College Planning Blog

Whether they realize or not, high school seniors are entering one of the most critical phases of the 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 students respond down the “stretch run” of the senior year.

Consider, then, the mile race. It is an apt metaphor for your high school experience. In order to complete the race, you need to make it around the track four times. Winning requires that you endure the grueling pace 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. 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 was important academically as it prepared you to step up and meet the challenge of the year that followed. 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 accomplished? How many colleges have accepted me?”

The Senior Year is the all-important “last lap” of your high school experience. If your objective is to not only graduate but to get into colleges that can make choices among hundreds if not thousands of compelling candidates, you need to be attentive to how you are finishing the “race.” Even now, in late February of your Senior Year, the outcome of the race has yet to be determined. And, believe it or not, admission officers at selective institutions are waiting and watching to see who among the competitive applicants will sprint–or stumble–when the race is on the line.

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. In doing so, you give admission officers every reason to be excited about you as you sprint to the finish!

Few will argue with the assessment that the college planning process is much more complex than it was 25 years ago. Among the myriad reasons for this is the obsession with “having the best” that is manifest in the approach of many families to college planning. In fact, many parents are now spending absurd amounts–often the equivalent of one year’s college tuition–in the belief that the investment will get their kids into college.

Chief among these investments is the engagement of independent educational consultants in the college planning process. These are the folks who offer fee-based assistance to families outside of the high school environment. Such assistance can come in the form of private tutoring, test preparation, reflective self-assessment, college list development, essay editing, dedicated “advocacy” in the admission process, and planning support for students with special needs. It’s a long list and there are some incredibly gifted people who provide high-quality services.

While the advantages offered by some independent educational consultants are undeniable, a lot of families invest in private counseling that is already in abundant supply to them at their schools. Why? The only conclusion I can draw is that, quite often, parents let their imaginations run wild in the college planning process. They imagine, for example, that there are only a handful of acceptable destinations for their kids and, given the odds against their kids getting into these schools, they imagine their only chance is to bring in “specialists” who can give them the competitive edge. “Besides,” these parents rationalize, “everyone else in the neighborhood has a private counselor–why not us!”

This was brought home to me in a conversation with a college counselor recently about the growing tendency of families in his school to engage independent educational consultants in their college planning endeavors. While my friend shrugged off this seeming duplication of effort with resignation, I found it astonishing that anyone would see the need to seek help outside of his school. After all, college planning and placement is his job–and he’s very, very good at it! (And so are many of his school-based counterparts!)

However, if you are in an academic environment that does not routinely offer this type of college planning support, then you might consider working with a consultant–but do so for the right reasons. Ask yourself why you want or–more importantly--need the help. Is the college counseling available through your student’s school truly deficient? Does your student have specific needs that need to be addressed? Or do you simply want the peace of mind of having access to an expert who can interpret the process for you as you move forward?

Many consultants are experts about specific areas such as learning differences or family relocations or financial planning. Make sure you know what you need. If you need college planning support, I strongly recommend that the student be regarded as the lead client. To the parents, that means “pay the bill and then stand back.” I see far too many situations in which the parents are engaged with the consultant as though the student isn’t even present!

Get referrals and ask for references. If you are considering a consultant who lives near you, make sure your student meets with that person before “signing on.” Ask to see evidence that s/he is well educated (former admission officer, college advisor, Certified Educational Planner, etc.) about the college admission process and has been actively engaged in professional development activity over the last 2-3 years. Look for honesty, sincerity (don’t buy what you don’t need!), accessibility and compatibility with your student. This exercise won’t work if your student isn’t buying into the concept or the person delivering it. This is even more important if you are contemplating a long distance relationship with a consultant.

Consider cost and the projected time commitment. You shouldn’t have to pay more than 20% of the cost (you can often get what you need for less) of one year at the colleges your student is considering for qualified assistance. And working with a consultant should not detract from your student’s ability to do the things that are important to her/him.

Finally, be wary of individuals who make guarantees. Consultants do not get kids into college! They should not manage the process nor should they write essays or complete applications for them. Students must take ownership of the process and the required tasks.

On the other hand, good consultants can help young people find the most appropriate colleges and they can provide assistance in gaining perspective on how a student might best present him/herself in the admission process. Make sure the consultation is student-centered and you won’t go wrong!

At the end of every program I present, I invite the audience to regard the time spent together as the beginning of a conversation rather than an event that is coming to a close. In doing so, I encourage further communication via email or phone. Please understand, I am not interested in becoming a personal counselor for families. Rather, I want to make myself available for families who have questions as the college planning process moves forward.

Quite often, such conversations speak to questions that are common to many other families. When this happens, I will take advantage of this space as well as The College Planning Newsletter to share the content with others who might benefit from the conversation. The following is an exchange I had with a parent following a recent presentation of “The Admission Game:”

Parent: Thank you for your talk–it was very informative and helpful. I have a couple of questions if you don’t mind answering them.

PVB: Not a problem. Fire away!

Parent: It seems like most of the college admission talks I attend skew the discussion toward the more selective schools. You spoke a lot about the vast majority of schools that are in the middle of the Pyramid (of Selectivity) but still the case studies you used were more on the high achiever side of the coin.

PVB: You make an interesting observation. I think most presentations focus on the more selective schools because that is where, whether right or wrong, most of the family angst and media hype comes to rest. In presenting “The Admission Game,” I needed to create an inclusive model for the discussion. You’ll recall I opened with the notion that all the schools in the country fit on the Pyramid of Selectivity according to how hard it is to get in them. I also pointed out that each looks at basically the same “stuff.” Kids don’t submit different sets of courses, grades and test results to different schools. Rather, the submitted information is the same across the board. The biggest difference in the admission process is that the schools further up on the Pyramid (harder to get into) scrutinize that information more carefully. The Pyramid provides a point of reference, then, that shows the relative importance of the same information at schools of varying degrees of selectivity. That said, you should be able to draw strong inferences about how less selective schools operate based on the points we discussed. Generally speaking, they can be more “forgiving” when a student’s record isn’t superlative.

Parent: How can I relate this discussion 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.

Parent: Thanks again for your help and for an entertaining and informative program.

I trust you find this type of exchange useful. If you find yourself in need of a friendly voice in the college planning process, please contact me at Peter@TheAdmissionGame.com.

The college admission process can produce some interesting personal dilemmas. One such quandary was brought to my attention in a phone call last week from a young man who was trying to sort out an Early Decision opportunity. A competitive athlete, he had been approached by a recruiting coach from an NCAA Divison III (non-scholarship) school with the suggestion that he convert his application for admission from Regular Decision to Early Decision (ED). Moreover, the coach had assured the young man that if his application for financial aid did not produce the desired assistance from this institution, he would not be held to his commitment to enroll if accepted ED.

The caller was understandably excited and confused by this development. While he liked the school very much, he couldn’t say for sure that it was his first choice. This is largely due to his need for financial aid. In fact, the uncertainty of his financial aid situation had led him to actively consider other schools as well. Moreover, he also understood the underlying premise of the unconditional commitment to enroll if accepted that is assumed of ED candidates. As a result, he was skeptical of the pitch he had been given by this coach.

My advice to the young man was simple: “If you need to make sure you get the best financial aid possible and there is a chance other schools might admit you and give you better offers, then don’t give up your right to see those offers by converting your application to ED at one school. The coach is behaving unethically by making this suggestion. Don’t compound the problem by heading down that road with him.” I’m not sure I told this young man anything he didn’t already suspect to be true, but our chat gave him the confidence to respond to the coach’s overtures.

That said, as a college applicant you need to be especially vigilant about the ethics of the process. The desire to get into favored schools should never put you in a place where you compromise your integrity or the rules governing the process. Unfortunately, the coach in question was crossing the ethical “line” by asking the applicant to consider an Early Decision application when he knew the young man could only do so conditionally due to his financial situation. The good news is the young man had the presence of mind to step back and assess the situation objectively.

Now, in case you’re checking the calendar and wondering how this conversation between the coach and the applicant could be taking place as the “round two” deadlines for ED have passed at most schools, welcome to the world of college admission in 2008! These are the days when selective colleges do what they can to pump up their yields on offers of admission while looking for opportunities to reduce the overall number of students they need to admit and, hence, become more selective. Add to the mix the dynamics of athletic recruitment–even at the NCAA Division III non-scholarship level–and the opportunity for late-season Early Decision conversations emerges.

A few other observations are worth noting here. One, the NCAA forbids Division III athletic recruiters from having any conversation about family finances with the financial aid officers at their respective institutions. In short, an athlete’s potential involvement in an NCAA Division III program may NOT have any bearing on the disposition of his/her financial aid status. Two, each institution employs slightly different criterion in assessing a student’s academic strength within the context of its financial aid program. It is not only possible that a recruit’s financial “need” could be read differently from one school to the next, the strength of his academic credential may also result in differences in the composition of the financial aid awards he receives. Whereas a student athlete may qualify for special consideration academically at one school, at others he may not.

Finally, the late season ED phenomenon is not limited to recruited athletes. Admission officers at many selective schools will keep the application “door” open past formal deadlines as they troll for high-yielding ED conversions well into February of the admission process. Should you be confronted with such an opportunity, just remember-the rules remain the same. If you convert your application to ED, you are making an unconditional commitment to enroll if accepted.

Inside the Numbers
A little background might prove useful in establishing the grounds for the late ED question in the first place, so let’s take a look inside the numbers and think: enrollment management. Colleges that want to improve their yields and become more selective can simply turn to their Early Decision programs for easy solutions. Whereas admission officers at most schools must admit 4-5 Regular Decision applicants in order to enroll one, ED programs allow them the efficiency of “admitting one applicant to get one.” For every additional ED enrollment that can be counted, then, 4-5 fewer students need to be admitted in the Regular Decision process to fill that same place in the class.

Consider the impact of such a strategy on a larger scale. A college or university that can attract 50 more ED enrollments over the previous year reduces by as many as 250 Regular Decision students it would otherwise need to admit to fill those places in the class. As a result, the more ED enrollments a school can stockpile, the more selective it becomes.