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.