STUDENT-CENTERED SOLUTIONS FOR COLLEGE PLANNING

In the world of college access, May 1 represents both the beginning and the end of the admission process. Just as current high school seniors declare their college destinations for the coming fall, the next batch of rising seniors enters the queue of the college application process. And for the latter, reaching the “finish line” a year from now with happy outcomes will be largely dependent on three key factors: remaining student-centered, making good choices and managing expectations. I will devote this article and the two that follow to a discussion of these factors.

Staying Student-Centered in the College Search
We live in a world that is inherently destination oriented so it is only natural that young people and their parents have already begun to imagine the colleges they will attend. Actually, it’s more likely that many parents began thinking of college destinations before their children were able to walk! As a result, there is a tendency to move forward in the college-going process with the “answer” before the question has been fully examined.

In a student-centered approach to college planning, the question that should be posed to the student is actually quite simple: “Why do you want to go to college?”

The correct answer is not: “Isn’t that what you do after high school?” Or “My parents told me I have to go.” Or “I don’t know what else to do.” Regardless of your circumstance, going to college should never be the default answer! There is too much time and money at stake for you to follow a whim. That doesn’t mean you have to have the rest of your life mapped out before you can consider college, but it does mean that going to college needs to hold some sense of purpose for you.

Note to parents: while it may seem risky to allow or encourage a conversation around this point (“What if he says he doesn’t want to go?!”), it is essential that the question be asked in order to begin transferring ownership of the discovery process to the student. Your student needs to find his voice if the college application process is going to be fruitful let alone make sense—to him.

If you think college is indeed the answer to your post-high school plans, the next question to ponder is, “What are the three things you want to make sure you accomplish by the time you cross the stage at your college graduation?” As you think about the answers, you begin to identify your true priorities as you think about college—factors that will become important filters as you process information about colleges that come across your radar screen.

When my son answered this question, he said that he wanted to make sure he got a “good education.” This struck me as a pretty thoughtful response so I asked what a good education would look like to him. As he talked about how he liked to learn and the type of instruction that inspired him, he began to hear himself describe the qualities of an educational environment that would be important to him. When we had finished working through each of his priorities, he realized that he could be more intentional in evaluating his college options.

Focusing on this question of “What do you hope to accomplish?” will also help you get past a lot of the emotional stuff about wanting to live in warm weather climates or big cities—or on campuses with big-time athletic programs. While these characteristics of a college experience are not unimportant, they are the “gravy” or the value that is added when you have found a college that fits you and your priorities well.

So, stay student-centered as you begin to think about college planning in earnest. Stay focused on you and your priorities. Evaluate why you want to go to college and how you will measure the success of your experience. This is not college for your parents or for your teachers or for your friends. It’s all about you.

To learn more about finding the best college fit, check out the Best College Fit™ subscription opportunity where you can participate in live discussions of college planning issues from now right through May 1, 2011 when you will have made your final choice of a college.

With the May 1 Candidates’ Reply Date looming, the final choice of a college remains elusive for many high school seniors. For some, choosing a college involves reconciling practical matters such as cost and distance. Others, however, will go “down to the wire” trying to figure out which of their available options is the “best.”

If you are familiar with my student-centered orientation to college planning, you know what is coming next. The definition of “best” should reflect less the name, reputation and ranking of an institution and more the qualities of an educational experience that fit you best.

The story of the “coffee or the cup” can be instructive in this regard. As with so many parables, the author of this one is unknown—at least to me. And, while its message may speak to each us, I am struck by its relevance to young people as they contemplate their educational futures. You may have come across this story before but I hope you will read it again within the context of the choice of a college.

“A group of alumni, highly established in their careers, got together to visit their old university professor. Conversation soon turned into complaints about stress in work and life. Offering his guests coffee, the professor went to the kitchen and returned with a large pot of coffee and an assortment of cups—porcelain, plastic, glass, crystal, some plain looking, some expensive, some exquisite—telling them to help themselves to the coffee.

What all of you really wanted was coffee, not the cup, but you consciously went for the best cups… And then you began eyeing each other’s cups. Now consider this: ‘Life’ is the coffee. The jobs, money and position in society are the cups. They are just tools to hold and contain ‘Life,’ and the type of cup we have does not define, nor change the quality of life we live. Sometimes, by concentrating only on the cup, we fail to enjoy the coffee. The happiest people don’t have the best of everything. They just make the best of everything.”

Wherever you are in your journey toward college, be sure to keep the “coffee” in mind as you think about what is best for you. After all, you are consuming the experience, not the place. If you become too focused on the “cup” you will lose sight of the factors that define the quality of your life. Be true to yourself. As you work on your own “brew,” focus on your priorities—the factors that have guided you through your college search—and concentrate on identifying the best fit. Choose well and make the best of your experience. Enjoy the coffee!

For families of students recently admitted to college, the coming weeks are critical to the final choice of a college. With a May 1 enrollment deadline looming, important decisions must be made. After months, if not years, of researching options and “shopping” for the best “fit,” it is time to determine which opportunity represents the best investment. It is also a time when the cost of attending comes more sharply into focus. You might consider the following as you engage in a cost/benefit analysis of your college options.

1. Why are you going to college? The answer may seem like a forgone conclusion at this point but articulating it again can add clarity at a time when other factors may be clouding your vision. What do you expect to get out of your college experience? Specifically, what are the three things you want to accomplish by the time you graduate from college four years from now? Use these priorities to guide you further in choosing among the colleges that accepted you. Which of them provides the best opportunity to achieve your goals?

2. Take a look at the cost/value proposition. Start by looking at the price tags. What is the comprehensive cost of attendance at each school? If you expect to be a full-time, residential student, this number will include room, board, and related fees—on top of tuition. Be sure to calculate the total for the year if that hasn’t already been done for you.

The total cost, less any scholarship or grant money you have been awarded, represents the adjusted cost that you will need to meet from your own resources (savings, loans, work study). Is the cost of attending a given institution justified by the value that is attached to achieving your educational goals? The question to ask is: “Will my experience as a student and the likely outcomes (earning potential) merit this level of financial exposure to my family?”

I recently heard from a family inquiring about the relative benefits of attending two colleges where the differential in the projected debt burden was $60,000 ($100,000 versus $40,000) over four years. My response: “Is the value of the projected education that much different to warrant the added debt?”

Please note that student debt is a choice you make—it’s not an obligation. I agree with the premise that reasonable student borrowing ($25,000-$30,000 over four years) is a healthy way of promoting accountability and responsibility on the part of the young person.

3. Be discriminating in your evaluation of financial aid award letters. Some colleges may present seemingly generous “packages” that are much less robust when you subtract the amount of self-help (loans, work study) you will need to assume. It is important that you compare the actual EFC (Expected Family Contribution) for each institution.

Ideally, each college would arrive at the same EFC and respond to you with the same financial aid. That is not likely to be the case, though, because schools work with different formulas for need analysis and pricing scenarios. For example, you may receive substantial assistance at a high-priced private college but not be eligible for much assistance at a lower priced state-supported university. Or two private institutions that appear similar might provide financial aid awards that are very different in terms of the amount your family is expected to contribute as well as the composition (scholarship, loan) of the awards themselves. Remember, each institution will direct its resources toward the students it values most.

4. If you are confused by the contents of your financial aid letter or you see dramatic discrepancies between awards received from different schools, now is the time to seek clarification. While financial aid officers are not inclined to negotiate financial aid awards, they are usually willing to hear appeals based on new information. A few will even offer to match the offer of a competitor. There are no guarantees associated with the appeal process, but you have nothing to lose by asking.

Note to Parents: Most successful appeals are driven by data, not emotions. If you initiate an appeal, remember that you are seeking clarity and fair treatment. You cannot, however, expect or even insist that your student is entitled to anything more or less.

5. Look at each college option within the context of what you are getting in exchange for your investment of time and money. Be careful not to confuse the prestige or ranking of an institution with the strength of the academic opportunity you are seeking. Your success in life beyond college will hinge much more on how you take advantage of your undergraduate experience than on the name of the institution you choose to attend.

Again, stick to your priorities. If you have been diligent about searching out a learning environment that fits you well—a program that meets your needs, style of instruction that is consistent with the way you like to learn and a degree of rigor that is commensurate with your ability and preparation—you will find the best educational investment values for you.

Additional tips for assessing value among your college options:

• If you have been offered a merit scholarship, make sure you are clear about the criteria for renewing it after your first year.
• Find out how each institution will apply the credit associated with any community-based scholarships you might receive to your cost of attendance. Some colleges will reduce the amount of scholarship they are offering; others will reduce the amount of self-help (loan, work-study) in your financial aid award.
• Ask for a review of your potential college credits (AP, IB, courses taken on college campuses) as collectively they have the potential to reduce graduation requirements and, as a result, your out-of-pocket expenses.
• Determine the likelihood that you will be able to complete your degree requirements in four years. Ask to see data on graduation rates and post-graduate placements.

I am often approached by parents expressing concerns about students who have less than stellar academic records and/or who can’t seem to find the motivation to start the college planning process. These are very natural concerns. As parents we want the best for our children and such wishes are easily projected into expectations for the college experience. When the expectations are not immediately or visibly shared by our children, however, panic can set in.

The following is a conversation that took place following a presentation of “The Admission Game” I made to students and parents not long ago. It speaks to parents’ anxieties and may provide useful perspective for families with students who are reticent about the process and/or are concerned about academic profiles that might compromise their competitiveness in the admission process.

Parent:  It seems like most of the college admission talks I attend skew the discussion toward the more selective schools. How can I relate it to students that are not in the upper 1/3 of their class? Case in point, my son. You mentioned that the ‘light went on’ for your son in his junior year of high school. For my Junior, that has not happened yet.

PVB:  The light goes on for each young person at a different time in life and, often, in response to very different stimuli. The problem is that it rarely happens according to the timetables we have in mind for our kids! It is important, then, that he be guided in calibrating his planning for the future in a way that is respectful of his learning path. If college is in the picture, he should look at places that will see the potential within him and demonstrate a willingness to help him develop it.

Parent:  Okay, so what can we do next? What is the process for a kid who will graduate in the lower half of his class with fair SAT scores, and has some decent community service involvement? My son has many excellent qualities—most people think he is a ‘great kid!’ He plays varsity soccer and writes for the newspaper but just doesn’t give his schoolwork the time he needs to succeed.

PVB:  Have you asked him what he wants to do? I often find that asking a young person point blank: “Why do you want to go to college?” helps provide a beginning point for the conversation. One of the most humbling experiences of my professional life took place when my daughter asked me (very sheepishly) what I thought about the possibility that she might not go to college right away! Suddenly, it occurred to me that I had been working with my agenda for her rather than checking to see what she might have in mind!

I have no doubt that your son is a great kid AND that he will find a direction that enables him to do a lot of wonderful things in life. He may just need a little space (and support) to figure that out on his own. If you go that route (of providing space), be prepared for the possibility that college may not be his first/best option right out of high school. And that’s okay. Admission officers agree that a “gap year” (or two) can be an incredibly healthy and productive choice for an 18-year old. Besides, you wouldn’t believe the number of kids who are wasting their parents’ money in college these days! Oh, they’re having a good time, but they don’t really appreciate the opportunity (to become educated) that is at their fingertips. Rather, they’re in college because they figure that’s what they’re supposed to do after high school!

If your son does articulate a desire to pursue college right out of high school, consider having him look at local community colleges or universities where he can test the water (and build his confidence) one step at a time. I’d also urge him to talk with someone (teacher, counselor in school or privately) who can objectively lead him through the reflective aspects of self-awareness before helping him to think about possible college destinations. If you focus on a student-centered orientation to college, you’ll be amazed at how well this can turn out!

Parent:  That’s helpful. It appears, though, like every college we look at online only admits kids above a 3.0 GPA or a very small percentage below that.

PVB:  Don’t be misled. Many colleges are reporting mid—points—not cut-offs—for testing and GPAs. By the way, I recommend online resources (check out www.Petersons.com) that will give your son an opportunity to enter info about himself (academic and personal) that is in turn used to identify prospective colleges for him. Again, a student-centered orientation…

Parent:  How is the process different if you are applying to transfer after a successful freshman year at a less selective school or even a community college?

PVB:  First, you must realize that the more selective schools only offer transfer admission on a space availability basis. In some years, that may mean there is little/no transfer activity. That said, the process is basically the same except the focus academically now rests on the college experience. The high school record, including extracurricular activities, has less impact. I would also observe that the “playing field” is not level with regard to money. Kids who don’t need assistance have a much better chance of getting in as transfer applicants. Finally, if he wants to transfer, her definitely needs to make the case for himself IN PERSON! An on-campus interview is a must!

Parent:  This is encouraging. Many people I know who are very successful admit to being C+ students in high school and you seem to be saying there are colleges that can see a kid’s potential and not get hung up on stats.

PVB:  You got it!  Your son will be fine. He just needs to find his way. Your support and patience will mean a lot as he explores his options.

High school seniors are entering one of the most critical phases of the college admission process. This is the time of the year when admission officers watch to see what students do when it would seem the spotlight is no longer on them. They want to see how you respond down the “stretch run” of the senior year.

Consider, then, the mile race. It is an apt metaphor for your high school experience. To complete the race, you must circle the track four times just as you must finish four years of high school in order to graduate. Winning the race—or finishing high school with distinction—requires that you endure the grueling pace going into the last lap and still have what it takes to sprint when the race is on the line.

Let’s suppose, then, that your race has gone exceedingly well through the first three laps.� You jumped out to an early lead and have maintained a strong pace. With only one lap to go, you are by yourself at the head of the pack. You can’t even see the competition! This is a critical stage of the race because you begin to ask yourself, “Do I really need to work that hard in running the last lap? Should I save myself for the next race and spare the inevitable agony that otherwise comes with a sprint to the finish?”

The question you really need to ask yourself, though, is: “What have I won?” The answer is simple. “You haven’t won a thing!” You may have a “feel-good” feeling about where you are in the competition, but the race isn’t over. Moreover, changing your approach with a lap to go could prove costly as other runners are bound to be pushing hard to catch up.

The same is true of your high school experience where each year is like a lap of the race.� Each year is important academically as you prepare to step up and meet the challenge of the year that follows. In all likelihood, your Junior Year really put you to the test as the work was harder and the expectations were greater. But you made it and that may have been cause for celebration in itself!

Having done well through your Junior Year may have left you feeling good about your prospects of graduating and getting into the colleges of your choice. Nonetheless, you need to ask yourself, “What have I really accomplished at this point? How many colleges have accepted me?”

The Senior Year is the all-important “last lap” of your high school experience—and all of it counts! If your objective is to not only graduate but to get into colleges that are selecting from among hundreds if not thousands of compelling candidates, you need to be attentive to how you finish the “race.”

Even now, in late February of your Senior Year, the outcome of the race has yet to be determined. In fact, admission officers at selective institutions are waiting and watching to see what you do academically when you don’t think you have to do anything. They want to see who among the competitive applicants will sprint—or stumble—when the race is on the line. And they will wait until the middle of March to make their final decisions.

So, stay focused academically. Continue to get the most out of your high school experience—even when it would seem that doing nothing is a viable option. Give admission officers every reason to be excited about you as you sprint to the finish!

In my February 3 blog, “The Message Behind Your Course Selections,” I offered guidance to students as they choose courses for next year. The basic message was: “Take courses that present reasonable challenges for you academically, do well in them and choose colleges that value you for your efforts.”

At the end of the blog, I invited specific questions. The following five questions capture the essence of the feedback I received.

Question #1: “I am taking AP Calculus AB as a Junior and our school doesn’t offer any higher level math classes. What should I do next year?”

Answer: If you like and do well in math, you might explore advanced coursework at local colleges. If you are considering math/science/engineering academic tracks in college, you will need to demonstrate proficiency at the highest levels possible in math when you apply for admission. In that case, proceeding without math next year will be problematic.

If math is not central to your future academic directions, then you may have more latitude within your school’s curriculum. For example, statistics is a highly utilitarian course and an Honors or AP Stats class could prove to be very useful regardless of your intended major.

The selectivity of the colleges under consideration comes into play when it comes to substituting courses. If you are considering more selective schools, it is better to replace rigor in one discipline with similar rigor in another.

Question #2: “My daughter is planning to take three APs and two honors courses next year. I’m concerned that it might be too much with all of her other activities and the stresses of the application process on top of it. Should I encourage her to switch from AP English Literature to an honors course instead?”

Answer: Remember my earlier advice: It’s important to step up academically. While the senior year should be fun and memorable, there is every reason to believe it should be challenging as well. At many colleges, especially those that can be very selective, admission officers are watching to see how talented students respond to the challenge. My advice is to let her follow her instincts. If she believes she can handle the challenge, she should go for it!

Question #3: “How do colleges feel about on-line courses?”

Answer: As the range of educational opportunities available to students continues to grow, admission officers are becoming accustomed to seeing evidence of related experiences when students apply for admission. This is true not only of on-line courses but dual degree coursework and college courses offered (for college credit) on high school campuses.

In each case, documentation is important, as you want to eliminate the guesswork that is otherwise bound to emerge in evaluating your credentials. If you plan to submit grades achieved in a “non-traditional” high school classroom setting, make sure your application includes a description of the course, a syllabus (if possible) and information about the accreditation of the school or program from which you received the grade.

Question #4: “If I know that I don’t want to pursue sciences in college, would it be okay to drop science (probably AP Physics)? I have gotten B+’s in science so far but I have to work real hard in those classes to get the grade.”

Answer: The answer depends on two things: the course you plan to take in place of the science course you are dropping, and the colleges to which you want to apply. As a rule, it is best to replace a dropped course with another that would provide the same level of challenge. Generally speaking, dropping AP Physics for a survey course in government or economics won’t reflect well on you.

That said admission officers at highly selective schools are watching to see what you do when you think the pressure is “off”—when you don’ think you have to push yourself any longer. They’re looking for the slightest reasons to turn students down. Dropping the science course without adding a suitable replacement gives them a reason to say “no.” Less selective schools, on the other hand, are not likely to view your course selection as critically.

Question #5: “My problem is that AP Spanish conflicts with orchestra next year. I have played the cello forever and am first chair. I hate to give it up. Will it hurt me if I drop Spanish to stick with orchestra?”

Answer: Believe it or not, this is a fairly common dilemma for students who are accomplished in the performing arts. In most cases, dropping a high level academic course to continue involvement with orchestra (in this case) will not hurt your competitiveness IF you explain the situation in your application (interview, note attached to your application). You might also explore the potential to take the AP Spanish class on-line or at a local college. Regardless, you need to make sure college advisor corroborates your explanation.

Final note: Each of these questions, as well as others like them, might also be directed to the persons on the admission staffs at schools of interest to you. Those persons can be key resources as you look for information and/or guidance in anticipation of the application process. Articulate your question in a brief email and see what happens. If you receive a thoughtful response you will have gained the information you need and you will have begun a conversation—and a relationship—with someone who will likely review your application at some point.

A lot of schools invite me to speak to their Juniors (and parents) at this time of year and a key agenda behind the invitations seems to be the desire to address the importance of course selections for the coming year. My message is simple:

• Step up to courses that present reasonable challenges to you academically,
• Do as well as you can in those courses and, then,
• Look for colleges that will value you for what you have achieved in the classroom and for the trajectory of your performance curve.

Quite often, the question of “which course to take” in the Senior year reflects either a student’s determination to get into a highly selective school or a desire to find reassurance that taking a less rigorous and, obviously, “more interesting” course will be okay. In each case, the answer rests in an understanding of your natural learning path. For years, you have been “tracked” academically—exposed to a sequence of courses that were intended to match your level of ability and preparation to find success in them.

As you reflect on your natural learning path, then, you will find guidance with regard to the next steps in course selections. What will your course selections reveal to admission officers with regard to your desire and ability to push yourself in the classroom? By taking rigorous courses, you demonstrate an ability to step up. Doing so will not guarantee admission but it will establish you on the competitive playing fields (for admission) at colleges where admission officers make fine, qualitative distinctions between excellent candidates.

A lot of times, students worry that, in taking the greater challenge they will hurt their ability to produce top grades. This is where you need to understand your capacity to handle a complex and heavy workload. Don’t over-schedule in order to impress admission officers. Do what makes sense for you and do it well.

One thing is certain, however. At highly selective colleges—places that are faced with large numbers of highly qualified candidates—admission officers want to see how you respond given the opportunity to choose your curriculum. And they want to see how you perform in that curriculum in the senior year. They want to see what you will do when you don’t think it matters any more!

That said, the matter of rigor poses a conundrum for many students who want to apply to state universities and other institutions that rely on a basic formula involving grade point average (or class rank) and the SAT/ACT results to determine who will be admitted. While logic suggests you keep challenging yourself academically, you might be leery of doing so at the expense of a lower GPA that may not make the cut in the admission process. (Unfortunately, not all state universities make qualitative distinctions in the rigor of academic programs.)

In deciding what to do, be true to yourself. You are a living, growing person. Just as you need sustenance (food, water, etc.) to survive physically, you also need to challenge and nourish the intellectual and spiritual parts of your being so they can develop, too. Hopefully, you can do that meaningfully while still meeting the seemingly arbitrary requirements of a formulated admission process.

Wherever you go to college, you are likely to find academic expectations that exceed any you encountered in high school. If you have continued to step up academically through each year of high school, the step into the college classroom will be one for which you are prepared. On the other hand, if the academic challenge you give yourself in your Senior Year of high school is not that different from the one you experienced as a Junior, then the step up to college will be awkward, if not painful.

The bottom line with regard to course selections—and your eventual college selections—is this: Do what makes sense for you. Take stock of where you are on your learning path, set your college sites reasonably and build a strong foundation through your coursework in high school that will propel you into a successful experience in college.

I will answer questions about course selections in my next posting. If you have a specific question you would like me to address, send it to my attention at Peter@TheAdmissionGame.com.

In my last posting, I introduced Jean and her growing concern about her competitiveness at the colleges to which she had applied. She had applied Early Action to one of them and a subsequent deferral letter had shaken her confidence. This led to an examination of the factors or potential landmines that may have influenced the admission decision and could, if not corrected, prove to be problematic with her other applications as well.

In Jean’s case, when the admission officers asked, “If we admit her, what do we get,” nothing jumped out at them. They saw a good student with solid involvement outside of the classroom who didn’t present a compelling reason to be admitted into the class. She had failed to project herself as a potential contributor to the athletic program or make a convincing statement about the relevance of her leadership.

What’s worse, because she had not visited the school’s campus, admission officers could find no evidence of her interest in their school when they asked, “What is the likelihood that she will come?” Uncertain of her level of interest and likely contributions, it is reasonable to assume that the next question of Jean—should she demonstrate need as a financial aid candidate—would be, “Is this someone in whom we are prepared to make a financial investment?”

By the way, I need to clarify a comment made in my last post. In assessing the manner in which Jean presented her application, I intimated that indicating an interest in financial aid on the application for admission could be prejudicial to the outcome of the application. Checking “Yes” to the question, “Do you intend to apply for financial aid?” should not hurt students in the admission process as that response alone is not an accurate indicator of the student’s financial need. If and when colleges discriminate on matters of family contribution and/or financial need, they do it at the back end of the process when they can compare the academic and financial credentials for all potentially admitted students.

It wasn’t long before Jean and her parents began to see the logic of the decision-making process at the selective schools to which she was applying. They could now rationalize the EA decision. More importantly, the despair that had hovered over the start of the conversation gave way to an excited sense of possibility as she began to develop a new “To Do” list. Even at this time of the year, Jean realized that it is not too late to get on the radar screens of the schools to which she had applied. Specifically, she saw the need to eliminate the perception that her interest in a given school is random while conveying a sense of the passion and talent within her that would set her apart from the rest of the competition.

Jean made immediate plans to visit the campuses of the “high priority” schools on her list and to attempt to introduce herself to the person(s) responsible for recruiting in her region. Moreover, she is making sure they have her most recent grades as well as documentation of a couple of honors that have come her way since she submitted her applications. She also took heart in the possibility that she could still contact the coaches at some of the smaller colleges on her list and make sure they got the DVDs of her athletic performance.

I admire Jean for her response to the situation. Rather than feeling that all is lost with regard to her college future, she is taking steps to affect the outcomes. Realizing that applying to college is a process and not an event, she is asserting herself. In doing so, she will eliminate the randomness that might otherwise be associated with her application.

Will this new-found self-advocacy assure Jean admission to her favorite schools? Not necessarily. It will, however, give her the chance to compete that she deserves. At the very least, the schools on her list now have reason to pause in considering her possible contributions to the communities they are building. Now, they will have a better idea of what they get should they admit Jean—and they’ll have more confidence that hers is a serious interest that could result in her enrollment if accepted. And, if they value her for what she has to offer, they will be more likely to invest in her with financial aid and/or scholarships.

Like Jean, you need to be honest with yourself about the nature of the competition as you apply for admission and take charge of the process. Don’t assume that because your credentials might match those on the academic profiles of the colleges to which you are applying that your admission is assured. Rather, reach out (appropriately) to decision-makers (admission officers) at the schools that are important to you and be sure to tell your story. Give the admission officers every reason to want to include you in the communities they are building as they admit their entering classes!