STUDENT-CENTERED SOLUTIONS FOR COLLEGE PLANNING

(Editor’s note: This week I’m happy to have Terry Cowdrey, Dean of Admission at St. Lawrence University, post her examination of her institution’s decision to make standardized tests optional.)

At St. Lawrence University, we have used a test-optional admissions process for four years. When students return to campus in the fall, all of them will have had the choice of whether or not to have SAT or ACT test scores considered in the application process. Why did we make the decision and what have we learned? In thinking back, it seems strange that the tests were ever a requirement.

Why did we consider going test-optional?
At the time, the test was changing and surrounded by controversy—we would have been irresponsible to not evaluate how useful a tool it was in making good admissions decisions. We already used a holistic review process, and test scores rarely figured prominently in admission decisions so why were we still asking for them? It seemed inconsistent to tell students that scores were not very important in the process but then still have them as a required part of the application.

How did we make the decision?
We needed to test whether the scores were an important predictor of grades students earned at St. Lawrence. We studied test scores, high school grade point averages, and other data points to evaluate how predictive SAT and ACT scores were. The results were clear: the test scores had some predictive value, but it was far outstripped by the predictive value of the high school GPA. We believe one of the reasons for this result is that, in the classroom at St. Lawrence, students are not “tested” in ways that mimic the SAT and ACT. Multiple-choice exams are rare, students almost always write multiple drafts of essays and papers, and they are tested on—and writing about—subjects in which they have specific interest. (The SAT or ACT may be more predictive at colleges that use multiple-choice exams.)

How did our admissions process change?
We altered our review of high school transcripts to give us a clear understanding of the number and rigor of the courses taken in the core academic subject year by year. We pay close attention to the trend of the grades earned from ninth grade through the middle of the senior year. We read letters of recommendation from teachers with greater scrutiny. All of this is done regardless of whether a student has chosen to submit test scores.

For us, test scores have become like interviews—students have the choice of whether or not to submit their scores just as they have the choice of whether or not to have a personal interview. If the score report or interview report are included in the application folder, we know the student wants us to consider that information as part of our holistic review.

What have we learned?
Students choose not to submit scores for a number of reasons. Some know their scores are below the profile of students we admitted in recent years. Others have scores well within the St. Lawrence profile but not as high as they think they should be given how well she or he has done in high school. Some students choose not to submit scores because they are philosophically opposed to standardized test scores—and to being judged based on the results of their work on a couple of Saturday mornings. (It is interesting how many valedictorians choose not to submit scores!)

We also learned that SAT and ACT scores are particularly poor predictors of academic performance at St. Lawrence for students who have attended rigorous high schools or prep schools. Those students come to St. Lawrence with experience writing multiple drafts of long papers of the sort we require. They are used to the expectations of lively class discussion and have experience with active learning in lab and studio classes.

Reflections
In the winter of 2004, our staff had an extended debate about one of our candidates. The young man in question ranked first in his class of more than 150 students at a school from which we had not seen applications in the past. He had strong letters of recommendation and was very involved in extracurricular activities, and we were certain he would add much to our campus. The issue? His SAT (verbal and math) score, 770, fell well below the middle 50% score profile (1060-1250) for the previous year’s entering class.

It was hard to reconcile such a low score with such strong high school performance. We talked at length about the pros and cons of offering him admission, wondering if his low test scores really meant that he would struggle to meet the demands of our classes. In the end, we admitted him with some trepidation. Four years later he graduated from St. Lawrence with a GPA above 3.0 in a double major, having completed independent research and having been a valuable and visible contributor to campus life.

What a loss it would have been for us if we had let his SAT score prevent our community from benefiting from his presence on our campus! Now, with a test-optional admissions process, we worry far less about excluding a student based on SAT or ACT test scores, even when the student has lower scores and still chooses to submit them. Our admissions process allows us—in fact, it requires us—to look beyond the quick signal we may get when we see test scores—low or high.

Terry Cowdrey is the vice president and dean of admissions and financial aid at St. Lawrence University. Her career in college admissions spans three decades and includes experience at Vanderbilt University, the University of New Hampshire, and Wesleyan University.

At the risk of stating the obvious, there is a good chance your college education will represent one of the most significant investments in your life. Whether you choose a place that costs $50,000 or $150,000 over four years, that’s a lot of money—and four years is a big chunk of your life! When you consider everything that is at stake, how much are you willing to leave to chance?

As a result, visiting college campuses will represent an important investment of your time and energy as you prepare for college. There is no better way to assess in real terms the opportunities at, and appropriateness of, a college or university that is on your college list.

By investigating college campuses in person, you reach beyond the marketing propaganda to make first-hand evaluations. The college is there for you to discover on your own. Now is the time to challenge assumptions and replace preconceived notions (biases introduced by family, friends, the media and promotional brochures) with information processed through your own filters. Now is the time to begin developing your “gut feeling” with regard to colleges.

When you approach the college selection process as a consumer, the value of the campus visit becomes clear. Each place you visit could become your home for four years. Spending time on its campus gives you an opportunity to check out the merchandise before buying. In many cases, the campus visit also gives you the opportunity to demonstrate your interest in the institution and tell your story (more on that in a future blog).

So, plan to visit colleges as early and often as possible. Talk with your parents about combining college visits with business trips, family gatherings and vacations. See as many places as possible early in your search. Even if a college does not appear on your initial list, spending time on its campus will give you valuable perspective for more informed decision-making later in the process. Besides, you may discover things at a previously unknown college that may impress you. More than a few students have chosen such colleges that emerged from random visits.

Ideally, by the time you enroll you will have visited the college three times. Each visit serves a different purpose as you become acclimated to the college search and advance your interest in specific schools.

1. Look/See
This is the initial survey visit. Get out of the car and check it out—there is no such thing as a good “drive by” visit! Take a tour. Attend an information session. If the college is far from your home and an interview is offered, take it. The purpose of this visit is to determine if you want to add the college to your list. Visit as many colleges as possible. Resist the temptation to make emotional commitments right away. You may find yourself falling in love with a place, but there is much more to learn before you are ready to rule out other options.

2. Investigate
When you have determined your short list of colleges, begin planning a second round of visits. The point of these visits is to learn as much about the place as possible—from an insider’s perspective. Visit when the college is in session, preferably in the fall or winter of your senior year. Try to achieve immersion. Become a student on that campus for 24 hours. Talk with students, meet with professors, and, if possible, stay overnight on the campus. Get inside the culture of the place—especially those elements of campus life that are important to you (athletics, music, theatre, volunteerism, etc.).

If the cost of attending will be an issue, you and/or your parents should meet with a financial aid officer. Many financial aid officers will review costs as well as sources and methods of payment. Some will work with your parents to determine your estimated family contribution.

If Early Decision is a possibility for you, do not begin the ED process until you have immersed yourself in at least two choices—the potential ED school and the school that ranks second on your list.

3. Time to Buy
You have been accepted—hopefully, to several colleges—and now it’s time to “buy.” Assuming you used your priorities and the five points of a good fit as a compass bearing thus far, you need to rely again on your gut feeling in making a final decision. Attend programs for accepted students. Stay overnight—again. Imagine yourself in the classroom, the residence hall and the dining hall every day. How does it feel?

In the final analysis, visiting college campuses is probably not at the top of your list of things to do right now. Every day spent visiting campuses is time away from things you would rather just be hanging out with friends. Multiple visits at colleges that are geographically removed from you can also represent a major disruption in your schedule. Nonetheless, they are essential if you are going to make good, well-informed decisions about your educational future.

The June 8 Web-Side Chat, “Window Shopping: Getting the Most Out of Campus Visits,” featured an extensive conversation about the role of the campus visit in choosing a college and provided a check-list for a successful campus visit. On June 22, the Web-Side Chat series provides a real-time webcast that focuses on “Tips for a Successful Interview.”

To participate in that program and view the June 8 segment in the archives, become a Best College Fit™ Member.

As a young person, I loved sports. In fact, I played sports year-round all the way through high school. My problem was that my ability always fell short of my enthusiasm! When I left high school, my competitive playing days were sadly but surely over.

I envy student athletes because they have the opportunity to extend their careers beyond high school. For many, college represents a new playing field and an opportunity to compete at a higher level. And, when that talent comes with good grades, the possibilities become interesting.

Enter the athletic recruitment process. While the prospect of competing athletically in college may be assumed, the choice of a college is no less important for a recruited athlete than it is for the non-athlete. In fact, recruited athletes need to be more vigilant with regard to their priorities and finding the best “fit” as the courtship, quite often very public in nature, preys on the egos, expectations and insecurities of the student as well as the key influencers in his/her life.

If you are a student athlete contemplating competitive sport involvement in college, the first thing you need to do is become familiar with the rules and regulations surrounding athletic recruitment as articulated by the National Collegiate Athletic Association (NCAA). The NCAA oversees intercollegiate athletic competition at most colleges in the country. Whether you intend to compete as a scholarship athlete at the NCAA Division I level or as a non-scholarship athlete at the Division III level, make sure you understand the rules that govern the recruitment process at that level.

The National Association of Intercollegiate Athletics (NAIA) is a separate organization that oversees athletic competition for 360 institutions around the country.

It’s easy to get caught up in the “rush” that comes with athletic recruitment. In order to end up at a place that is truly good for you, you need to maintain perspective and stay grounded in your priorities. Regardless of your intended level of competition, I would like to share a few thoughts (this is just the tip of the iceberg!) with regard to how you might engage the recruitment process productively.

I. Athletic recruitment is a numbers game. College coaches begin the recruitment process intent on filling their recruitment “funnels” with as many qualified prospects as possible. The larger the pool of candidates, the greater is their opportunity to target the talent that will meet their needs.

Tip: Find out where you fit. Ask the recruiting coach how many roster spots need to be filled and how many prospects are being considered for those spots.

II. Mental Math. As they build their rosters, coaches are constantly trying to gain commitments from prospects even before the latter have completed applications for admission. In effect, they’re doing the mental math. It’s not uncommon for a coach to say to an athlete, “I only have two slots left and I’d like to offer one of them to you but I need a commitment from you.” If you say “Yes” to that commitment, know that you are assured nothing. The coach may control who plays, but the admission office controls who gets in.

Tip: Forward an unofficial transcript along with your test scores to the recruiting coach and ask him for an early assessment of your admissibility at his school.

III. Winning is everything. College coaches are evaluated on the basis of the performance of their teams. As a result, some are “climbers” intent on building a resume that gets them to the next level as quickly as possible. Conversely, others may be in jeopardy of losing their jobs.

Tip: Ask the recruiting coach about her professional objectives as well as her plans to stay at the institution—and don’t accept hearsay!

IV. Understand the odds. The chances that you will become a professional in your sport are less than 1%. Choose your college accordingly. You owe it to yourself to make sure it is a place that addresses your non-athletic needs. Consider, for example, the possibility that you don’t make the team or you become incapacitated and can’t compete. What then?

Tip: Ask about the graduation rate for students who enter the program as freshmen and find out how lack of participation might affect your scholarship/financial aid.

V. Be honest with yourself. You might be an enthusiastic competitor at your school or in your local club program, but what are the chances that you will be able to compete in college? The recruitment letters you might receive from coaches as they work to fill their “funnels” sound promising, but they are form letters that go to thousands of athletes.

Tip: Ask your high school or club coach for an honest assessment of your skill level as well as your potential to compete at the next level—and then listen carefully.

The life of a young person with special talents, athletic or otherwise, is full of adulation and high expectations. If you are fortunate enough to be living this experience, remember that it can be fleeting. Playing a sport at a high level may indeed help you get into some colleges. In the end, however, the choice of a college needs to reflect your core values and priorities. Don’t succumb to the pressure of doing things because you can. Be careful in your choices—and do things because they make sense to you and what you want to accomplish in life.

For further thoughts and analysis, listen to my May 28 webcast, “Inside the Athletic Recruitment Process.” Visit the Best College Fit membership page where you can become a member and gain access to all of my past webcasts.