotas, and admissions chances. Finally, it's ok if you don't mesh or click with your tour guide. This is just one student who is sharing his/her perspective with you. Spend time in public spaces around campus. I urge students to take 20-30 minutes alone (aka away from parents) and pretend to be a student. Sit on the quad, go to the library, sip coffee in the student center. Chat with other students and see what you learn and how you feel in that environment!

On a side note - I trained the F&M tour guide pictured in the NY Times blog and she's a great tour guide whether walking forward or backward!

Happy touring!

Listening Skills

As the school year looms in the not too distant future, many rising seniors are anxious to begin a monumental year. Senior schedules are a mix of academic challenge and enjoyable reflection. In my experience on both sides of the "admissions desk," I have come to realize that this mix is sometimes a point of contention.

Admissions deans do their best to properly guide prospective families and provide them with the necessary tips to increase all applicants' chances of acceptance. However, communication is key between all parties - admissions dean, applicant, applicant's family, and high school counselor. People sometimes hear what they want to hear. If the admissions dean says "take a lot of AP courses" and "GPA is a very important evaluative criteria," families should listen carefully and interpret these tips within the context of the applicant's skills, passions, and proficiencies. Every child is different. Applicants, counselors, and parents should assess the individual child's skills to determine the best course of action together. Senior year is a difficult year, and overloading certain students with advanced classes just because "College X said so," has the potential to snowball into academic and emotional stress on the student. Just because the student takes 5 AP classes or takes an additional SAT Subject Test, doesn't assure acceptance. Listening skills are extremely important in this process.

With that caveat in mind, seniors (and juniors) should challenge themselves with upper level courses within reason. Senior year is a time of transition. Students must balance college applications, essays, activities, and school work all while accepting the fact that their lives are in flux. My tip to seniors - enjoy your senior year (within reason). Enjoy your time with your friends, take lots of pictures, and continue to indulge in your passions. In addition, ALWAYS do your homework, thank your teachers for writing letter of recommendation for you, and hone your time management skills. With a clear mind and open ears, the college application process and the subsequent life transition can go smoothly.

How Duke is ranked both 8 AND 109

Another mass communication corporation has jumped on the rankings bandwagon. Forbes magazine released its second annual report on "America's Best Colleges." According to the authors on Forbes.com, this list is written "from the student's point of view," although I question their methodology. Despite the fact that my alma mater ranked notably high on the Forbes list, my college pride does not overcome my cynicism when it comes to any college ranking system.

While I applaud the Forbes authors for their attempt to look out for the common college applicant, their methodology is questionable. In an introduction to the Forbes list, the authors discuss the questions they sought to answer and also take a deliberate jab at the loved/hated US News & World Report rankings:

"To our way of thinking, a good college is one that meets student needs. While some college rankings are based partly on school reputation as evaluated by college administrators and on the amount of money spent, we focus on things which directly concern incoming students: Will my courses be interesting and rewarding? Will I get a good job after I graduate? Is it likely I will graduate in four years? Will I incur a ton of debt getting my degree?"

The research questions are actually effective counseling tools. College applicants should look at graduation rates, graduate successes, and course descriptions among other evaluative criteria. Every college publishes an annual college catalogue explaining major requirements, department missions, and course descriptions. These thick books are published for an audience of current college students who are selecting their upcoming courses. High school students interested in really learning about the culture of a college should start by reading the catalogue! Luckily, almost all colleges have switched to an online pdf version of this item that is accessible via the college's website. These course descriptions can provide a great perspective in regards to pedagogy, departmental structure, and expectations for students who take those classes.

But back to rankings bashing.... The Forbes methodology is flawed to say the least. Here is a quotation from the Forbes article that details how the rankings components were compiled:

"They based 25% of the rankings on 4 million student evaluations of courses and instructors, as recorded on the Web site RateMyProfessors.com. Another 25% is based on post-graduate success, equally determined by enrollment-adjusted entries in Who's Who in America, and by a new metric, the average salaries of graduates reported by Payscale.com. An additional 20% is based on the estimated average student debt after four years. One-sixth of the rankings are based on four-year college graduation rates--half of that is the actual graduation rate, the other half the gap between the average rate and a predicted rate based on characteristics of the school. The last component is based on the number of students or faculty, adjusted for enrollment, who have won nationally competitive awards like Rhodes Scholarships or Nobel Prizes. (Click here for the complete methodology.)"

I was a college student not too long ago. And I have visited the aforementioned websites. To say the least, these sites are not very statistically sound nor are they strictly regulated. Students who write on ratemyprofessors.com are usually those on the two polars of the spectrum - those who have strong positive feelings for a certain professor and those who have strong negative views. This is not a statistically appropriate sample who can in any way represent the broader population. In regards to the Who's Who list... what overachieving student hasn't received a letter in the mail asking them to pay $40 so he/she can get a copy of the book?! On the plus side, the final criteria listed (professors who have won nationally recognized awards) is an admirable field of examination. It is certainly important for colleges to maintain a competitive edge by boasting an impressive faculty roster. It is more important, however, for students to find out if those professors are accessible at an undergraduate level.

The Forbes report also raises broader implications for the entire ranking system. How does Duke University rank number 8th in the US News & World Report (in 2008), but rank 109th in this week's Forbes list? This further supports my earlier point, that rankings are in the eye of the beholder.

The Rankings are Coming! The Rankings are Coming!

There is a live countdown on the US News & World Report website counting down until the release of the annual college rankings issue. This is probably the only thing that US News is known for now since readership has significantly dropped and the magazine has switched to a monthly publishing schedule. This one annual issue, however, remains a college counseling staple - for better or for worse.

Just mention the words "US News and World Report" around anyone who works in the college admissions field (high school or college side) and you will probably be received with a sigh accompanied with an eye roll; perhaps even some explatives depending on the counselor's professional and academic affiliation. While I can only speak for myself, I have heard similar sentiments echoed by colleagues. College Counselors (high school counselors especially) have a love/hate relationship with the US News rankings. As an educator, I shy away from boxing students into categories or limiting them by scores. One on hand, rankings add to the "boxing" or "categorizing" of students. It creates a caste system by which students and parents judge value and quality. This is then inevitably tied to self-worth with a slew of other psychological implications. College admissions is first and foremost about helping students find their "best fit" post-secondary options. Sometimes it is difficult for parents and students to look beyond the rank and recognize that the child's personal best fit is derived from a variety of factors. While the rankings may help quantify certain data (such as retention rates, cost, diversity on campus, acceptance rates, etc.), it is important for parents and students to interpret the rankings with a grain of salt.

In spite of the negative connotations, there are some benefits of a national ranking system. Before discussing the virtues of college rankings, I want to clarify that I am in no way advocating for a single variable ranking by which colleges are ranked on one list. I am speaking more about the rankings and tables detailing specific aspects of the college experience. There is not, and cannot be, a "best college in the country." The term "best" is subjective and changes based on individual preferences. With that caveat in mind, some tables and listings used in the US News rankings issue are beneficial. For example, in light of the recent economic turmoil, the rankings detailing amounts of aid awarded to students or other financial aid statistics are going to become increasingly helpful for students, parents, and counselors.

In the upcoming issue, US News & World Report will include its listing of "Up and Coming Institutions" for the second year in a row. I find this concept refreshing since I often encourage my students to think outside the box when creating their initial college search list. This list also reminds me of the great Loren Pope book/organization, "Colleges That Change Lives." These lists detail often overlooked institutions that actually provide superb opportunities and educations for the right students. Perhaps they may not compete in DI athletics or be featured on ESPN, but these schools often turn out exquisite student research and help their graduates go on to respectable jobs/grad schools/med schools etc.

Another listing that is worth note is the "A+ Schools for B Students." Although I find the name/title a bit disenchanting (but I may be overly sensitive), I think the intention is good. It is important for college-bound students to feel confident during the application process. Students who are not straight A students or who are not at the top of their classes shouldn't compare themselves to those A students who have been taking tons of AP classes since 10th grade. I think people forget that it's OK to be average! Most of the world is average. As I tell my students, most colleges don't expect every applicant to be the youngest student to climb Mt. Everest or find a cure for cancer. Applicants should highlight their own strengths and be confident in their own skills and passions. This listing prompts applicants to think about more than just their GPA.

Finally, a personal favorite ranking is the National Survey of Student Engagement (NSSE). The NSSE asks college freshmen and seniors about their college experience. I always encourage my students to talk to "real students" when visiting college campuses. As a former college tour guide, I applaud tour guides' enthusiasm for their school, but a broader sample of student opinions is helpful to get the real picture. The NSSE is a glimpse into the "real life" of a college.

In summary, the love/hate relationship most counselors have with the US News & World Report annual college rankings is nothing short of complicated. In a way, it's a necessary evil within our profession. On Robert Morse's US News College Ranking blog post from July 30th, he lists the tables that will appear in this year's issue. When August 20th rolls around, I'm sure another blog will comment on the actual rankings. For now, college counselors and college admissions deans/professionals will just enjoy the calm before the storm.

The Left Handed Tuba Player

The "left handed tuba player" is an illusive character used in my family's discussions of the college admissions process when my sisters and I were in high school. Although not a real person, the "left handed tuba player" is an embodiment of that ideal admissions candidate - that final piece of the puzzle. This applicant, despite other criteria, puts the finishing touches on the college's class profile.

This construct symbolizes the multifaceted nature of the contemporary American college admissions process. Colleges look at more than just GPA, SAT, and ACT scores when reading an application. While students highlight their community service, academic achievements, and other accomplishments through essays and resumes, some colleges may just need to fill a quota. One year, a college may need lacrosse players. Another year, the college may want to increase the Classics department. And one year, the college may just need to fill the slot of the left handed tuba player. This case illustrates how some college admissions decisions are not necessarily based on who is the best all-around applicant, but based more so on a mixture of individual student characteristics and the college's specific needs. This is a complicated equation that is out of students' hands to a certain degree. One where applicants and college admissions professionals must balance institutional demands, emotions, personal passions, and financial needs. There is a holistic nature to the process.

In this blog, I intend to examine several aspects of the college admissions process - testing, applications, trends, rankings, technology, and more. I plan to comment on contemporary college admissions literature and use this forum as a way to dispense information. Enjoy!