Welcome to The Admission Game (TAG) College Planning Blog, an ongoing discussion of the factors that impact the college planning process. This space will keep you abreast of critical planning strategies, introduce you to key resources and comment on timely issues that relate to your college planning effort. I look forward to staying in touch and seeing your comments as we progress through the college planning process together. An extensive listing of past articles as well as those written by other authors can be found in The College Planning Library, a feature of the Best College Fit Resources.
May is a month when high school Juniors find themselves staring at the seemingly “uphill” portion of the college planning process. Whereas the prospect of “going to college” has been on the radar screen for quite a while, the task of getting there is now approached with a sense of earnestness. The coming months will find students compiling lists and sorting through options in the hopes of happy outcomes. It won’t be easy, though. Just contemplating the upcoming gauntlet of college visits, essay preparation and tests—not to mention the panicked rush to meet application deadlines—can induce waves of anxiety on even the most thoughtfully organized families.
Getting “there”—to the happy endpoint—with a modicum of sanity intact requires an implicit understanding of roles and responsibilities. And it requires recognition that ownership of the process and the outcomes rests with the student.
The question of ownership in the college planning process isn’t easily or comfortably resolved—if addressed at all—within many families. After all, parents have been heavily invested in outcomes for their progeny since birth. College is simply an extension of the litany of experiences that parents intend for their children on the way to establishing happy and productive lifestyles. And who, better than the parents, can make the critical decisions about where and how to apply?
The truth of the matter is that the college application and selection process represents a launching pad for young adults as they emerge from the comforts of home, family and all that is known into a world of self-discovery. They need to recognize—and seize—the opportunities for reasons that are important to them and no one else.
This assertion can be difficult for some parents to swallow. After all, it isn’t easy to give up control and expect an 18-year-old, with little-to-no experience, to make the right decisions in managing a process of this complexity when the stakes are so high. For these parents, peace of mind is found in handling the important decisions themselves—hiring private educational consultants to manage the process, putting kids in pricey test prep programs and paying for access to essay editing services.
When this happens, students become spectators in the planning for their respective futures. Forced to the “sidelines,” they are not able to learn and practice good decision-making skills and experience accountability for their actions in a process that impacts their respective futures. Unable to truly affect outcomes, they are affected by them.
The best outcomes in college planning occur when the student is vested with ownership. After all, the parents aren’t going to college—it is the student who must compete for admission. And it is the student, who, based on the strength of his credentials and preparation, will be given the opportunity to test his skills at the next level educationally.
Achieving this opportunity in a manner that is ultimately rewarding to the student and satisfying to the parent calls for an approach in which parents cede ownership to their students, an approach in which “directing” gives way to “guiding.” Turning over the controls isn’t easy, but at some point it’s necessary. (If you have taught your kids to drive, you know what I mean!) For kids, going to college represents, among other things, the opportunity to step out of their parents’ shadows and into a world of possibilities they can begin to imagine for themselves. And getting there, despite their inexperience and busy schedules, is something they must learn to do for themselves.
The gift of ownership, then, can be incredibly empowering for a young person who is straining to define herself. College admission officers are eager to see how students are emerging as young adults. They want to hear their voices and learn about their accomplishments. They want a measure of the student’s vision and self-confidence that can only come from the student. As a parent, you have done your job in that you have brought her to the point where she can begin speaking for herself. Now, it’s her turn.
Tips to parents for implementing the transition to student ownership:
Engage in conversation that gives your student the opportunity to think about and identify his priorities for life after high school.
If such priorities include a college education, explore with your student the factors that will be essential –in her mind—to defining a successful experience (i.e. distance from home, style of instruction, social life, etc.).
Focus on finding the best college fit. Preoccupation with prestige and rankings often detract from a student’s ability to make smart, student-centered choices.
Give your student responsibility for the development of a college list. Encourage a long list at first that includes a range of options. Then help him assess these schools within the context of “fit” and his priorities. Support opportunities to visit colleges whenever possible.
Urge your student to maintain a file of information about the colleges that interest her most. The file might include a spreadsheet on which she tracks data and impressions for each college that relate to her priorities.
Encourage your student to wrestle with questions such as “What will a college get if it admits you?” and “How might you convince admission officers that you will be a good fit for their schools?” Such conversations will help the student find greater focus when it is time to apply for admission.
As you and your student become immersed in college planning, continue to visit this College Planning Blog for additional blog postings that provide greater insight/guidance with regard to different elements of college planning. In addition, The College Planning Workbook (4th Edition), available in theTAG Bookstore is a great resource for students as they begin to take ownership in the college planning process.
As the school year winds down, thousands of families are gearing up to start the college search and selection process in earnest. For many, the process includes plans to visit college campuses. The questions that often arise, however, are “when is the best time to visit?” and “what should we expect to accomplish?”
The answers are fairly straightforward. Visit when you can and soak up as much information as possible! Ideally, you would visit colleges when classes are in session and the campuses are full of life. That may not always be possible, so you go when you can. The best opportunities may be around business trips, holiday travels or vacations.
And if such opportunities should occur early in the college planning process, go “window shopping.” See as many different kinds of places as you can—big schools, small schools, research universities, liberal arts colleges, urban campuses and places way out in the country. (When you are “window shopping,” you are less interested in buying and more interested in checking out the inventory.)
Visit as many colleges as you can while there is no pressure to “buy.” In doing so, you give yourself a broad perspective on what is “out there.” When it is time to buy, then, you know what you like and you know where to find it. As you visit the campuses, allow your senses to guide you. Ultimately, it will be a “sixth sense”—the proverbial “gut feeling” that will lead you to the places that suit you best.
So, pack up your “sixth sense” and get ready to enjoy the adventure found in “window shopping” college campuses. The following are tips that will help you get the most out of your campus visits—wherever you go!
1. Take advantage of everything the school has to offer. If an interview is offered, take it! Take a tour. Visit an academic department or program area in which you have an interest. Ask thoughtful questions that reflect your interest.
2. Plan ahead. If possible, schedule your visit at least two weeks in advance. At some colleges, you may need to call two months in advance for an interview appointment. This will be especially true over the summer and around holidays.
3. Prepare well. Read the information you have about the school. While on campus, you will want to test your initial impressions. Know why you are there. See how you fit.
4. Arrive early. Give yourself time to stretch and walk around before you make an official introduction. Find a snack bar or some place where you can comfortably take in campus life. How do folks relate to each other? How do they relate to you?
5. Get more than one opinion. Much of what is offered formally by a college is staged for your benefit. It should look/sound good. If you can, go “backstage” to learn what you can. Visit the “neighborhoods” of the campus that you are likely to frequent should you choose to enroll there. Introduce yourself to students and ask questions like: “What do you like most about your experience?” “How would you describe the academic environment?” “How is this college helping you to achieve your goals?” “If you could change one thing about your experience, what would it be?” Listen to their stories. How do you see yourself fitting into the picture they “paint” of life on that campus?
6. Record your visit. Make notes as soon as you are able. The more colleges you see, the more they will begin to become a blur in your mind. Take pictures. Buy postcards. Give yourself a visual index of what you have seen to avoid confusion later.
7. Build relationships. Your campus visit gives you a chance to establish relationships with individuals such as interviewers and information session presenters who might be decision-makers when your application is considered. Be sure to stay in touch with them in appropriate ways as you continue exploring your interest.
8. Connect with the recruiter. Institutions typically assign their admission personnel to different areas of the country for recruiting purposes. Find out who from the institution recruits in your area and check to see if that person is available. If so, introduce yourself. If not, ask for that person’s business card. Regardless, consider him/her as your “go to” person when you have important questions later in the college selection process.
9. Absorb it. Resist the impulse to come to immediate judgment, one way or the other, on a campus visit experience. Sleep on it. Process what you have learned. Weigh your impressions against those you have of other schools. Your first reaction is bound to be emotional. In the end, you need to remain as objective as possible.
10. Focus on fit. How does the college you are visiting meet your academic needs? Will you be challenged appropriately? Is the style of instruction a good match for the manner in which you are most comfortable learning? Does the college offer a sense of community that makes you feel “at home?” And where do you see evidence that you will be valued for what you have to offer?
For more discussion of campus visits and finding a good college “fit,” check out The College Planning Workbook in the TAG Bookstore.
Periodically, I use this space to respond to questions I have received via email or during programs. My intent in sharing both questions and answers is to provide insight into the college-going process and stimulate conversation that leads to informed decision-making with regard to educational futures. As always, your comments are very much valued. To submit a question, contact me directly at Peter@TheAdmissionGame.com
Dear Peter,
I am getting nervous about how to make my final college selection. I have been admitted to a couple of schools that I like, but am on the Wait List at my favorite. I need to send in an enrollment deposit by May 1. Unfortunately, it doesn’t seem like I will hear from that school before I have to send in a deposit somewhere. Do you think I can get an extension until I hear from the Wait List school?
Janice
Dear Janice,
You can ask for an extension, but be prepared to hear that is not possible. The response will vary from school to school. Most will want you to commit on schedule. If you’re lucky, you might get a 3-4 day extension. In all likelihood, you will need to send an enrollment deposit to one school. If you remain active on the Wait List at your first-choice school, be prepared to forfeit the first enrollment deposit if you plan to enroll at that school should you be admitted from its Wait List.
Peter
Dear Peter,
What are my chances of receiving financial aid if I am admitted from a Wait List?
Jordan
Dear Jordan,
The answer will vary across institutions. It is likely, however, that students who need financial aid are not likely to be admitted (with financial aid) from any Wait Lists until the week of May 7 at the earliest. That is because colleges have already committed their financial aid budgets to students admitted through Regular Decision and they must wait to determine the “yield” on their first round of offers before extending any additional funds.
Peter
Dear Peter,
Recently, the financial status of the family has changed to significantly affect our ability to pay full tuition. Our daughter has been admitted to the college of her choice. Please advise us how to approach the college for financial aid so that a decision can be made before May 1.
Herb
Dear Herb,
You need to document these changes immediately and directly to the financial aid office at the schools your daughter is considering. I make that plural reference intentionally because you are literally throwing yourself at the mercy of the schools—and it may be that the most positive response comes from a school other than her top choice. The tough part about this is that schools have fully extended their financial aid budgets in the offers that are already “on the table.” As a result, you will be lucky to get a school to commit a financial aid award prior to May 1 (which is when they will start to get a better sense of the yield on their original offers of admission). You need to start the conversations immediately, though, just to make sure you get on their radar screens.
Peter
Dear Peter,
I received an invitation to the National Society of High School Scholars. Is it a legitimate organization and would it make me a more competitive candidate if I can list it on my application?
James
Dear James,
I won’t comment on the legitimacy of the organization, but I can tell you it is not likely to enhance your applications for admission. As a rule, you should not have to pay to receive an honor from an organization.
Peter
Dear Peter,
How does a student’s Early Decision application affect his status as a merit scholarship candidate?
Joan
Dear Joan,
The answer to your question will vary from college to college. Generally speaking, institutions will use merit scholarships to leverage the enrollment of students who might be “on the fence.” Theoretically, that would not be the case for a student who is prepared to commit through ED. That said, a student should not enter into any ED commitment if there are any outstanding questions about cost and affordability. If your student has a first choice school, the question of scholarship eligibility/recognition is a matter to be addressed during a visit to the campus this summer. You don’t want to assume that “everything will work out later” because, quite often it doesn’t—and then you have no recourse.
Peter
The next two weeks are a point of reckoning for high school seniors. After months, if not years, of searching and sorting through college options, the choice of a college all boils down to the May 1 Candidates’ Reply Date and—what for some students is the $50,000 question—“Where do I send my enrollment deposit?”
Students and parents alike are obsessed with finding the answer as is evidenced by these queries.
From a student, “Is it better to go a school that has given me a $20,000 scholarship, a summer internship opportunity and the promise of a letter of recommendation from the college president at graduation—or should I go to a ‘better’ school that hasn’t given me any of these things?”
And from a parent (unrelated), “Four schools have given our child varying amounts of scholarship assistance. How do we determine which of them represents the best ‘value?’”
In each case, the answer lies within the student. To infer otherwise is to devalue, albeit unintentionally, the young person’s goals, learning style and character. At this point in the decision-making, there are no absolutes that can be applied with certainty.
Each question—and others like them being asked in countless households around the country—seems to imply a natural order among colleges that doesn’t really exist. While it’s true that colleges differ with regard to how they engage young people educationally, the differences are most appropriately defined within the context of what the student brings to the table.
The student who couldn’t decide between an attractive package from one school and the basic offer from another “better” school was allowing the “look of the label” (read: brand name) to influence his assessment. In essence, he was asking, “Which will look better?—rather than, “Which will work better for me?” The truth of the matter is the biggest difference between the two schools is geographic! Given his career goals and hands-on learning preference, the answer should have been clear to him.
Similarly, in asking her question, the parent was comparing brands in an attempt to lend objectivity to the choice of a college without factoring her child into the equation. Rather than asking whether one college versus another was “worth” the difference in out-of-pocket expense to the family, she might have pursued a line of questioning that focused on her child’s comfort level with the various academic cultures and learning environments. In other words, assuming an ability to meet college costs at any of the schools, the questions might have been, “in what type of environment does my child function comfortably and, that said, where is he most likely to be meaningfully engaged such that he can achieve his educational goals?”
In assessing college options, then, it is reasonable to assume that a student really should not be confronted with any that are truly lacking. And, in fairness, the folks raising the questions referenced above were trying to make fine distinctions between good and valid options. They simply needed to recognize that some will fit better than others and, in order to find that fit, they needed to refocus on the students’ core priorities.
As you make your final choice of a college try to ignore the label or brand of an institution. It won’t be easy (and it probably sounds heretical!), but as you are no doubt coming to realize, the labels can be a huge distraction to your decision-making. And, believe it or not, the name of the place you choose now will carry less weight than you imagine after you have graduated from that institution. It is what you do while enrolled that gives greatest definition to your future prospects, both personally and professionally, in life. That’s why finding the best fit is so important!
Instead, focus on your objectives as well as what you have learned about the style and content of a given college’s offerings. As you do, keep the following questions in mind:
Which school gives me the best opportunity to achieve my educational goals by virtue of its curriculum, faculty and facilities?
In which learning environment will I be able to “do my thing” most comfortably?
Which college will challenge me to develop my skills to their fullest?
Where will I find a community of “scholars” that brings out the best in me as a person?
Which college has demonstrated that it is most likely to invest in my success?
Think for yourself and you can’t go wrong! Happy decision-making!
If you are a high school student in grades 9-11, there is a very good chance you have begun to receive unsolicited mailings from a range of organizations informing you of your nomination to be included in a special honor society or to attend summer leadership programs.
On the surface, such nominations are intriguing. In fact, what’s not to like about them?! The very notion that you have been nominated to receive recognition for your achievements or to take advantage of extraordinary, not to mention seemingly exclusive, life experiences is almost too good to be true. It’s good “ego food” and, who knows; maybe your participation will look good on your college applications.
Before you get too excited, let’s take a closer look at what is going on with these “nominations.” They are being sent to you by organizations—businesses, to be sure—that seek to capitalize on the eager hopes and, in some cases, insecurities, of young people as they apply to college. The content that is being offered might be valid, but it is rarely as substantive or meaningful as the nomination would suggest. A leadership week in Washington, D.C. could be a great experience (if you’ve never been to D.C. before), but it is certainly not exclusive. Doing volunteer work in Costa Rica sounds exotic and could make a difference in the lives of others—did I mention it sounds exotic! Hmmm. And a listing with an honor society or “who’s who” might make you feel good, but don’t expect it to garner much attention in the admission process.
You see, the same “nomination” that you might have received was probably sent to tens of thousands of other students around the country. How did they get your name, you might ask? Well, it’s really not that hard. The sponsoring organizations might solicit names from high school teachers who, although they might not have direct knowledge regarding the program opportunity, don’t want to deny their students the chance to participate. More likely, though, sponsors will buy lists of names that have been academically pre-qualified to some degree from a range of sources including testing agencies. If you have ever taken a test and agreed to make your results available to colleges, scholarship organizations and the like, your name is out there. In any case, the program sponsors objective is to sign you up!
I’d like to offer the following tips, then, for your consideration as you evaluate the nominations you receive in the coming weeks.
You should never have to pay for a credential. True honors are earned and will rightfully be bestowed upon you.
Admission officers are wary of volunteer experiences that can be bought. Remember, they are cynics—and the cynic will see vacation where you had hoped they would see volunteerism.
If you are truly interested in doing community service over the summer—or any time, for that matter—look for opportunities to make a difference in your own community. Participate in a Habitat for Humanity project. Serve meals to the homeless. Become a Big Brother/Big Sister. The hallmark of service is selflessness.
Choose activities that will be truly enriching. As you contemplate your options for discretionary involvement, do so as though applying to college is not in the picture. Choose those opportunities that will help you learn and grow. Admission officers look for authenticity in the person and character of the candidates they are considering. Let your choices be a window into the qualities you possess.
Be wary of subscribing to special academic programs or camps for high school students on college or university campuses. Keep in mind that, first and foremost, these programs are offered because the host institutions have empty beds to fill over the summer. Do the math. If a school can fill the beds with eager high school students over the course of two or three summer sessions, it will have succeeded in bringing thousands of students to its campus—a financial boon to the institution. Will any of those students be assured an advantage in the subsequent admission process? It’s highly unlikely. If you choose such a program, do so because it had particular meaning to you. Following a prescribed course of activity simply to impress admission committees can otherwise be incredibly limiting.
It’s crunch time for families in the college selection process. The admission decisions are in and, with less than a month remaining before the May 1 Candidates’ Reply Date, students are now turning their attention to the final choice of a college. It’s an exciting—and nerve-wracking—time to be sure, especially for families trying to reconcile cost and affordability against limited means and/or cash-flow concerns.
If you are in that number, there is a strong likelihood you applied for financial aid and are now trying to interpret the financial aid award letters you received from various colleges. Months ago, as you engaged in the grueling task of completing the financial aid applications, it was the promise of the “just reward” that kept you going. Now that the award letters are in hand, you are left wondering, “what does it all mean?”
Last year, a young man shared with me the financial aid award letters he had received from ten different colleges. Never mind that he had allowed his list of colleges to grow too long—he had been admitted to ten and had received various forms of financial aid from each of them. With an Expected Family Contribution (per the FAFSA) of $5,000, the award letters were predictably generous. They were also troublingly inconsistent.
For example, two of the schools, at total costs of $39,825 and $51,740, respectively, presumed to cover all of his costs. While the first included modest “self help” (loan and work study) totaling $2,565 in its financial aid offer, the second college issued an award letter in which the “self help” totaled $24,840. On the surface, it seemed both schools were covering all of his costs, one of them to the tune of $51,740. However, the difference in “out-of-pocket” expense for this family at the two schools would be greater than $20,000—all with the same EFC!
This practice, known as “preferential packaging,” involves the strategic composition of financial aid awards to reflect the value the institution attaches to the student. Students who are more highly regarded typically receive financial aid that includes greater portions of grants—and, possibly scholarships.
As you compare financial aid award letters, then, it is important that you get to the bottom line “out-of-pocket” expenses for each. Where does the bottom line benefit you most? Unfortunately, the award letters don’t always spell that out for you. The following tips are offered to make sure you are comparing “apples and apples.”
Identify the total cost of attendance for each institution. This will include tuition, room and board as well as books/supplies, activity fees, lab fees and possible transportation expenses. You may need to consult the school’s website for a complete list as very few award letters provide a complete documentation.
Add all of the grants and scholarships listed on the award letter together. These funds comprise the “gift” aid you are receiving—money you don’t have to re-pay. The sources of these funds may include the state and federal governments as well as the institution itself.
Subtract the total amount of “gift” aid from the total cost of attendance to determine the total out-of-pocket expense for your family.
In most cases, institutions will offer a standard “self-help” component to the financial aid award that includes a Guaranteed Student Loan (Stafford) of $3,500 and a campus work-study opportunity worth up to $1,500. Note that the amount of the loan eligibility will increase for each of the following years. Additional loans authorized for the student or the parents (PLUS Loan) may be offered in place of “gift” aid.
It is not uncommon for the total amount of financial aid offered, both “gift” and “self help,” to fall short of making up the difference between the Expected Family Contribution and the total cost of attendance. This is practice, known as “gapping,” is employed by institutions that choose not to meet the full need of the student with financial aid. In such cases, the student is left to his/her own devices to find the remaining funds.
Know the difference between grants and scholarships. A grant is awarded because you demonstrate financial “need.” It should carry forward in subsequent years as long as you continue to demonstrate need and remain in academic good standing. A scholarship is offered in recognition of merit and will likely carry with it academic and/or performance renewal terms.
Appeal financial aid awards with information, not emotion. If your family financial circumstances have changed since you completed financial aid applications, submit written appeals to the colleges in question along with documentation of the new circumstances. Some colleges will invite you to submit “better” financial aid awards from their competitors as part of an appeal. In any case, keep your cool. You are only entitled to aid that the institution decides to give you.
In the final analysis, you will have to complete your own cost/benefit analysis to determine whether there is sufficient value to you in accepting a financial aid award that might be less than you need or would like. Now is the time to weigh your options carefully. You need to be entirely comfortable with your ability to manage the cost of attending a college before you submit an enrollment deposit.
Contact me at Peter@TheAdmissionGame.com for a “Comparing College Costs Worksheet” that will help you organize and compare the data you are seeing on various financial aid award letters.
To learn more about financial aid and meeting college costs check out The College Planning Workbook. (Available in the TAG Bookstore; $20)
Within days, the annual college admission lottery will finally be played out. After months of waiting, most applicants will find out where they have been admitted to college. If past experience is any indicator of the likely outcomes, nearly 85% will report they have gotten into their first choice colleges. And that bodes well for you!
By the time all of the mail is open and the admission decisions are in, you should have options—quality options. There might be two or three—or, if you’re lucky, half a dozen. If that’s the case, congratulations! Your hard work has paid off and you get to make the final choice of a college destination.
Choosing well, however, is critical to the experience you will have once enrolled. Now, more than ever, you need to be attentive to the details as you make critical distinctions.
Start by rechecking your priorities. What was important when you initially constructed your list of colleges? What, if anything, has anything changed? Why? The answers to these questions will give you important context for decision-making in the coming weeks.
Using your priorities as a guide, take another look at the colleges that accepted you. You have until the end of April to choose one of them. Return to their campuses where you can immerse yourself in the sights, sounds, and overall culture of the places. How do they feel to you? During your visits, plan to:
Spend a weeknight in a residence hall, eat at least two meals in the dining facilities and go to two classes in different disciplines including an introductory first-year class.
Talk with professors from the academic departments that interest you as well as the appropriate pre-professional advisor for those programs. Do you see a home for yourself in those environments?
If you are a recruited athlete, visit with the coach as well as members of the team. These folks may be your support system for the next four years. In which team culture will you fit best?
If you have academic support needs, talk with the person on campus who coordinates the special needs support center or the writing center. Look for evidence that you will get the support you require.
If you have financial concerns, make an appointment with the financial aid office. Take copies of your financial aid application as well as any relevant tax returns for reference.
Don’t assume that troubling financial differences will be worked out later. Resolve them now.
Hang out. Watch people. Listen to them talk. Ask them what they think about campus life, politics, sports, religion, or whatever is important to you.
Inquire about safety information, crime statistics and campus escort programs.
Use good judgment as you explore the social scene. Know your limits…
In other words, take in as much as possible. It might be tough because you will also have to juggle academic and social demands at school. On the other hand, the choice of a college is one of the most important decisions you will make in your lifetime. Which place fits you best? Even the so-called “best” college (by acclaim) won’t help you reach your goals if its program or academic environment are not good fits for your interests and learning style. Choose wisely, then, and focus on staying within your ability to embrace an institution’s academic programs to achieve the educational goals you set for yourself.
In the end, you can only choose one college! Do what you can to make sure you get it right the first time! Make sure the college you choose fits comfortably and feels good before you commit yourself.
Finally, a word of caution: With the arrival of “good news,” your life will change instantaneously as colleges roll out the “red carpet.” You’ll be invited to parties and open houses in your honor. Prominent alumni will call to extol the virtues of their alma maters and to wish you well. Some schools may even offer to fly you to their campuses for the weekend.
In the midst of all the ego food being tossed your way, you need to stay focused. Do your own detective work and remain true to your priorities. Much of the stuff that goes on between now and the May 1 Candidates’ Reply Date (deadline for your enrollment decision) is staged by colleges for your benefit. And that’s fine. Just make sure you sort through the excitement to find evidence that the school in question truly values you for what you do well.
Periodically, I use this space to respond to questions I have received via email or during programs. My intent in sharing both questions and answers is to provide insight into the college-going process and stimulate conversation that leads to informed decision-making with regard to educational futures. As always, your comments are very much valued. To submit a question, contact me at Peter@TheAdmissionGame.com
Dear Peter,
The story you shared in your last blog (“Fool’s Gold”) has a lot of holes in it, and sounds more like a cautionary tale than a true story. But, if true, I’d be interested in hearing what happened next. Will the student attend anyway? Having withdrawn her other applications is she now scrambling to apply to schools that still have room? Is she frantically calling the other schools she applied to in order to try to get her application re-instated? Inquiring minds want to know…
FolliesMom
Dear FolliesMom,
The story of the Early Decision applicant whose financial aid award came well short of meeting her need (featured in my 3/14/12 “Fool’s Gold” blog) is, sadly, very true. What you don’t know from that accounting is that she is a first generation student from the inner city who didn’t have access to savvy counseling early in the process. It may also not have been clear that my contact was a late arriving “friend” in the process rather than a formal advisor—she intervened after the situation had been revealed. Fortunately, the student was able to re-establish her application at one of the colleges on her original list where she was subsequently admitted and aided very generously.
This does serve as a cautionary tale, though, for those who need financial assistance in order to realize their educational goals. While many will indeed be valued for what they have to offer—and aided accordingly—others are likely to find themselves on the short end of discordant financial aid awards. When cost and affordability are critical to families, they need to make sure they are entirely comfortable with their likely treatment by an institution before making any commitments, Early Decision or otherwise.
Peter
Dear Peter,
I was recently wait-listed at my first choice school. From my understanding, its Wait List pool is quite large (I personally know about 5 students from my school in the same situation). I don’t have many updates (no new awards or leadership positions) so I was thinking I would send a unique letter to show them how much I love the school. Is there anything else I should do? Since there are so many wait-listed students I don’t think it would be beneficial to call the admissions office. What do you think?
Sheila S.
Dear Sheila,
Selective institutions tend to put large numbers of students on their Wait Lists with the realization that only a fraction will choose to remain “active.” If this school is where you want to be, you need to let them know that. A letter or email the admission office would be fine. Make sure it is copied to the person on the admission staff who recruits in your area. That person is probably your strongest advocate at this point.
Calling the admission office won’t help. Visiting the campus (again, if you have already been there) would be a good idea, though. While visiting, be sure to check in with your regional recruiter if possible.
Finally, if there was any question about your need of financial aid, make sure that is clarified. Students who do not need assistance are often the first to be called. When the need to admit students from the Wait List is determined, the regional recruiter will need to know how to contact you. Make sure he/she has your phone number and email address. Good luck!
Peter
Dear Peter,
My senior is wait-listed at a favorite school. What do we do? He is still waiting on one other choice and has a few other options. Do we just consider the Wait List a “no?”
Marc B.
Dear Marc,
I can assure you that the Wait List is not a polite denial. Keep in mind that colleges, especially those that are very selective, are walking the fine line of admitting just the right number of students to “yield” an entering class of the desired size and composition. The Wait List helps them manage their margin of error. If your son is interested in a school that has wait listed him, he needs to realize that he is entering into another competition where he has very real opportunities. He needs to remain engaged, though. Submit new grades, honors/awards. Make sure the regional recruiter knows of his interest. Visit the campus—again, if necessary. If he remains engaged, he has a reasonable chance of getting in. If, on the other hand, he assumes this is a “no-go” situation and discontinues his interest, he will have no chance.
Peter
Dear Peter,
I have a Freshman who is very smart and is doing exceptional work in his first year. Should he take the Subject Test in Bio this year or do we wait for him to take a Subject Test in his Sophomore or Junior year?
Lilly P.
Dear Lilly,
It always makes sense to take a given Subject Test as soon after completing the corresponding coursework in the classroom as possible. Once he takes the test, the results remain on file at the Educational Testing Service (ETS). Eventually, he must determine how, when and to whom they are distributed.
Peter
Stay Tuned! Over the next several weeks, my blogs will address aspects of the “final choice” of a college with specific tips for students dealing with financial aid questions, more Wait List issues, and general suggestions to help in making difficult decisions.
