Sodus High School
College Planning
Handbook
2006-2007
TABLE OF CONTENTS
An Overview of the College Decision-Making Process......... 1-3
Chapter One - Self-Assessment...............……………............. 4
Abilities Worksheet.................................…………….. 5
Interest Worksheet..................................………………6
Abilities and Interest Summary......................…………7
Values Worksheet....................................……………...8
College Planning Calendar...........................…………..9-17
Chapter Two - Researching and Investigating Your Options..18
Choices……………………….......................……….18
Websites……………………………………………..19
College Catalogs....................................……………
..20-22
College Affiliation: Public and Private............………23
SUNY Schools........................................…………….23-28
Chapter Three - College Admissions......................………….29-30
Chapter Four - College Entrance Exams....................………..31-35
Chapter Five – College Visitation …………………….....… .36-38
Interviewing….......................................…………….38-40
Chapter Six – Decision Marking and Selection Process..… …41
Summary Sheet.............................…………………
..42
College Comparison Worksheet...............…………..43-44
Chapter Seven – College Application Procedures…………..45
Essays………….............................………………
…46-54
Rights and Responsibilities…………………………55
Suggested Readings………………………………...56
Chapter Eight - Financial Aid............................………………57-59
Types of Financial Aid..............................……………59-60
Local Awards and Scholarships.......................……….61-62
Financial Aid Packages............................…………….62
Sample Student Packages.............................………….63
Making your Decision................................…………...64-65
Suggesting Readings.................................……………66
Chapter Nine - Finalizing College Plans..........…….....……... 67-68
Suggested Readings...................……………...............68
Glossary..………………………...............................................68-73
Bibliography.……………………............................................ 73
An Overview of the College Decision-Making Process
At this point in your high school career, there are many questions you may be asking
yourself regarding college decision-making. What do I like? What kind of career do I want to
pursue? Can my family and I afford the costs of a college education? Will I attend a college in or
out-of-state? Why do I want to go to college in the first place? These are just a few of many
questions to which you are searching for answers. The question you may be asking now is: Where
do I begin? The purpose of this college handbook is to help you understand what resources are
available and to provide you with a method for making some of these decisions.
The process of making decisions about college appears complex; this handbook attempts to
clarify the college decision-making process by identifying nine steps for you to consider. The nine
steps include the following: self-assessment, researching colleges, admission requirements, entrance
exams, making a decision, college applications, college visitations, financial-aid and the final
acceptance procedures. This chapter will give a brief overview of the entire process. Later in this
handbook, each of the nine steps is explained in further detail. As you have questions regarding
each of these steps, consult the chapter, which gives more specific information on the topic you are
investigating or discuss any concerns you may have with your counselor.
STEP 1: SELF ASSESSMENT
Self-assessment is a way of acknowledging your abilities, interests, and values as they are
right now. One activity that can help you is completing the worksheets, which are found in Chapter
One. Another way is to take some time to read books or resources that will help you discover who
you are and what you want out of college. Once you have done some thinking about who you are
and what is important to you, you should be ready to begin researching colleges in step two.
STEP 2: RESEARCHING COLLEGES
Use books and other resources to begin researching different private or public colleges,
which will meet the needs, abilities, and interests, which you identified in the self-assessment. The
counseling office has a variety of materials, which can help you investigate colleges, which can meet
your educational, or career oriented goals. These resources include the Choices computer program,
college search on the Internet, college catalogs, and college and career information books. Chapter
Two gives detailed information on the various resources, which are available. The counseling office
can assist you or your parents in researching colleges.
-2-
STEP 3: EXAMINE ADMISSION REQUIREMENTS
The resources you have consulted in Chapter Two can help you in finding a match between
the selectivity of the college you are considering and your academic record. Your high school
course work and grades are factors considered by most colleges. Chapter Three has detailed
information regarding college admissions. Standardized test scores can also make a difference in the
college(s) that may admit you. Other data, such as essays, extracurricular activities and letters of
recommendation are important to some colleges or universities.
STEP 4: COLLEGE ENTRANCE EXAMS
Standardized tests such as the Scholastic Aptitude Test (SAT1) or the American College
Testing (ACT) examination are required by many colleges. Chapter Four contains specific
information about college entrance exams. Consult one of the resources in the counseling office to
find out which examination(s), if any, your prospective colleges require.
STEP 5: COLLEGE VISITS
The college videos available in the library can be helpful in giving you an idea of what
college may be like, but there is no substitute for an actual visit to the college campus. The
counseling office suggests that you plan college visits over the summer or during school breaks.
Many colleges hold open houses at various times during the year. The counseling office can assist
you in arranging an appointment with a college for a visit.
STEP 6: MAKING A DECISION
.
The list of colleges you are interested in attending should be narrowed. The counseling
office suggests that you apply to at least one college that will most probably accept you. You may
also want to consider applying to some more selective colleges so that you will have a choice among
colleges that best meet your needs. Once you have narrowed your list of colleges, you will be ready
for the next step, which is applying to colleges.
-3-
STEP 7: APPLYING TO COLLEGE
Often there is more to applying to college than filling out an application. Many colleges
require letters of recommendation or an essay. The college research information found in college
catalogs, resource books or the Choices computer program can give you specific information needed
to apply to colleges. The counseling office can help you with any questions you or your parents may
have about the application process.
STEP 8: FINANCIAL AID
There are federal, state and local financial aid resources available as well as scholarships and
loan programs. You will want to talk to your parents about any financial aid, which may be
available from any organizations they belong to or from their employers. You will also want to
investigate any part-time employment or work-study opportunities at the colleges you are
considering. You should also discuss with your parents the amount of contribution they may be
planning to make toward your education. Financial aid information and applications are available in
the counseling office. Talk to your counselor if you have any questions regarding college financial
aid.
STEP 9: ACCEPTING OR DECLINING ADMISSIONS
This is a critical time in your planning for the future. You will want to consider all the
factors in making your final decision. The college you will attend should be a good match to your
plans for college major, location, costs, financial aid, size, facilities, and any other factors important
to you. Discuss your concerns with your parents and your counselors to ensure you are making the
choice that will best meet your needs.
The following chapters detail the nine steps, which are briefly outlined here. Keep in mind
that there are a variety of resources and people that are willing to help you plan for the future. Do
not hesitate to talk to your parents, teachers, friends, or your counselor when you have questions
about planning or preparing for college.
-4-
CHAPTER ONE
Self-Assessment
There are at least three components of self-assessment that you will want to examine to gain
a better understanding of yourself. These components include your abilities, interests and values.
As you begin to identify these aspects about yourself, you can consider college majors or careers that
will match your preferences. Worksheets in this chapter are designed to help you begin this process.
The first component to examine is your abilities.
Your academic abilities are well documented. You may want to contact the counseling
office to set up an appointment with your counselor to review your achievement and aptitude scores.
There are other abilities you possess which are not as well documented. Are you an aspiring writer?
Are you an accomplished athlete? Maybe you are a musician? Are you a math whiz? Do you like
scientific research? Do you have artistic ability? Are you good at working with your hands? The
worksheets on the following page can help you answer some of the preceding questions.
-5-
Abilities Worksheet
To examine your abilities you will want to rate yourself on each of the following questions.
Put a checkmark in the box, which best describes how you evaluate yourself.
Abilities
Rating
Causes Me I do Reasonably I do Very
Difficulty
Well
Well
Verbal Ability; using words to persuade, write and
speak.
[ ]
[ ]
[ ]
Clerical Ability: Noticing and organizing details.
[ ]
[ ]
[ ]
Mechanical Ability: Ability to understand how
things work and are put together.
[ ]
[ ]
[ ]
Spatial Ability: Looking at flat drawings and being
able to imagine them in three dimensions.
[ ]
[ ]
[ ]
Physical Coordination: Moving eyes, hands or
body together to perform tasks rapidly or in a
correct sequence.
[ ]
[ ]
[ ]
Social Ability: Ability to listen carefully and get
along and express yourself.
[ ]
[ ]
[ ]
Creative Ability: Ability to produce artwork,
sculpture, music or to be imaginative.
[ ]
[ ]
[ ]
Numerical Ability: Ability to solve math
problems, work with numbers, or use a
calculator.
[ ]
[ ]
[ ]
Investigative Ability: Ability to gather
information in a systematic way
[ ]
[ ]
[ ]
Managerial Ability: Ability to plan and develop
a project including coordination of people,
resources and details.
[ ]
[ ]
[ ]
-6-
Interest Worksheet
Another component of self-assessment is evaluating your interests. Use the following
worksheet to list all of the interests you may have. List these under each column for in-school and
for out-of-school interests
School Interests
Out-of-School Interests
Examples:
Science Club
Volunteering in community
Drama Club
Teaching Sunday school
Being involved in sports
Part-time job
Playing in school band
Hobbies
________________________
___________________________
________________________
___________________________
________________________
___________________________
________________________
___________________________
________________________
___________________________
________________________
___________________________
________________________
___________________________
________________________
___________________________
________________________
___________________________
________________________ ___________________________
________________________
___________________________
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Abilities and Interest Summary
The following worksheet will help you to prioritize the abilities and interests, which are most
important to you. List the abilities that you selected on the abilities worksheet from the most
important to the least important. Then list the interests from the interest worksheet in order of
important to you. This information will be helpful to you when you write your essay for college
admission, which will be covered later in this handbook.
Most Important Abilities
Most Important Interests
1. _________________________
1._________________________
2. _________________________
2._________________________
3. _________________________
3._________________________
Somewhat Important Abilities
Somewhat Important Interests
1. _________________________
1._________________________
2. _________________________
2._________________________
3. _________________________
3._________________________
Least Important Abilities
Least Important Interests
1. _________________________
1. ________________________
2. _________________________
2. ________________________
3. _________________________
3. ________________________
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Values Worksheet
A third component in self-assessment is examining values. The following are job values that
you will want to consider when thinking about choosing a career or college major. Listed below are
fourteen job values, which you may want to consider. Place a checkmark next to the job values,
which are most important to you.
[ ] Job Security - Having a steady job from which you are unlikely to be fired.
[ ] Prestige - Having a job that gives you a great deal of status and respect.
[ ] Good Salary - Being well paid for your work
[ ] High Achievement - Being able to do things of importance or to succeed on a job that is
difficult.
[ ] Routine Activity - Work that is uncomplicated and organized with the same tasks repeated
frequently.
[ ] Variety-Diversion - Having the chance to do many different things and not doing boring work.
[ ] Creativity - Having a job where you can use your imagination and be inventive.
[ ] Working with your Mind - Work that offers intellectual stimulation and allows use of your
mental capabilities.
[ ] Independence - Work that lets you be your own boss, following your own convictions, and do
the job the way you want without someone watching over you.
[ ] Working with People - Working in close contact with people, being able to comfort and assist
others.
[ ] Leadership - Being responsible for and managing the work of others and making decisions
affecting others.
[ ] Physical Activity - Work that calls for moving about and using physical strength.
[ ] Working under Supervision - Working under the direction of others, being told what to do.
[ ] Work with your Hands - Having a job where you can use your hands, machines, or tools to
make or repair things.
Having checked your most important values, now prioritize your top five by numbering
them one to five.
-9-
The Choices computer program in the computer lab has an interest checklist, which can help
you to determine what career areas best fit the abilities, interests and values that are important to
you. This computer program asks you a series of questions about preferences you have regarding
occupational tasks and duties. The results can be printed on paper and will give you information on
your skills and interests and how they relate to 12 career areas in the Choices program. These 12
career areas include artistic, scientific, nature, authority, mechanical, industrial, business detail,
persuasive, accommodating, humanitarian, social/business, and physical performing. This program
prints out a list of possible occupations, which you may want to investigate further. Also included is
information on what education is needed to enter certain careers. The printout of occupations can
also be used to investigate other resources for career information. The counseling office has
occupational reference books such as the Occupational Outlook Handbook, which are available for
your use.
Researching careers is a helpful way of determining a career or a college major. You may
have researched possible college majors and not made a decision. This is not uncommon. Some
liberal arts colleges will allow you to enter as an undeclared major if you are still undecided at the
time you accept admission. Two-thirds of college students change career plans at least once during
college. If you do have ideas regarding potential college majors or careers at this time, you can list
them here.
Possible College Majors
Possible Career Areas
1. _______________________
1. _______________________
2. _______________________
2. _______________________
3. _______________________
3. _______________________
Planning for college is easier if you break the process down into steps and attempt to
accomplish small goals on a timely basis. The rest of this chapter gives you guidelines to consider
throughout high school.
-10-
JUNIOR YEAR
September
-
Visit the counseling office and become more familiar with the resources and services
available such as the Choices Computer Program, college catalogs, college reference books,
videos and the Internet.
-
Obtain PSAT registration information and review materials. Use this to practice for the
PSAT/NMSQT exam given in October.
-
Maintain or improve academic performance since colleges look closely at junior year
grades as a basis for college admission.
-
Attend college representative visits in the counseling office. Dates for visitations are often
posted outside the counseling office and are announced on the morning announcements the
day the representative visits.
October
-
Register for and take the Preliminary Scholastic Aptitude Test (PSAT/NMSQT), which is
given in mid-October at Sodus High School. See your counselor if you have any questions
about the PSAT/NMSQT.
-
Make plans to attend college nights, which are held at local malls, schools and colleges.
-
Attend college representative visits at the counseling office.
-
Talk to friends, parents, teachers and your counselor about college plans. Review College
catalogs to begin thinking about which type of college you would like to attend.
-
If you plan to major in art or architecture, begin to prepare a portfolio.
-
If you plan to participate in Division I or II Athletics in college, you need to register with the
NCAA Clearing House. See your counselor for application information and procedures.
-11-
November
-
E-mail or write to colleges that offer programs in which you are interested.
-
Attend college representative visits in the counseling office.
December
-
Your counselor will meet with you to explain your PSAT scores. Review and correct the
questions you got wrong using the Score Report. Talk to your counselor if you
have any questions about interpreting your test scores.
January
-
Prepare for the SAT examination by planning to take the SAT preparation course which
may be offered evenings at the Sodus High School or by reviewing yourself individually.
SAT preparation books may be purchased from any area bookstore and are available for use
in the library.
-
Review college catalogs and materials; plan for college campus visits this spring.
-
Study for your mid-term exams. Your grades are an important factor in college entrance
decisions.
February
-
Use the Choices computer program and/or the Internet to continue your college search. The
counseling office has reference books, which can be used to help narrow your search.
-
Pick up a copy of
Taking the SAT or Taking the ACT Assessment and familiarize yourself
with the tests by taking the practice tests and scoring them yourself. Check to see if the
colleges you are considering require the SAT or ACT for admission. See your counselor if
you are unsure about taking either or both tests.
-
If you are interested in attending any of the military academies, see the counseling office
about the application procedure. You should also begin the process of applying for
ROTC scholarships if you are interested.
-12-
March
-
Ask your parents to attend the College Information Night offered at Sodus High
School.
-
Obtain registration forms for the ACT exam and/or the SAT exam from the counseling
office. Be sure to mail registration materials before the deadlines found in these
brochures.
-
Register to take the SAT II in June if you know you will be applying to a college that
requires them. Contact the counseling office if you are unsure about which tests you should
take.
April
-
Take the ACT exam if required by any of the colleges you are considering. Take a practice
test as a review prior to the exam to reacquaint yourself with this test.
-
Plan to visit colleges during spring break. Most colleges are in session at this time, so it
will give you an opportunity to visit while classes are in session.
-
Participate in the SAT review class, if interested. The high school library has SAT review
books available with include practice exams that you can take and self-score. Familiarize
yourself with the test so that you will be ready to take it next month.
May
-
Take the SAT test.
-
Use the self-assessment you completed earlier in this handbook as a basis to think about
what factors are important to you in searching for a college.
-
Apply for a summer job or investigate summer programs. The counseling office has
information on summer programs to which you can apply.
-13-
June
-
Prepare for your final exams. Colleges will look closely at your high school grades in
determining admissions.
-
If required by the colleges you are investigating, take the SAT II in subjects you will not
continue during your senior year.
-
Review your ACT and/or SAT tests results. Make an appointment with your counselor if
you have any questions about these tests or about your college search and preparation.
July/August
-
Plan College visits over the summer. If you want to attend an out-of-state college, summer is
a good time to plan a visit. Some colleges allow prospective students and their
families the opportunity to stay overnight on campus. Check with the colleges you are
considering to see what is available during the summer.
-
E-mail or write to colleges for applications for the fall if you feel you have narrowed your
choices.
SENIOR YEAR
September
-
Make an appointment with your counselor to discuss graduation requirements and post-high
school plans. Talk to your parents about your plans and write down any questions you have
before seeing your counselor.
-
Plan to take the SAT and/or ACT if you have not already taken them. If you think you can
improve your scores, plan to take them again this fall. Make sure that you meet the
registration deadlines.
-
Contact colleges you are interested in attending for applications and information. The
counseling office can assist you in obtaining and preparing your application before they mail
it out for you.
-
Attend college representative meetings in the counseling office. Be prepared to ask
questions when you attend.
-14-
-
Mark your calendar for test application deadlines, test dates, college application deadlines,
financial aid deadlines, and scholarship deadlines. If you are applying for early
decision, be sure to get your application out as soon as possible.
-
Maintain or improve grades during your senior year. Colleges look unfavorably upon falling
grades.
-
File an application for any required College Entrance Test you still need to take. Make sure
that you take any test, which your prospective college requires. If you miss the deadline or
take the wrong test, your college application could be delayed.
October
-
Look for scholarships for free money to attend college. Refer to websites listed in this
handbook and scholarship lists sent out from the Guidance Office. Pay attention to
criteria and deadlines when applying for scholarships.
-
Plan to attend college fairs and college nights in the area. Visit the counseling office when
college representatives from schools you may be attending are scheduled. Check with the
counseling office for dates and times for visits.
-
Register for SAT II subject test(s) if the colleges you are applying to require them.
-
If you need letters of recommendation, ask teachers, coaches, or employers who know you
well to write one. Be sure you give them at least two to three weeks before the deadline to
write the recommendation. Be sure to thank them for their efforts!
-
Begin working on an outline for your college essay if your school requires it. Refer to the
section in this handbook on writing college essays for tips and suggestions.
-
Make arrangements for college visitations or interviews with admissions counselors over
the Thanksgiving and Christmas breaks.
-
Begin preparing any supplements you may need for your applications such as an art portfolio
or music auditions as required by the college.
-15-
November
-
If you do not have all your applications completed, finalize them and submit them to the
counseling office. Complete any outstanding college applications before the Thanksgiving
break.
-
Ask a teacher or your counselor to proofread and critique your college essays.
-
Submit your college applications to the counseling office well in advance of your application
deadlines.
-
Consider taking the SAT and/or ACT for the last time. Make sure the test scores are sent to
the colleges to which you have applied.
-
Check the testing dates for the ROTC Scholarships and Service academies if you are
interested in attending.
December
-
If necessary, take your final SAT II this month.
-
Attend the Financial Aid Night at Sodus High School. Be prepared to ask any questions
you need to finalize your financial aid applications.
-
Check with the college financial aid office to see which financial aid form your college
requires. Most colleges require the Free Application for Federal Student Aid (FAFSA),
Tuition Assistance Program (TAP for NYS schools) and/or the CSS/Financial
Aid Profile.
-
The counseling office has the FAFSA and CSS Profile applications as well as a book which
indicates which form is required by the college you have selected. Have your family
complete the form so it can be mailed after January 1st. Ask your parents to check with any
club or organization to which they belong that may offer college scholarships.
-
If you applied for early decision and have not been accepted, file your other college
applications immediately. This rejection does not mean this college will not accept you later
in the spring, but if you are accepted by other colleges, you will have a choice for which
college you will attend next fall. Attend the Financial Aid Night at Sodus High School. Be
prepared to ask any questions you need to finalize your
financial aid applications.
-16-
January
-
Mail the required financial aid application as soon as possible after January 1st. Apply for
financial aid, even if you do not think you are eligible. There are sources
of financial aid available regardless of family income such as an unsubsidized Federal
Perkins Loan, the unsubsidized Federal Stafford Loan or the Parent Loan to Undergraduate
Students (PLUS).
-
Submit any supplements to your application such as your art portfolio or music audition
tape, as required by your college. You may also need to set up interviews or auditions to be
considered for acceptance to certain colleges or programs. Check with the colleges for those
requirements.
-
Study for your mid-term exams. Good grades can help you to be accepted.
February
-
Talk to your parents and your counselor about which colleges have accepted or rejected
your application. If you are on a waiting list, talk to your counselor about strategies for
being accepted for admission.
-
Make plans to visit any colleges you have not visited over spring break. Contact the college
to arrange for a tour or to visit while classes are in session.
-
Fill out application for Desmond-Wilkes Scholarship for graduating Sodus High School
students. The deadline is March 1
st
.
March
-
March 1
st
is deadline for Desmond-Wilkes Scholarship application.
-
Concentrate on keeping your grades up. College admission officers often check on
applicant's grades as a factor in admitting students.
-
Continue to investigate any scholarship or financial aid possibilities. Some area employers
offer scholarships to students entering particular fields of study.
-17-
April
-
Talk to your parents and counselor about schools, which have accepted you. When you
have made a decision, send an acceptance letter to that school. Notify the other schools
that had accepted you that you will not be attending. Once you accept admission, make sure
that you meet all deadlines for that particular college's admissions requirements.
May
-
Inform your counselor of your final decision for the colleges you are attending.
-
Determine which local community scholarships you are eligible for, and complete the
necessary applications.
-
Send your acceptance deposit by the deadline or you could forfeit your acceptance.
-
Keep your grades up since your acceptance to college is based on the successful completion
of your high school career.
-
Contact the counseling office if you have not been accepted by any of the colleges to which
you applied. Your counselor can help you explore some other possibilities that you may
not have considered.
June
-
Check with your college to make sure all the necessary forms have been submitted.
-
Make sure the counseling office knows your final decision so your final transcript will be
sent to your college.
-
Graduate with the best academic record you can achieve.
There are many important aspects to consider in making college plans. Please remember
that help is available from your parents, the counseling office, teachers, classmates, employers in the
community, and from resource books in the library or in the counseling office at school. Some
suggested reading regarding self-assessment includes the following:
* Morrill, Richard L 1980. Teaching Values in College. San Francisco: Jossey-Bass.
* Ross, Skip, with Carole C. Carlson. 1983.
Say Yes to Your Potential. Waco, TX: Word Books.
-18-
CHAPTER TWO
Researching and Investigating Your Options
There are many resources available to assist you in researching and investigating your
options in planning for college. The counseling office at Sodus High School has a variety of
materials to assist you in beginning your college search which include the following:
CHOICES Computer Software:
Choices is a computer program that is installed on the
computers in both labs, the library and the counseling office. This is a very easy program to use. In
only a few minutes, you can research occupations, colleges and scholarships. This program can also
be used to compile your accomplishments, complete an interest inventory and record your
employability skills. It is highly recommended that you use this valuable tool for all of these tasks.
It will greatly simplify your vocational, college and scholarship search efforts. Your counselor, the
computer room monitor or librarian can help you get started with this program.
Websites and CD ROM’s:
Many websites are available to research colleges, scholarships,
majors, careers and occupations. Websites can be accessed by the school computers. CD ROM’s
are available in the Guidance Office and the Library.
College Catalog Library:
College catalogs from two and four-year colleges are available
for New York, Ohio and Pennsylvania colleges, as well as for colleges throughout the United States.
They are listed alphabetically for quick reference. A sign-out log is used if you wish to take these
catalogs home to review with your parents.
Resource Books:
Among the resources available in the counseling office are the
following: Peterson’s Guide to Four Year Colleges, The College Handbook, Chronicle Two-Year
and Four-Year Databooks, Chronicle Vocational School Manual and Vocational-Technical Schools.
Any of these books can help you investigate colleges in which you may be interested.
College Visitation Schedule:
The counseling office maintains a calendar of college
representative visits. Please contact the office periodically to see if a college in which you are
interested in is planning a visit.
Career Education Literature:
Occupational Outlook and many other career books and
resource materials are available for your use.
Military Career Information:
There are brochures and information books available
regarding careers in the Armed Forces. Recruiters are available if you would like to schedule an
appointment.
-19-
College Entrance Testing Materials:
There are preparation books and registration
materials available in the counseling office and school library for the PLAN, PSAT, SAT I, SAT II
and ACT. Be sure to apply for these tests before the deadlines. Missing a required test could delay
your entry to college.
WEBSITES
www.act.org
www.collegeboard.org - College Board College & Financial Aid information
www.mapping-your-future.org/
- Career, college & financial aid
www.wuny.edu - State University of New York – college information
www.fastweb.com/
- Fastweb – Scholarship database
www.finaid.org/
- US Educational Dept. – Financial aid
www.ed.gov/
- US Education Dept. – US DEA – Student guide
www.fafsa.ed.gov
- FAFSA – Federal Financial Aid
www.hesc.com
- NYS Higher Ed – financial aid
www.collegeview.com
- College view – college info
www.kbr.be/fulbright/univ/list/newyork.html
- NY Colleges
www.kbr.be/fulbright/links.index.htmk - college information links
www.nysfaaa.org
www.ncaa
-20-
COLLEGE CATALOGS
Here are some factors to consider when reading college catalogs:
Date - Check to make sure that the catalog is the most recent one published. The counseling
office can assist you in obtaining the most recent issue.
Table of Contents - Review the table of contents to get an idea what information is available
in the catalog.
Index - Find specific information quickly by referring to the index.
College History - You can get an idea what a college is like by reading about the college's
history and tradition. A particular college's history does not tell much about its current programs. It
does give a notion of how its history and traditions have made it the institution it is today.
Admissions Requirements - Examine these carefully to ensure that you qualify. If you can
take additional courses in your junior or senior year to strengthen your application, you should
consider this possibility. If you do not meet these requirements, do not assume that the college will
not accept you. Many colleges make exceptions for students based on unusual circumstances or
special talents. Talk to your counselor if you have any questions or concerns about college
admissions.
Application Procedures - Most catalogs list application procedures, deadlines, fees, and dates
for required entrance examinations. If you are applying for early decision, be sure to submit your
application to the counseling office a few weeks ahead so all materials can be submitted before the
deadline.
College Fees - When comparing costs between different colleges, be sure to take all the fees
into consideration. The fees may appear small but, when added to other expenses, they can quickly
add up.
Living and Travel Expenses - These are estimates determined by the college for an average
student. Your costs can vary depending on how you plan to travel and the location of the college
from home. Find out if these estimates are minimums and take your own spending habits into
consideration when looking at expenses.
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Graduation Requirements - These may seem insignificant at this time, but it will be
important in selecting courses to complete your degree. Planning to have a field experience or an
internship during your program or wanting to go on an exchange program as part of your college
experience is important considerations in narrowing down your list of colleges.
Courses - Take a close look at the course offerings to make sure that the courses look
interesting and challenging enough for you. Keep in mind that you will be taking courses in
disciplines other than your major to comply with graduation requirements.
Faculty - Most catalogs list the faculty of the college alphabetically near the back of the
catalog and list where they completed their B.A., M.A., and doctoral degrees. This is an important
consideration in choosing a college since you will be instructed by many of these professors during
your college education.
Accreditation - The college catalog indicates what accreditation agency has approved its
programs. This is important to consider if you think you will transfer from one school to another.
You can lose college credit going from an unaccredited school to another and may have to take more
courses to earn your degree. It is especially important that the school be accredited if you are going
to a professional school that specializes in particular degrees such as nursing, engineering or
education.
Size - It is important to note the size of the school's student population since this will affect
the student-to-teacher ratio as well as the number of buildings and availability of housing.
Location - This is particularly important since you will probably be travelling during breaks
and between semesters. Some colleges close student housing when classes are not in session, so you
will need to keep this in mind when selecting a college.
Access to Church Facilities - Some colleges offer religious services on campus. Check the
catalog to see what is available in the college community or off-campus if you wish to attend church
services.
Special Programs or Services - Look for special programs for gifted or talented students,
early decision, early admission, approved foreign study programs, or special provisions if you are
handicapped or have an individual need.
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Student Activities - If attending or participating in sports is of interest to you, check the
college catalog to see what is available. You may also want to consider other extracurricular
activities, which are offered at the college.
Scholarships and Loans - Find out if the college offers scholarships or financial assistance
for which you may qualify.
Special Services - Check to see what health services, tutorial assistance, or student support
services are available at the college.
Entrance Requirements - Examine the minimum requirements for entry to the college.
Determine whether you qualify for the college or if you should consider another school, which has
requirements closer to your qualifications.
Cost - Consider whether you and your family will be able to afford the costs of attending the
school. Take into account any financial aid or assistance the college can offer you such as work-
study programs, grants or loan programs.
Facilities - Determine the condition of housing and facilities on campus. Find out if the
library is suitable for the program you plan to study or what the science lab facilities are like. Think
about whether you prefer large lecture halls or a smaller classroom setting.
Student Population - The type of college will affect the composition of the college
population. If you attend a community college, chances are the other students will be from the local
community and have a background similar to yours. A large university can attract students from all
over the United States and from foreign countries and typically has a diverse population of students.
Fraternities and Sororities - You may want to consider how many of these organizations are
on campus and the effect they have on campus life. The decision to join a fraternity or sorority is a
personal one that could have an impact on your college career.
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COLLEGE AFFILIATION: PUBLIC AND PRIVATE
Colleges are categorized as either public or private depending on their affiliation. If a
college receives funding from the state's government, it is a public college. Public colleges typically
offer a lower tuition cost to in-state students since the family's tax dollars help support the college.
Colleges, that do not receive state funding, are called private colleges. Their sources of financial
support are largely through tuition costs, endowments and private donations. Although private
colleges usually have a higher tuition cost, they tend to offer more grants and scholarships in their
financial aid packages.
SUNY SCHOOLS
In New York State, the public colleges are called the State University of New York (SUNY).
SUNY was created in 1948 to make the dream of obtaining a college education available to many
students who previously could not afford the cost of attending college. There are 64 college
campuses in New York State, which make up the SUNY system. A student can seek vocational or
technical training, a two-year certificate program, a four-year baccalaureate degree, or continue on to
a graduate or doctoral degree. The campuses are located in a variety of rural, suburban, and urban
settings and have programs that can meet your educational goals. The counseling library has
catalogs for most of the following colleges and universities. The 64 colleges and universities, which
comprise the SUNY system, are as follows:
Four University Centers
Often referred to as research centers, the four universities are moderately large, residential
campuses with undergraduate colleges and graduate schools. Undergraduate students enroll in
programs leading to a bachelor's degree in liberal arts or sciences. Master's and doctoral degrees are
also available.
The Four University Centers are
:
- SUNY at Albany, Albany, NY
- SUNY at Binghamton, Binghamton, NY
- SUNY at Buffalo, Buffalo, NY (University of Buffalo)
- SUNY at Stony Brook, Stony Brook, NY
Thirteen Colleges of Arts and Science
The 13 four-year colleges vary in size, enrolling from 3,600 to 12,000 students. These
colleges offer a bachelor's or master's degree in liberal arts and sciences.
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The thirteen Colleges of Arts and Science are:
*SUNY at Brockport, Brockport, NY
*SUNY at Buffalo College, Buffalo, NY (Buffalo State)
*SUNY at Cortland, Cortland, NY
*Empire State College, Saratoga Springs, NY
*SUNY at Fredonia, Fredonia, NY
*SUNY at Geneseo, Geneseo, NY
*SUNY at New Paltz, New Paltz, NY
*SUNY at Old Westbury, Old Westbury, NY
*SUNY at Oneonta, Oneonta, NY
*SUNY at Oswego, Oswego, NY
*SUNY at Plattsburgh, Plattsburgh, NY
*SUNY at Potsdam, Potsdam, NY
*SUNY at Purchase, Purchase, NY
Seven Specialized Colleges
The specialized colleges, five of which are located on private university campuses under
unusual cooperative arrangements, serve students with specialized education or career goals.
Programs lead to a bachelor's degree and, in many instances, offer opportunities for students to
pursue graduate degrees.
The seven Specialized Colleges are:
* New York State College of Agriculture and Life Sciences, Cornell University, Ithaca, NY
* New York State College of Ceramics, Alfred University, Alfred, NY
* State University College of Environmental Science and Forestry, Syracuse, NY
* New York State College of Human Ecology, Cornell University, Ithaca, NY
* State University Maritime College, Bronx, NY
* New York State School of Industrial and Labor Relations, Cornell University, Ithaca, NY
* College of Veterinary Medicine, Cornell University, Ithaca, NY
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Five Centers for the Health Sciences
The centers for the health sciences train professionals in a multitude of health-related fields
from physical therapy to biochemical research and medicine. Buffalo and Stony Brook are integral
parts of university centers.
The five Health Science Centers are
:
- College of Optometry, New York, NY
- Health Science Center at Brooklyn, Brooklyn, NY
- Health Science Center at Buffalo University, Buffalo, NY
- Health Science Center at Stony Brook University,
Stony Brook, NY
- Health Science Center at Syracuse, Syracuse, NY
Eight Colleges of Technology
The colleges of technology encompass eight campuses - two agricultural and technical
colleges, four colleges of technology, an upper-division college, and the Fashion Institute of
Technology. The technical colleges usually enroll between 2,200 and 3,600 students with the
exception of Farmingdale, which has nearly 12,000 students. The College of Technology at
Utica/Rome, however, does not provide on-campus housing.
The eight Colleges of Technology are:
- Cobleskill Agricultural and Technical College, Cobleskill,
NY
- Morrisville Agricultural and Technical College, Morrisville, NY
- Alfred College of Technology, Alfred, NY
- Canton College of Technology, Canton, NY
- Delhi College of Technology, Delhi, NY
- Farmingdale College of Technology, Farmingdale, NY
- Utica/Rome college of Technology, Utica, NY
- Fashion Institute of Technology, New York, NY
Twenty-nine Community Colleges
The community colleges range in size from very small (1,400) to very large (19,000). They
were developed primarily to serve educational needs in specific localities across the state, offering
students two-year associate degrees and one-year certificate programs in the liberal arts and in
various technical and occupational areas.
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The twenty-nine Community Colleges are:
- Adirondack Community College, Glens Falls, NY
- Broome Community College, Binghamton, NY
- Cayuga County Community College, Auburn, NY
- Clinton Community College, Plattsburgh, NY
- Columbia-Green Community College, Hudson, NY
- Corning Community College, Corning, NY
- Dutchess Community College, Poughkeepsie, NY
- Erie Community College, Buffalo, NY
- Finger Lakes Community College, Canandaigua, NY
- Fulton-Montgomery Community College, Johnstown, NY
- Genesee Community College, Batavia, NY
- Herkimer County Community College, Herkimer, NY
- Hudson Valley Community College, Troy, NY
- Jamestown Community College, Jamestown, NY
- Jefferson Community College, Watertown, NY
- Mohawk Valley Community College, Utica, NY
- Monroe Community College, Rochester, NY
- Nassau Community College, Garden City, NY
- Niagara County Community College, Sanborn, NY
- North Country Community College, Saranac Lake, NY
- Onondaga Community College, Syracuse, NY
- Orange County Community College, Middletown, NY
- Rockland Community College, Suffern, NY
- Schenectady County Community College, Schenectady, NY
- Suffolk County Community College, Selden, NY
- Sullivan County Community College, Loch Sheldrake, NY
- Tompkins Cortland Community College, Dryden, NY
- Ulster County Community College, Stone Ridge, NY
- Westchester Community College, Valhalla, NY
Researching colleges through resources such as catalogs, the Internet, reference books, the
Choices computer program and videos is one of the most valuable steps in your college decision-
making process. You will need to decide which criteria are most important for your prospective
colleges to possess. Location, available programs of study, cost, selectivity, size and extra-
curriculars are some variables to consider. The following are some questions to consider when
thinking about what criteria are important to you in choosing a college:
1. What is the college's distance from my home?
a. 0 - 1 hour
b. 1 - 5 hours
c. 5 - 8 hours
d. over 8 hours
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2. Do I plan to
a. commute from home?
b. live on campus?
c. life off campus?
3. At what size college would I be most comfortable?
a. small, 1,000-4,000 students
b. medium, 5,000-10,000 students
c. large, over 10,000 students
4. Do I plan to attend a:
a. business or vocational college?
b. public two-year college?
c. public four-year college?
d. private two-year college?
e. private four-year college?
5. What costs do I expect to incur per year to attend
college?
a. under $3,000
b. under $5,000
c. under $10,000
d. over $10,000
e. over $15,000
6. What extracurricular activities are important to me?
a. athletics
b. fraternities/sororities
c. clubs/organizations
d. fine arts
7. What type of college atmosphere do I desire?
a. co-ed
b. all male or all female
c. Christian or religiously affiliated
d. liberal
e. conservative
8. What academic selectivity do I desire?
a. highly competitive
b. moderately competitive
c. less competitive
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9. What programs of study are important for my college to offer?
a. _______________________
b. _______________________
c. _______________________
10. In what environment would I feel most comfortable?
a. rural
b. suburban
c. urban
There may be other criteria that are important to you when planning to attend college. In the
space remaining, write down any other factors, which are essential to you in preparing for college.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
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CHAPTER THREE
College Admissions
This chapter is designed to help you understand the criteria colleges consider when
reviewing your application. You will want to find a match between the selectivity of the college you
are considering and your high school academic record. Many components are examined by
colleges, which determine your eligibility for admission.
The course of study that you choose in high school is possibly the most important criteria
that colleges will consider in your application. The counseling office encourages you to take the
most rigorous course of study so you will be better prepared to attend college. Both Regents and
non-Regents students who have taken a challenging curriculum can attend college. Most colleges
are looking for well-rounded students who have challenged themselves in their high school career.
Another component that colleges consider is your academic record. The grades you have
received in your academic courses will be one factor that colleges will consider. Your cumulative
grade point average (G.P.A.) is calculated by averaging the final grades in all your academic
courses. Your classes are not weighted by difficulty. The only weight given is for credit; typically a
full-year course is given one credit; a half-year course is weighted as a one-half credit. For each
course you have passed, the final average is the grade used for calculation purposes. Once the GPA
is calculated, then class rank is determined by assigning the highest cumulative average as the rank
of number one in the class. Each subsequent average is assigned the next corresponding rank. The
counseling office calculates averages at the completion of two, three, and three and one-half year
periods.
Standardized test scores are a third component, which colleges will consider. Most colleges
accept either ACT or SAT scores for admission purposes. Some colleges require the SAT II in
addition to the ACT or SAT I requirement. Consult the college catalog for any colleges you are
considering to determine which test or tests are required.
If you have taken the ACT or SAT, and your score was not indicative of your achievements,
you may want to consider carefully whether to re-take the test. College admission policies vary
regarding which test scores are accepted. Some will accept the best scores; some will only consider
the most recent, and others will average the scores. For further information on standardized tests,
consult Chapter Four.
A fourth component, colleges may consider in admissions is your participation in the extra-
curricular activities and community services. The way you choose to spend your spare time tells the
college about you. In Chapter One, you listed interests you have participated both in-school and out-
of-school. You may want to go back and review this list to see if there are any new interests, that
you have acquired, which may be added to this list. When you write your college essay, you may be
able to draw on an experience you had when you participated in one of these activities.
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A fifth component that colleges might consider is a personal essay. Your college essay is an
opportunity for you to tell the college admissions officer who you are and what makes you a unique
student. Refer to Chapter Seven for information on writing a college essay and/or consult with your
English teacher.
The sixth component that colleges may consider in admissions is letters of recommendation.
Many colleges require that you submit letters of recommendation as part of your application
package. You may want to select a teacher in the area of study that you intend to pursue in college.
Also, you may need to provide additional letters from your counselor or from other teachers. Make
sure that whomever you select knows you well, can write about your academic strengths and is
familiar with the extra-curricular activities in which you participate. Contact the individual whom
you want to complete the recommendation in person and ask if he/she is willing to write a letter
about you. Plan to allow the writer at least two to three weeks to finish the letter before your
application deadline at the college. Have a stamped envelope addressed to the college available if
the writer wishes to send the letter directly to the college. As a service, the counseling office is
willing to type any faculty letters of recommendation and prefers to send them to the college with
the entire application package.
The seventh component that may be required in college admission is a personal interview.
Most colleges no longer require them, but interviews are still required at some very competitive
colleges. If you are applying as a music or performance major, an audition may be required. In
some cases, a tape or videotape may substitute for a music audition. If you are applying as an art or
architecture major, the college may require you to submit a portfolio to demonstrate your skills.
College admission officers know that the best predictor of college success is high school
success; consequently, it is important to do your best in high school. Taking a well-rounded
and challenging curriculum not only prepares you better for the ACT or the SAT, but ensures that
you will have the skills necessary to do college-level work. Extra-curricular school and community
involvement help you develop personally. All of these components may be evaluated when an
admissions committee is reviewing your application.
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CHAPTER FOUR
College Entrance Exams
Colleges have the difficult task of trying to determine which of their many applicants would
be successful in college. Since high school standards and grades vary among schools and across
states, many colleges use standardized exams to compare student achievement levels. College
entrance tests are taken by thousands of students across the country on the same dates and in similar
testing conditions. Since students are answering the same questions and using the same time limits,
their scores can be used by college admission personnel trying to compare the skill levels of their
applicants. The most popular college entrance exams are the SAT and ACT. Typically these tests
are taken in May and June, respectively, during the student's junior year.
The Preliminary Scholastic Aptitude Test (PSAT/NMSQT) is helpful in preparing for the SAT I.
The PLAN is helpful in preparing for the ACT. Some very competitive colleges also require
specific subject area tests, the SAT II.
Deciding which test or tests to take is one decision you will need to make. Two criteria will
help you in your consideration. First, check your prospective colleges to see what is required.
Secondly, compare the format and content of both the ACT and SAT. You may want to take
practice tests in each to see which test provides you a stronger score.
Test Registration
Both the SAT and the ACT have a fee and require you to submit a registration. Registration
booklets for each test are available in the counseling office or you can register online. Be sure to
check the deadline dates for mailing your registration. A late registration may be accepted, but there
is an additional fee along with the risk of being closed out of your first choice of testing location.
The tests are offered at several area high schools, although not at Sodus Central. In your registration
application, you will be asked to select and prioritize two schools where you would like to take the
test. Typically, students are confirmed for their first choice. If you have difficulty completing the
registration form, ask one of the counseling office staff for help.
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*The Preliminary Scholastic Aptitude Test (PSAT)
The Preliminary Scholastic Aptitude Test (PSAT/NMSQT) is offered in mid-October at
Sodus Central School.
There are two reasons a student would choose to take this test - to practice for the SAT and
to quality for National Merit Scholarships. The format of the PSAT consists of two 30-minute
verbal sections, two 30-minute mathematical sections and one writing practice section. The
PSAT/NMSQT (National Merit Scholarship Qualifying Test) scores are reported to you, to any
colleges you designate, and to the National Merit Scholarship Corporation, which awards 2,000
National Merit $2,000 Scholarships to students throughout the United States. The PSAT/NMSQT
Student Bulletin contains a sample PSAT test and further information about the PSAT test. The
library has varied preparation material, which can also be purchased from any area bookstore. The
current cost of the test is $12.00.
*The Scholastic Aptitude Test I: Reasoning Tests
The Scholastic Aptitude Test I is a three to four hour test made up of multiple choice
questions for critical reading, math and writing skills and a written essay. Each section is scored on
a scale of 200-800 for a total possible score of 2400. The multiple choice questions of the critical
reading section test your vocabulary, verbal reasoning, and reading comprehension skills. The math
questions test your ability to solve problems involving arithmetic, algebra and geometry. The
writing section consists of multiple choice questions and a written essay. The multiple choice
questions test your ability to identify sentence errors; improve sentences and paragraphs. The essay
assesses students’ ability to write on demand. The SAT I test also includes another 30-minute math
or verbal section which does not count toward your scores, but is used to test questions which may
be used in future SAT I tests. This is referred to as the experimental section. The cost of the test is
$41.50.
There are a number of activities that you can perform to prepare for the SAT I test. The
PSAT test is a preliminary test for the SAT I. Taking it allows you the opportunity to familiarize
yourself with SAT-type test questions as well as experience a formal testing situation. There is also
an SAT preparation course offered in the evenings by the counseling office, which you can take to
prepare for the tests. The counseling office and library has SAT I preparation books which you can
use as well as the booklet
Taking the SAT I, which contains a sample test. Local bookstores and
computer stores have a variety of preparation manuals. If you have any questions about the SAT I,
the staff in the counseling office can assist you. Make an appointment to talk to your counselor to
obtain any information you may need.
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*The Scholastic Aptitude Test II: Subject Tests (SAT II)
The Scholastic Aptitude Test II: Subject Tests (SAT II) are often taken at the end of the
junior year or at the mid-point of the senior year. The SAT II is administered in a variety of
academic subjects and is designed to test the level of knowledge of student in particular academic
disciplines in relation to other students throughout the country. The SAT II is scored on the same
200 to 800 basis as the SAT I. Some colleges use the SAT II for placement in various levels of
freshman courses; some use it as an additional indicator in the admissions process.
The SAT II tests available fall under five subject areas:
*
English - Writing, Literature. (Note: The writing test may be eliminated due to changes in
the SAT I, which now includes a writing section.)
*
Foreign Languages - French, French Listening, German, Modern Hebrew, Italian, Japanese
Listening, Latin, Spanish Reading, Spanish Listening, Chinese Listening, Korean Listening,
English Proficiency.
*
History and Social Studies - American History and Social Studies, World History.
*
Mathematics - Mathematics Level I, Mathematics Level IC, Mathematics Level IIC
(Calculator).
*
Sciences - Biology, Chemistry, Physics, Biology E/M.
Each SAT II test takes one hour of testing time, and all consist entirely of multiple-choice
questions except the English Writing Test with Essay, which consists of a twenty-minute essay and a
forty-minute multiple-choice test.
Some colleges require certain SAT II tests for admission. You can find out if the colleges
you are considering require certain tests by reviewing the college catalogs or reference books located
in the counseling office. A booklet is available which gives test dates and sample questions. An
additional administration fee is charged for the SAT II. Please consult the registration bulletin for
current prices for specific tests.
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The PLAN Test
The PLAN test is offered in either October or November, on a Saturday morning, at Sodus
Central School. It is recommended that all sophomores take this test. It is a practice ACT exam
which should help students when they take the ACT exam in their junior year. Like the ACT, is has
tests in English, Math, Reading and Science reasoning. The PLAN test also consists of an interest
inventory and study skills questionnaire. The answers to those sections provide the student with
career areas that their interests and abilities are best suited for, and an analysis of their study skills.
This is valuable information for career planning and improving study habits. The current cost of the
PLAN test is $9.00
The ACT Assessment
The American College Testing Assessment (ACT) consists of tests in four subject areas:
English, Mathematics, Reading and Science Reasoning. Each of these tests contains multiple-choice
questions that offer four or five choices for the best or correct answer. Each of the tests is timed.
The English test contains 75 questions and has a 45-minute time limit; the Mathematics test allows
60 minutes to answer 60 questions; the Reading test takes 35 minutes and contains 40 questions; the
Science Reasoning test is given in 35 minutes and has 40 questions. Each test section is scored on a
scale of 1-36 and a composite score is the average of all (4) subtests. The current cost of the test is
$29.00. The booklet Preparing for the ACT Assessment has suggestions on how to prepare for the
ACT and contains a practice test that you can take in preparation for the test. Pick up a copy of this
booklet from the counseling office so you can familiarize yourself with this test if you decide to take
it. Registration forms are available in the counseling office as are preparation books, which you can
borrow to get ready for the ACT test.
The ACT Assessment Plus Writing
Beginning with the February 2005 test, students may take the ACT Assessment Plus
Writing. The Writing Tests is administered at the end of the first four tests of the regular ACT
Assessment. Students have 30 minutes to write a draft essay on the question that is posed. The
Writing Test does not affect the composite score for the ACT Assessment. The Writing Test sub
score is combined with the English Test score for a separate Writing Test Score (1/3 Writing test +
2/3 English test). The cost for the ACT Assessment Plus Writing is $43.00. Check the ACT website
(
www.act.org) to see if the college you want to attend requires the Writing Test. Use the same
registration form for the regular ACT Assessment to register for the ACT Assessment Plus Writing.
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Some suggested readings on college admission testing include the following:
*
Carris, Joan Davenport, et al. Panic Plan for the SAT. Peterson's Guides, Princeton, New
Jersey.
*
Carris, Joan Davenport, et al. SAT Success. Third Edition. Peterson's Guides, Princeton,
New Jersey.
*
Owen, David. 1985. None of the Above. Boston: Houghton-Mifflin.
*
Preparing for the ACT Assessment. American College Testing Program, Iowa City, Iowa.
*
Wall, Edward B. 1985. Admission Procedures at the Nation's Most Competitive Colleges.
Alexandria, VA: Octameron Associates.
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CHAPTER FIVE
College Visitation
It is highly recommended that students and parents visit college campuses during the spring
and summer of the junior year and the early fall of the senior year. College visitations can give you
a much clearer picture of a college than looking at a website or reading a college catalog. A campus
tour can give you an idea what it would be like to attend a particular college. The purpose of this
chapter is to give you some ideas about how to plan a visitation and what to look for when you are
on a tour.
A visit to a campus may be the difference between four successful years of academic and
social development or long-term discontent with the possible disruption of your educational goals
for a transfer to another college. A visit to the college or university that you are interested in can be
the key in determining if that campus will meet your social, educational and personal expectations.
Listed below are several suggestions, which will help make your college visits productive:
1. Make an appointment by calling the admissions office of the college that you plan to visit.
The counseling office can assist you by providing appropriate telephone numbers. Call at
least 2-3 weeks in advance to arrange for a tour and an interview.
2. If you want to spend the night on campus, make this request through the admissions office.
Give them as much lead-time as possible.
3. Special requests, such as interviews with coaches or professors in specific disciplines, should
be made in advance.
4. Make arrangements to sit in on a class or two; this is a good way to get a feel for the college
and a certain department.
5. If possible, stay on campus rather than in a motel so you can meet students in natural
situations.
6. If you are driving and plan to park on campus, request a parking permit.
7. Pay attention to posters, notices, and graffiti on campus since these can give you an idea of
what life is like at this college. Take home a copy of the campus newspaper since many of
the social, political, and intellectual issues on campus are covered in this publication
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8. Study the college catalogs in advance of your visit and be prepared to ask questions.
9. Be sure to take a copy of your transcript and test scores with you. These can be obtained in
the counseling office.
10. Take a campus tour and look at dormitories, dining halls, classrooms, library, student center,
counseling and health centers.
11. Be prepared to answer questions such as:
*Why do you want to go to college?
*Why are you interested in this college?
*Why are you interested in your selected major?
*What are your strengths and weaknesses?
*What extra-curricular activities interest you?
12. Talk with students and faculty:
*How strong is the department in which you plan to major?
*What kinds of support services are provided – counseling, tutoring, and job placement?
*How challenging is the academic program?
*What is the social life?
*What is my chance of acceptance?
13. Remember that you are also making an impression. Arrive promptly as scheduled, dress
neatly, be prepared to ask and answer questions, and relax. Note the name of the admissions
representative and write a thank you note to him/her after your visit.
14. Consider some of the following questions that you might want to ask during a campus visit:
*Where do I get an application?
*When should I apply?
*When will I get a response to my application?
*What test scores are required?
*Do you require letters of recommendation?
*What is the cost of tuition, room and board, and books?
*Would you describe the financial aid package at your campus?
*Do you have the specific academic program in which I wish to major, and are there any
special entrance requirements to that program?
*Are students required to live in dorms?
* Is the campus predominantly residential or commuter?
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*When does the academic calendar begin and end?
*What is the amount of the application fee?
*What are the most popular programs?
*Is it possible to study abroad?
*Does the school provide work-study opportunities?
*What is the student-teacher ratio?
*Who teaches introductory courses?
*Are there fraternities and sororities?
*May a student have a car?
*What type of religious life is provided?
*What percentage of the student body is receiving financial aid?
*What core courses are required in the freshman year?
*What are the average SAT or ACT scores for the incoming freshman class?
*What percentage of graduates enter graduate school?
*What are the college’s athletic facilities?
*What are the most competitive programs?
Keep notes throughout your campus visit? When it is over with, do a summary of your visit.
Weigh the pros and cons. See the summary worksheet on page 42.
Interviewing
Try to arrange for an interview with an admissions officer when you visit a campus.
Personal interviews are one of the best ways for you to find out about a college. Some colleges no
longer give interviews or do not encourage them. However, there are many others that do require
some kind of interview or at least strongly recommend one. Be sure to find out how each college
you are considering views interviews in the admission process.
Listed below are some suggestions for a successful interview:
*If you visit only one campus, visit your first choice. If you can visit more than one
campus, choose a college other than your top choice for your first visit and interview so
that you can build your confidence and develop an interview technique.
*Think of interviews as important fact-finding missions.
*Bring along a copy of your transcript and test scores.
*Assert yourself during the interview. Be enthusiastic about your accomplishments
and the preparation you received at your high school.
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*Be prompt.
*Be neat. Appropriate dress is still an easy way to impress an interviewer.
*Answer questions to the best of your knowledge and ability. Don’t be afraid
to admit that you don’t know something.
*Be yourself. Do not pretend to be something or someone you are not.
*Relax. Interviews are meant to be informative. Be confident in yourself and think
positively.
*Be prepared. Have an interview strategy in mind that is consistent with your college
essay if you wrote one for a particular college that you are visiting.
Some suggested reading on visitations and interviewing include:
Ripple, G. Gary. 1986. Campus Pursuit: How to Make the Most of the College Visit and
Interview. Alexandria, VA: Octameron Associates.
Utterback, Ann S. College Admissions Face to Face. Seven Locks Press, 1989.
PROCEDURE FOR LEGAL COLLEGE VISIT ORGANIZED BY PARENT OR STUDENT
The student must:
1. Make an appointment with the admissions office of the college.
This appointment should be made far enough in advance to allow for #3.
2. Have his/her parent or guardian write a note excusing the student from school stating
the date, time and college the student will visit. This note is to be taken to the Senior
High Discipline Office at least one day in advance of the planned visit.
3. Get a College Visit Form from the Discipline Office when the note from the parent is
left at the office.
4. Have the College Visit Form signed and stamped (with the college or admission office
seal) at the time of the visit to the college.
-40-
5. Return the signed and stamped College Visit Form to the Senior High Discipline Office
within three (3) days of the visit. (The visit will not be marked legal until this form is
returned).
COLLEGE VISIT FORM
This form is to verify that ____________________ visited our Admissions
Name
Office at ______________________________ on _______________________from
College or University
Date
Time
___________to ___________.
Date
Time
_____________________________________________
Signature of College Admissions Person
_____________________________________________
Admissions Office or College Stamp
-41-
CHAPTER SIX
Decision Making and Selection Process
As you begin to decide which colleges you would like to attend, keep the factors you
identified in the earlier chapters in mind. You will want to refer back to the self-assessment
information and update anything that is no longer accurate about you. As you continue this process,
it will help you to make choices about which college offers the program and has the facilities that fit
your needs best. Do not forget to enlist the help of your parents, counselor, friends, teachers,
employer, coach or anyone in the community who can aid you in learning more about yourself.
There are other resources available to you to help you examine yourself and discover what you want
to get out of a college education. One way to do this is to use the Choices computer program in the
computer lab. Your counselor can help you use the right program to meet your individual needs.
Career decision-making, college majors and careers, occupational information and two and four year
colleges can be examined on the Choices computer program.
Another way you can decide what you want out of college is to discuss your plans and goals
with your parents. This may seem like an obvious resource to you, but your parents can help you
with a variety of activities in deciding which college to attend. The support your parents provide
can be invaluable to you in making your decision. Your parents can assist you by going to college
visitations with you, proofreading your applications and college essays, and providing information
and resources that you may not have considered before. The key to doing this is to keep the lines of
communication open between yourself and your parents. If you allow your parents to help you in
planning for college, you will not be alone in making your decisions.
A third resource in college decision-making is the books and materials found in the collage
library in the counseling office. There are a number of books you can use such as Peterson's Guide
to Four Year Colleges, Chronicle Two-Year and Four-Year Databooks, Chronicle Vocational
School Manual and The College Handbook. These books can help you compare colleges you are
considering. Once you have investigated the colleges, you can begin to develop a preferential
ranking based on the colleges which possess the qualities that are most important to you and which
best meet your individual needs.
The counseling office recommends you apply to at least 2 to 3 colleges. We suggest you
consider applying to a college that may be a “stretch” for you to be admitted and at least one college
that fits your needs and in which you most probably will gain acceptance. There is no minimum
number of colleges to which you need apply. Some students will only apply to one college, while
others may apply to many. Often students who apply to both public and private colleges make their
choice after reviewing financial aid packages. The following worksheet can help you begin to pull
together information, which you have identified, in previous chapters.
-42-
SUMMARY SHEET
1. Potential College Major ________________________
(refer to page 10)
2. List the most important college criteria, which you identified in the questions from
Chapter Two (page 29).
____________________________________________________
____________________________________________________
3. List the potential colleges you have identified.
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
4. Based on the research you have done on the above-listed colleges, list your top choice for
prospective colleges. You may want to visit these if you have not already done so.
____________________________
____________________________
____________________________
_____________________________
____________________________
_____________________________
Use resources available to compare your prospective colleges. The following worksheet can
help you examine these colleges by comparing concise information.
-43-
College Comparison Worksheet
College Name
College A
College B
College C
Location
*Distance from home
Size
*Enrollment
*Size of campus
Environment
*Type of school
(2 yr., 4 yr.)
*Setting (urban,
suburban, rural)
*Co-ed, male, female
*Religious affiliation
Admission Requirements
*Application Deadline
*Tests required
*Average test scores,
GPA, Rank
*Special Requirements
*Notification of
Acceptance
Academics
*Majors offered
*Accreditation
*Faculty-to-Student
Ratio
*Average Class Size
College Expenses
*Tuition
*Room and Board
*fees
*Total estimated
expenses
*Application fee,
required deposit
-44-
College Name
College A
College B
College C
Financial Aid
*Deadline
*Required Forms
*% Receiving Aid
*Scholarships/Grants
*Loan
*Work Study
Housing
*Availability
*Types and Size
*Rules & Regulations
*Food Plan
Facilities
*Academic
*Recreational
*Fine Arts
*Other
Activities
*Organizations/Clubs
*Fraternities, Sororities
*Athletics, Intramurals
*Other
Campus Visits
*Availability
*Special Opportunities
-45-
CHAPTER SEVEN
College Application Procedures
The first step in the application process is to examine the list of colleges you generated on
the worksheet on page 37 of this handbook. You will want to consider all the important factors you
have identified in previous chapters in this handbook when deciding to which colleges you will
apply. The counseling office strongly suggests that you apply to at least one college that will most
probably accept you.
The next step in the application process is to obtain the applications for the colleges to which
you are applying. It often takes colleges weeks to get applications mailed. Request applications
during the summer between your junior and senior years or go to college website to see if the
application is available online. The counseling office has SUNY applications as well as applications
for many local area colleges. If you need an application for a college, the counseling office can call
or help you send for the information that you need. When your application arrives, you may want to
photocopy it for use as a rough draft.
In completing an application, there may be a number of tasks necessary for the entire
application package. These tasks include writing a college essay, getting letters of recommendation
from teachers or your counselor and arranging to have your official transcript or test scores sent to
the college(s). You should arrange to have your college application(s) sent out from the counseling
office.
Test scores from the PLAN, PSAT, SAT, ACT, and SAT II test are recorded on each
transcript sent out to colleges by the counseling office. Some colleges, however, require that tests
scores be sent directly from the testing companies. If scores must be sent directly, you may obtain a
form in the counseling office.
Another requirement that colleges may request in admissions is to submit letters of
recommendation as part of your application package. You may want to select a teacher in the area
of study that you intend to pursue in college. Also, you may need to provide additional letters from
your counselor or from other teachers. Make sure that whomever you select knows you well, can
write about your academic strengths and is familiar with the extra-curricular activities in which you
participate. Contact the individual whom you want to complete the recommendation in person and
ask if he/she is willing to write a letter about you. Plan to allow the writer at least 2-3 weeks to
complete the letter. Have a stamped envelope addressed to the college available if the writer wishes
to send the letter directly to the college. As a service, the counseling office is willing to type any
letter of recommendation and send the letter out for a writer. If all letters of recommendation are
sent with your application packet, they are less likely to be lost.
-46-
After completing your application, remember to proofread it. You must be thorough,
accurate and timely in the application process if you want colleges to look favorably upon your
application. Remember that the application represents you. Once you have completed it, submit all
parts, with the application fee in the form of a check or money order, to the counseling office.
The counseling office will assemble and mail out your application package for you. Your
application package may include some or all of the following: the application form, the application
fee, transcripts and standardized test scores, the college essay, and the letters of recommendation.
Make sure that you have allowed at least one week before the application is due to send all these
materials out from the counseling office. This will ensure that your application is received before
the final deadline.
If you file an application online, make sure you request that your transcripts be sent from the
counseling office. Often colleges have a form to print out from the online application to request
your transcript from the counseling office.
College Application Essays
Most high school seniors say that the essays are the most difficult part of the application
process. Writing something that is thoughtful, entertaining, and informative to an unknown reader is
a difficult assignment. Knowing that what you write will be important in determining your
admission to colleges makes this task even more difficult.
Your essays provide the best personal picture of you that the admissions committee will get.
College admissions officers gain insight into your character from your essays. Your essays should
provide information about you that is not provided in other parts of the application. If your essays
are clear, well-constructed, and thoughtful, they will surely help your case. It is important to take the
time to do the best job possible in your essay writing.
In evaluating your written responses, colleges look for evidence of your:
*writing ability
*motivation
*creativity
*self-discipline
*character
*capacity for growth
Follow the steps below to ensure that your essays are the best possible example of your
writing ability.
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Plan and Think - decide exactly how you want to approach essay questions. Instead of
procrastinating, think about the topic and plan how you want to answer it. This planning and
thinking time will be time well spent.
Make an Outline - This does not have to be a formal outline, but by organizing your
thoughts, you will be able to look at possible responses or approaches to the question. Once you
have decided what the topic of your essay will be, list the major points you want to make.
Get a Second Opinion - Before you actually start to write your essay, talk with parents,
friends or your counselor about your essay topic. Other people who know you well may be able to
give you some additional insight and direction.
Write a Rough Draft - This should be an expansion of your outline. Be sure that you answer
the question that is being asked. Have a forceful opening, a middle section and a conclusion, which
addresses the topic you have chosen.
Check with Your English Teacher - After you have written your rough draft, ask your
English teacher to critique your rough draft and help you clean up any rough edges.
Write the Final Draft - By using your outline, rough draft, and teacher's suggestions, this step
should proceed smoothly. Make sure that you do not stray from the topic.
Proofread - After your proofread your essay thoroughly, have someone else proofread it also.
Make a Copy - Once you complete your application and essays, make a copy and keep in a
safe place, in case your application gets lost in the mail.
Remember, your college essay is an opportunity for you to tell the college who you are and
what makes you a unique student. The following is a list of Do's and Don'ts to keep in mind when
writing your college essay:
DO's
1. Plan ahead. Leave yourself plenty of time to write your essay so that you can review and revise
your essay before submitting it to the college to which you are applying.
2. Be honest and natural in your essay by being yourself. If you write about yourself genuinely and
tell of your unique experiences, you will tell the college more about you as a person than just your
grades and test scores.
3. Read the directions carefully and focus on answering the question, which you have selected.
Make sure that your essay is focused, organized and is written in a logical and cohesive manner.
-48-
4. Write about a topic you know something about, in your own voice. When you write your essay,
make sure that it is written as only you could have done.
5. If asked, explain specifically and knowledgeably why you are interested in attending this college
and what the college can do for you.
6. Outline your essay using an introduction, supporting details, and a summary to support your
thesis.
7. Have someone else proofread your essay before typing your final draft. The person you select
should be able to detect any grammatical, word usage, or mechanical errors in your essay. Make a
copy of your final draft in case it is lost or misfiled by the college.
8. If appropriate, try to be creative and use humor in your essay to tell about yourself. Use care in
writing to make sure that the humor fits with the theme or thesis of your essay.
DON'TS
1. Don't make the essay sound contrived or like someone else wrote it for you.
2. Don't rehash information that can be found in your high school transcript or in the other
application materials.
3. Don't be modest and forget to include your greatest assets or accomplishments. Avoid presenting
generalities about yourself; instead be specific about yourself and your accomplishments.
4. Don't be afraid to express your anxieties or indecisiveness about entering college. Admission
officers are people who enjoy helping others and can be influenced by your candidness about
yourself.
5. Don't begin the essay with a quote from the dictionary or rely on the thesaurus when writing the
essay.
6. Don't use quotation marks about words, which aren't quotes or overuse exclamation points in
your essay. Use other words or rewrite the sentence to eliminate the quotation marks: Exclamation
marks should be used sparingly.
7. Don't include controversial issues about which you have strong opinions. Your essay could be
misinterpreted as demonstrating an intolerant attitude.
-49-
The following are typical essay questions, listed from actual college applications.
1. If you could spend an evening with any person living or dead, whom would you choose, and how
would you spend your evening? Explain why you chose this person.
2. Your teachers are all sitting in the faculty lounge and your name comes up in the conversation.
Describe what each of your teachers is mentioning about you in this conversation.
3. Some countries have a tradition of honoring people who have made a contribution to culture or
society. Choose a contemporary for such an honor and explain why you would choose this person.
4. What is the most difficult experience you have ever had, and how did you cope with it?
5. If you could assume any role in history, what would it be; tell us why?
6. Please provide information that you feel will give a more complete and accurate picture of
yourself, e.g. unusual background, personal philosophy or traits, goals, etc.
7. Describe a teacher who has had a significant effect on your development and explain why.
8. Explain your educational and career goals. Include why you are choosing this college as part of
your overall plan.
If required, a well-written essay can be the key to being admitted to a college you would like
to attend. The counseling office can provide you with assistance in writing your essay. Contact your
counselor to set up an appointment.
For further assistance in writing a college application essay, several sample essays follow.
These essays were written by students and are included as examples only. Remember that colleges
want to get to know you, your personality and style.
-50-
A Personal Concern
A topic that has engendered much personal concern for me during the past year involves my
exploration and decision-making regarding a college I might wish to attend. The entire process has
been an immediate and important issue in my life during which I have become better informed about
colleges, decision-making, and myself. As advice has bombarded me from those who have
entertained my questions about selecting a college, my final decision must heavily consider my
priorities and desire as well. Hopefully my choice will be prudent and my hard work will be
rewarded.
Since my junior year in high school, the entire process of selecting colleges for which to seek
admission has caused me to do some personal self-exploration. I have been raised in a family that
values education eminently. Therefore, I have worked hard to develop solid skills with the intention
of attending a college offering an academically stimulating environment, which will optimize my
potential. Secondly, having lived in a relatively small and homogeneous environment for the past
eighteen years. I now have the desire to experience more diverse cultures and ethnic backgrounds to
which I am not accustomed. I believe this diversity of beliefs and opinions will intrigue rather than
threaten me. Because I realize that many ideas exist in the global communities that are not found in
Macedon, New York, I look forward to the vast differences in culture and beliefs. As a result of my
personal and college search, two important personal values have emerged, thus I am seeking an
academically challenging college that celebrates the differences among the various cultures
represented.
Through my experience, the most effective method of acquiring the taste and atmosphere of
a campus is through personal experience. Thus this past summer and fall, I traveled all over the state
looking at potential colleges. When I looked at Ithaca College, the campus environment and
available facilities initially struck me as impressive. As I spoke with admission personnel and
students alike, I soon came to appreciate everyone's high level of respect for excellence in education.
The high standards for admission, the teaching dedication of highly talented professors, and the
success of research laboratories all indicated the academic superiority of the college. Furthermore,
the total campus had a sense of cultural and experiential diversity, which leads me to believe
possibilities for my awareness and growth are immense.
An issue that has great importance to me concerns the search for a college that will allow me
to fill my potential in an inspiring and motivating environment. At the conclusion of this search, I
have found the experience to be challenging yet extremely enlightening. As a result I have learned
much about myself regarding personal values and goals. Now, engaged in my senior year, I have a
sense of satisfaction with applying to Ithaca College. This issue has been a serious matter to me as
well as my family, but now I think we all feel confident upon completing the search.
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My Part-time Job
Hard work built American. To achieve her dream, this American has pulled herself up by
her bootstraps. Now in these days and times, the American Dream means a job, a house, a car, and a
loving family. However, the importance of working hard still prevails.
This past August I finally won the part-time job I had sought all summer. I have never held
a real job before. True, since freshman year, I've cleaned the library on weekends, but I had control
of my hours and little supervision. This flexibility made my jobs barely seem like jobs at all. I had a
little bit of spending money and it was great.
However, my new job as cashier at the local supermarket has been a real jolt. You might
figure it's easy to be a cashier - just run everything over the scanner. I soon found this premise dead
wrong. After training, I was unsure and afraid. I thought I would never get the hang of it. I would
never be as good as the other cashiers, never memorize the produce codes everyone else knew.
Now, with six months on the job, I'm proud to say I've overcome every "never".
I've learned that a job means more than easy money; work is a commitment, which cuts into
time for school work, activities and friends. The first time I missed an outing with my friends, a
basketball game, or had to stay up too late doing my homework, the job became my enemy. I know,
though, that if I tough it out until second semester at school, I will have made it through the hard
part. I will not quit; my parents have taught me never to be a quitter.
These months on the cashier line I've learned the value of hard work. Now I understand why
my parents are tired and complain sometimes. Having a job can be difficult, but I know my parents
can't afford college without some help from me. All in all my job has made me take more
responsibility and live up to that responsibility.
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Personal Honor
Ernest Hemingway's novel A Farewell to Arms is an extraordinary book, which not only
inspired me, but caused me to take some personal inventories. The actions of Catherine Barkley and
Frederick Henry have caused me to become more aware of how I would like to live my life.
Catherine Barkley is a character who faces challenges with honor, courage, and discipline.
Even though other characters find her behavior immoral, she finds contentment doing what she
believes in. Frederick also possesses the ability to overcome trying situations. At the end of the
novel when Catherine dies, Frederick realizes that a person is alone in the world no matter how
many people surround him. This concept does not appear to scare him as he is satisfied with himself
and finds inner peace.
Upon reading this book, I was challenged to re-evaluate my personal code of honor. Many
times people are lured into behaviors, which have the underlying theme that they are honorable as
long as they are perceived as such, while the underlying motives such as deceit and selfishness
remain hidden. It is often easier to project the facade or morality rather than live the reality of a true
character. Appearances tend to contribute substantially to one's success in our modern world. For
this reason, the temptation of a facade is too great for many people. The concept of truly living
honorably is lost amid the drive to succeed in a competitive world and the desire to appear better
than the competition.
I realized, upon introspection, how often I too am guilty of this behavior. Living honorably
is achieved with a day-to-day life style, often involving such small events as being honest with a
friend. For me it includes simply resisting pressure from companions and classmates to do
something I believe is immoral. In today's world, it is very easy to take advantage of a situation for
the betterment of oneself. I have come to the realization that I would like to edit and reorganize my
values. I believe I have the responsibility to myself to form principles, which will give me a sense of
well-being. The rewards of such decisions are purely intrinsic and will bring about a sense of inner
peace.
Literature, like art, can be appreciated for its beauty and magnificence. However, when it
also takes on the capacity to influence a person's life, that beauty is enhanced and the material
becomes a personal treasure.
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A Christmas Memory
As a child, I remember Christmas magically appearing on the fourth Friday of every
November and vanishing by afternoon of January first. Each year it came to spread peace, joy and
prosperity and left the world a better place. But last year, I discovered Christmas was no longer the
tidy little present I envisioned as a child.
Preparing and delivering Christmas baskets to needy families has been a long-standing
tradition at my church. As a child, I was involved merely with the basket preparation. This was not
done out of the kindness and benevolence of my seven year-old heart. The two driving forces
behind my volunteering were the fact that I got out of my Sunday school class and that I was
guaranteed cookies with icing afterward. Given menial tasks such as making sure each basket had a
bottle of shampoo or a can of cranberry sauce, I was usually finished within half an hour, leaving me
time to eat my fill of treats and play tag in the church basement. In my young mind, I thought I
understood the meaning of charity and felt fulfilled in the ease of being a good Christian. For a first
grader it was all just part of my magical Christmas package.
Last year at the age of sixteen, I was given a new perspective of Christmas. I once again
helped with the baskets, realizing more of their purpose and significance. Having a license granted
me the promotion to deliverer. On route to the first house, with several of my friends, I thought little
of what emotions I might encounter other than a gratifying sense of kindness and generosity. I
instead popped in my Carpenters Christmas tape, turned up the volume, and shared my plans for the
vacation with my passengers. This vision of joyous giving and contributing, however, was not to be
the case. I saw parents trying to regain pride as they accepted donations from teenagers. I faced
children who, in receiving a small gift, were more ecstatic than I was after opening all my Christmas
morning packages. But what truly, truly hit me that afternoon was my naive conception of charity
and narrow understanding of humility. When we got back to the church basement, the cookies were
gone and as I drove myself home, I began to cry.
Christmas 1991 opened new horizons for me, but also took from me another portion of my
fragile innocence. It posed to me questions that I still am unable to answer. Were my trivial
attempts to ease another's burden in vain? Did the recipients think of us as Santa's elves or spoiled
kids? And how do the children deal daily with what I only glimpsed at? This specific step toward
my adulthood has left me both more aware and more unsettled. Christmas is no longer the neatly
wrapped package topped with a bow that it once was.
-54-
My Typical Day
On a typical Monday morning, I crawl out of bed at about 7:15 a.m., which leaves me
exactly enough time to perform my morning routine and walk to school without arriving late for
homeroom. Figuring out the latest I can get up and leave to school took months of research but that
extra minute relaxing in bed makes all the difference!
Upon arrival at school, I might put up the flag or make the morning announcements.
However, I usually go to the Yearbook Homeroom. As editor, I might have to organize the group to
sell yearbooks or discuss an upcoming deadline. Between classes, my favorite phrase is "Who
understand this calculus???" The calculus students drive everyone else nuts ranting about
derivatives and related rates. In my favorite class, politics, I argue with the teacher who loves to
churn the entire class into an uproar, and then wonder why he has high blood pressure. He'll
challenge every student's argument and later on manage to appropriate the student's position for his
own purposes. He drives all of us up the wall, but he makes us learn.
After lunch, AP calculus and AP biology really make me work and think. However, I enjoy
the challenge. Teachers often say that student’s catch "Senioritis", but none of that is tolerated in
Mrs. Robbins math class. We do our work and do it on time or face the consequences. After school,
I might have ski team practice until 7 p.m. or I might have to work on a yearbook deadline, or I
might have to go to my part-time job at a local supermarket, or if I am really, really lucky, I might
get to go home and relax and watch trashy TV talk shows.
Most nights, my whole family - mom, dad, brother and sister - sit down to dinner together
and talk about our day at school and work. We're a spirited group, each ready for combat over an
issue of interest (or for second helpings). After dinner, I prepare for the next day. I never go to sleep
until I'm ready for a new day in the morning - and those blissful minutes dozing after the alarm.
-55-
Students' Rights and Responsibilities in the College Admissions Process
It is important that you understand your rights and responsibilities in the college admissions
process. To assist you, the counseling office suggests that you understand the following:
Students' Rights Include:
1. Receiving full information from colleges and universities about their admissions,
financial aid, and scholarship policies.
2. Not responding to an offer of admission and/or financial aid until you have heard from all
colleges and universities to which you have applied, or by May 1, whichever comes first. (It may be
necessary to request an extension in writing).
Students' Responsibilities include:
1. Making sure you understands the admissions, financial aid, and scholarship policies of the
colleges and universities where you plan to apply. This includes being aware of deadlines,
restrictions, etc.
2. Completing and submitting all material that is required for application and meeting all
deadlines.
3. Following the application procedures of our high school.
4. Notifying each college or university that admits you of your acceptance or rejection of his
or her offer. You should make these notifications as soon as you have heard from all the colleges
where you applied, or by May 1, whichever is earlier.
5. Confirming your intention to enroll and submitting a deposit to only one college or
university by its required notification date, usually May 1.
-56-
Some suggested readings on the admission process include:
*
Bauld, Harry. On Writing the College Application Essay, Barnes & Noble, 1987.
*
Gelband, Scott et al. Your College Application. College Entrance Examination Board,
1991.
*
Georges, Christopher and Gigi Georges. 100 Successful College Application Essays.
Mentor, 1988.
*
Get Organized! Fiske's Unbeatable System for Applying to College. Edward B. Fiske and
Phyllis Steinbrecher. Peterson’s Guides, Princeton, New Jersey.
*
Green, Howard and Robert Minton. Scaling the Ivy Wall. Little, Brown, 1987.
*
Handbook for College Admissions: A Family Guide. Third edition. Thomas C. Hayden.
Petersons’ Guides, Princeton, New Jersey.
*
Newman, Gerald. Writing Your College Admission Essay. Franklin, Watts, 1987.
*
Peterson's College Selection Service 1992 for both 2-year and 4-year colleges). Peterson's
Guides, Princeton, New Jersey.
*
Peterson's Guide to College Admissions. Fifth edition. R. Fred Zuker. Peterson's Guides.
Princeton, New Jersey.
*
Ripple, Gary. Admit On!: Your Guide to College Application. Longman Trade, 1987.
*
Shields, Charles.
The College Guide for Parents. College Entrance Examination Board,
1988.
*
The Statement of Principles of Good Practice and Students' Rights and Responsibilities in
the College Admission Process, the National Association of College Admission Counselors.
1800 Diagonal Road, Suite 430, Alexandria, Virginia 22314.
*
Unger, Harlow. A Student's Guide to College Admissions. Facts on File, 1986.
-57-
CHAPTER EIGHT
Financial Aid
Many students and their families face the challenge of financing a college education today
when costs are at an all-time high. Even though the family is still primarily responsible for meeting
college costs, financial assistance is available. Sources of aid are available from federal and state
governments, private programs, and colleges. While these programs do not guarantee that college
costs will be covered in full, you should pursue all avenues of financial aid on a timely basis. When
your family applies for federal financial aid, a congressionally approved, nation-wide formula is
used to determine how much you and your family are expected to contribute to your education.
Information you provide, including income and assets, is used to calculate that amount. The total
cost of your education minus the amount of your expected family contribution is called your
financial need. Federal and state governments, as well as your college, will attempt to assist you in
financing your unmet need. This chapter will provide you with information that will help you
understand what options are available and how to pursue financial assistance to attend college.
Financial Need
When you apply for financial aid from the federal or state government, a standardized
formula is used to compute the amount of money deemed reasonable for your family to contribute
annually toward your education. The cost of your education minus your expected family
contribution is considered your financial need. The following formula illustrates how financial need
is calculated:
Cost of Education
-
Expected Family Contribution
= Financial Need
Estimating your expenses
Costs vary greatly, and each institution establishes its own cost figures to compute your
need. Remember that books and fees for some programs are more expensive than others. Also,
costs are affected by whether you live at home or on campus. Include these expenses into your
budget:
Direct Educational Costs:
Living Costs:
*Tuition
*Room
*Fees
*Board
*Books
*Transportation
*Supplies
*Personal expenses
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Financial Aid
Financial aid is assistance in meeting the cost of your college, vocational, or trade school
education. This aid can be applied to direct costs such as tuition, fees, and books, and for living
expenses such as food, housing and transportation.
The following are three types of financial aid:
* Grants or scholarships: Grants and scholarships are funds that are not paid back. Grants
are usually based on need; scholarships can be based on need or merit criteria such as academic
achievement.
* Loans. Loans are monies that must be repaid after graduation or leaving school. Student
loans have lower interest rates than commercial loans.
* Work and Work-Study. A student earns funds in payment for a job, which the student
acquired on his/her own through a private employer or through the college's work-study program.
How Financial Aid Works
Financial aid is awarded by the federal government, states, colleges and private agencies.
You should file the Free Application for Federal Student Aid (FAFSA) to apply for federal aid. You
will then receive a Student Aid Report (SAR). The SAR displays your estimated family
contribution and whether you are eligible for federal aid. The federal government makes the
information from the Free Federal Application available to institutions. CSS/Financial Aid Profile is
required by some institutions, states and private agencies to award their own funds. The College
Scholarship Service reports information from the profile, as well as your estimated federal
eligibility, to the colleges listed on the profile. Once colleges receive the SAR, they know what your
family contribution is expected to be, and what state and federal grants or loans you are eligible for.
They can then put together a financial aid package to offer you. A financial aid officer will attempt
to give you a package of loans, scholarships, or grants and work-study which totals the amount of
your financial need. If the amount formulated as your expected family contribution is unreasonable,
it is important to meet with the financial aid office at your college and explain your family's
circumstances. The financial aid office does have the authority to lower the amount of your
estimated family contribution.
Financial aid is intended to supplement, not replace, family resources. Families should think
of themselves as the primary source of college funds. Most colleges, government agencies, and
programs also expect students to contribute as much as possible.
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The following are some factors used in evaluating an expected family contribution:
* Parents' annual income
* Family assets (savings, investments, etc.)
* Student's income and assets
* Family size
* Number of family members attending college
A higher contribution is usually expected from a family with a more substantial income.
Similarly, a family with large assets is generally expected to contribute more than a family with the
same income but no assets.
Even when families have no substantial college savings, they may be expected to contribute,
based on their ability and willingness to work as demonstrated by their previous year's earnings.
Many institutions require a minimum student contribution of approximately $900 from either
earnings or savings.
Each family situation is unique. Individual circumstances are taken into account when your
application is considered, even though standard formulas are used to analyze your family's financial
situation. It is your responsibility to let the college know of any circumstances, which inhibit your
family's ability to contribute the expected amount.
Types of Financial Aid
Money for your aid package comes primarily from the federal government, state
government, and from private programs.
Federal Programs. The federal government supplies the most financial aid. This includes
grants, loans, and work-study programs. This aid is based on need. The Federal Student Guide,
published by the U.S. Department of Education, has more information on Federal aid programs
including:
*Federal Pell Grants
*Federal Supplemental Education Opportunity Grants (SEOG)
*Federal Perkins Loans
*Federal Stafford Loans
*Federal Parents' Loans for Undergraduate Students (PLUS)
*Federal Supplemental Loans for Students (SLS)
*Federal Direct Student Loan Program
*Federal Work-Study
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State Programs. State aid may be based on need, merit, or both. Most states offer the
following:
*Scholarships and grants for residents
*Loans
*Tuition Assistance Program (TAP)
College Programs. Many colleges have a variety of aid programs funded from their own
resources. Deadlines and criteria vary greatly. Ask the financial aid office well in advance about the
following:
*Scholarships and grants
*Work aid
*Loans
Private Programs. Many private organizations provide aid to students. Your parents'
employers, labor unions, or professional associations may sponsor programs. Also check
community and service organizations, local churches, fraternities, sororities, veterans' posts, and
businesses.
Your religious, ethnic, or racial heritage may qualify you for aid programs, so may
participation or membership in local activities or organizations. Special talents or skills can also
create opportunities. A variety of resources are available to assist you in locating scholarships. The
counseling office has scholarship books, and a file of college and private scholarship announcements
and the Choices computer program. The Internet is also a great source for financial aid information.
Any of these can be used to locate potential scholarship sources.
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Local Awards and Scholarships Offered at Sodus
Desmond Wilkes Scholarship
The Desmond-Wilkes Scholarship is offered to all Sodus students pursuing any training or
further education beyond high school for tuition costs only. The amount varies from year to year
based on the money available and the number of students applying for the scholarship. Applications
are available in the Guidance Office or Main Office and are due in the Main Office by March 1,
2005.
In addition to the Desmond-Wilkes Scholarship, the community of Sodus provides graduates
with much financial support and academic recognition. Families, service organizations and
businesses award annually several awards and scholarships. About half of the scholarships require
students to submit an application. In May, the counseling office will provide students with a
complete description of all local scholarships. The students then have approximately two weeks to
complete applications for the scholarships for which they are eligible. Recipients are announced at
an award night. The following is a list of local awards and scholarships offered at Sodus High
School:
Sodus Council of Churches Recognition Award
Sodus Central School Scholarships
C. Irving Sprong Memorial Scholarships
Sodus Faculty Association Scholarships
J.D. Costello & James F. Costello Memorial Scholarship
Salvation Army Scholarship
Student Council Scholarships
Lions Club Scholarships
James Tack Memorial Scholarship
The Sodus Rotary Club Dr. Thomas C. Hobbie Memorial
Scholarship
Pete Petersen Memorial Scholarship
Sodus Lodge #392 F. &A.M. Scholarship
F.S. Hungerford Memorial Athletic Scholarship
Sodus Grange #73 Scholarship
Matthew Hendrikse Memorial Scholarship
James F. Sweet Memorial Scholarship
Sodus Town Chamber of Commerce Scholarship
Parent-Teacher-Student Association Scholarship
Lois Fisher Memorial Scholarship
Tracey DeFisher Licata Memorial Scholarship
Dana L. Dutton Memorial Scholarship
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Wayne Area Vocational Center
Scholarships are also awarded to students who attend the Wayne Technical Career Center.
Financial Aid Packages
A financial aid package is determined by the financial aid administrator at the college to
which you have applied. It is based on the information you and your family provided on either the
FAFSA and/or CSS/Financial Aid Profile form you completed in January.
Aid administrators may adjust the figures on your FAFSA and Profile, depending on any
new information you provide or on special college policies. Institutions use the federal need-
analysis formulas to determine your family's eligibility for federal aid. However, in many cases,
states and institutions will use different guidelines for distributing their own funds. Once your
family's contribution is determined, your aid eligibility is calculated by subtracting the amount the
college expects to pay from the cost of attendance.
If you have financial need, the next step for the financial aid administrator is to determine the
size and composition of your financial aid package. Colleges and the government decide how much
and what kind of aid you may receive. Assistance may be from one or more sources, but all
financial aid packages contain only three basis types of aid - grants or scholarships, loans and work-
study.
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Sample student packages
To give you an idea how costs and financial aid packages differ, the following chart gives
examples of different costs and aid packages for three different colleges. The last column can be
used as an outline for any student aid packages which colleges may offer you.
Total Average Costs and Aid Packages
__________________________________________________________________
2 year
4 year
4 year
you
public
public
private
school
school
school
(commuter)
(resident)
(resident)
___________________________________________________________________
A. Total Costs of
Attendance (Budget)
$3,500
$7,000
$15,000
B. Family Contribution
(Student & Parents)
2,800
2,800
2,800
C. Need (A minus B)
700
4,200
12,200
___________________________________________________________________
Typical Aid Package
*Federal Pell Grant
--
--
--
*State Scholarship
--
--
--
*Institutional Grant
--
1,000
6,000
*Federal Supplemental
Educational Opportun-
ities Grant
--
--
--
*Federal Work-Study
400
1,000
1,600
*Federal Perkins Loan
300
300
300
*Institutional Loan
--
900
3,300
*Federal Stafford Loan
--
--
--
*PLUS Loan
--
1,000
1,000
_________________________________________________________________
Total Financial Aid
700
4,200
12,000
__________________________________________________________________
In the examples, the colleges are able to provide enough financial aid to meet the students'
total needs. There is, however, substantial difference in the amount of loans one would need to
assume in each different case. It is not always the case that every college does offer you the full
amount of aid you need. The financial aid administrator at the college you choose will want to help
you afford to attend that college. But options may be limited because of institutional policies or a
shortage of funds. Give yourself the best chance of obtaining funds by applying early.
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Making your decision
Once the aid administrator analyzes your information, you will receive an award letter,
which usually explains:
*How your eligibility for federal aid was determined
*How your need for non-federal aid was determined
*Type of financial aid offered
*Amount of financial aid offered
Review this letter carefully. If you do not understand the information, or if you have
questions about your package, contact the financial aid office at the college to make an appointment
to discuss your questions or concerns.
You may also receive award notices from the state agency or private programs to which you
have applied. If you are requested to provide additional information, do so promptly. After you
receive your award letters do the following:
Evaluate all offers of financial aid carefully. Colleges may offer different amounts of aid,
and different combinations of gifts and self-help. Wait to hear from all the colleges to which you
have applied before you accept an offer.
Decide which college best meets your needs and goals. You have to apply for financial aid
every year, and you are not guaranteed the same amount. Your family's financial circumstances may
change; program eligibility requirements may change; or the college may run short of funds. Ask
the college if any scholarship or grant money offered is likely to be offered every year you attend
that college. Ask if your award money is dependent on any stipulations such as academic
performance or your declared major.
Notify the colleges whose aid offers you are accepting. Let the other institutions know, too,
so they can offer the money to other students who need it.
Ask about alternative college financing sources. Your college may offer a tuition budgeting
program to spread out payments. Loans may also be available for students who do not qualify for
federal aid.
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Check with banks and other financial institutions. They may offer programs for families
who wish to borrow for college expenses.
Check your personal resources. Look for ways to cut expenses or save more. Can you work
part-time or convert some assets into cash?
Look at your costs. Maybe you can lessen expenses. Living at home and commuting to
collage saves money. Another option is attending a lower cost college for the first two years.
Do not hesitate to ask your counselor or the college for advice if you need help. The college
that offers you admission will want to help you afford to attend. Even if you do not receive aid one
year, you may receive it the following year should your situation change or should more funds
become available.
Some final financial aid tips:
* Learn about financial aid and create a plan early.
* Investigate every source of help.
* Request college admission and financial aid information.
* Know which applications to file and their deadlines.
* Complete all applications accurately and legibly.
* Mail admission and aid applications before the deadlines.
* Mail Profile and Free Applications for Federal Student Aid as soon as possible after
January 1. If you plan to attend a college in New York, plan to file a TAP form.
* Respond promptly to requests for additional information.
* Keep copies of all documents.
* Research alternatives to financial aid.
* Ask questions. A misunderstanding can prevent you from obtaining financial aid for
which you may qualify.
*Inform your college’s financial aid office of any circumstances, which could favorably
alter your financial aid package. Take time to meet with someone in the aid office. They
may be able to assist you in obtaining increased financial support.
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Some suggested readings on financial aid include:
*
The College Cost Book. College Board Publications, Box 886,
New York.
* Dennis, Marguerite J. 1986. Mortgaged Futures: How to Graduate from School Without Going
Broke. Washington, DC: Hope Press.
*
Financial Aids for Higher Education: A Catalog for Undergraduates. Wm. C. Brown,
Dubuque, Iowa.
*
How the Military Will Help You Pay for College: The High School Student's Guide to
ROTC, the Academies, and Special Programs. Second edition. Don M. Betterton. Peterson's
Guides, Princeton, New Jersey.
*
Leider, Robert. 1988. Don't Miss Out: The Ambitious Student's Guide to Financial Aid.
Alexandria, VA: Ocameron Associates.
*
Need a Life? To Educational Opportunities, Careers, Loans, Scholarships, Employment.
Single copies available from local American Legion Posts. Copies in quantity available from the
American Legion, "Need a Lift?", P.O. Box 1055, Indianapolis, Indiana 46206.
*
Peterson's College Money Handbook 1996. Peterson's Guides, Princeton, New Jersey.
* Peterson's Financial Aid Service 1996. Peterson's Guides, Princeton, New Jersey.
*
The Student Guide: Financial Aid from the U.S. Department of Education. Department of
Education, Washington, D.C. (Published annually. Available free at the counseling office).
*
Summer Jobs: Opportunities in the Federal Government. U.S. Office of Personnel
Management (formerly U.S. Civil Service Commission). 1900 E. Street, NW, Washington, D.C.
20415.
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CHAPTER NINE
Finalizing College Plans
The last step in the college application process is accepting admission to the college you will
be attending and declining offers from other colleges. This is a critical time in your planning for the
future. You will want to consider all the factors in making your final decision. The college you will
attend should be a good match to your plans for location, costs, financial aid, size and facilities, and
other important factors. There are other final activities you may also need to complete before
entering college. These activities include the following:
- Talk to your parents and counselor about schools which have accepted you. When you
have made a decision, send an acceptance letter to that school. Notify the other schools
that had accepted you that you will not be attending. Once you accept admission, make
sure that you meet all deadlines for that particular college’s admissions requirements.
Inform your counselor of your final college decision.
- Send your acceptance deposit by the deadline, or you could forfeit your acceptance.
- Check with the college to make sure all required forms have been submitted. The
Counseling office will send your final transcript to the college after graduation.
-
If necessary, take any placement tests the college requires.
-
Make housing arrangements with the college you have accepted. Many colleges
require a deposit to be sent to secure on-campus housing for the following year.
Make sure you send the deposit in before the deadline. Some colleges require
freshman students to live on campus, so missing the housing deposit could delay
your college entrance.
-
Concentrate on keeping your grades up. College admission often is contingent
upon successful completion of your high school course work.
-
Continue to investigate scholarship or financial aid possibilities. If you have accepted
any work-study programs, act quickly since many of the more desirable work-study
positions can be filled fast.
-
Be prepared to attend an orientation session. Many colleges register you for fall
classes during that time. Review the catalog to be best prepared for choices you
may need to make.
-
Utilize any opportunities over the summer to prepare for college. If you are lacking
solid academic preparation, you could take a course at a local college to help you
for the fall semester. Summer employment or volunteer work related to your
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college major can be valuable in preparing you for college.
Some suggested readings:
*
College 101: Making the Most of Your Freshman Year. Reviewed edition. Ronald T.
Farrar. Peterson's Guides, Princeton, New Jersey.
*
Peterson's National College Databank: The College Book of Lists. Fifth edition. Peterson's
Guides. Princeton, New Jersey.
*
College: The Undergraduate Experience in America. Ernest L. Boyer. Harper & Row,
New York, New York 10022.
GLOSSARY
:
Commonly Used Terms in College Preparation:
*Accreditation:
The recognition of a college or university by any of the regional or national
accrediting bodies indicating that the institution as a whole has been judged to be meeting its
objectives.
*ACT Assessment (ACT)
: The group of tests administered by The American College
Testing Program and required or recommended by many colleges as part of the admission process.
They measure educational development in English, Mathematics, Reading, and Science Reasoning.
These tests are given at specified test centers throughout the year.
*Associates Degree (A.A., A.S.)
: A two-year degree, which generally prepares the student
for further study. Some Associate's Degree programs are sufficient training for certain careers, but
many students in two-year colleges intend to complete their studies at four-year colleges.
*Admissions Testing Program (ATP)
: The name given by the College Board to the array
of tests used in the college admissions process.
*Bachelor’s Degree (B.A. – Bachelor of Arts, B.S.):
Bachelor of Science, B.F.A. -
Bachelor of Fine Arts): A four-year degree in a specified subject.
Business Schools and Vocational Schools:
A school that offers skill programs in specific
areas, such as secretarial science, automotive technology, etc. Some offer Associate Degrees.
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*College Calendars
:
Traditional Semester: Two approximately equal semesters.
Early Semester: Two semesters, the first semester is completed before Christmas.
Quarter: Three equal terms of about twelve weeks each.
Trimester: A calendar year divided into three equal semesters, a third semester
replaces summer school.
4-1-4: Two equal terms of about 16 weeks each, with a 4-week interim term.
*Career-Oriented Program
: A group of courses which prepares students primarily for
employment, often in a specific occupation. Such a program, which can last a few months or more
than two years, may lead to a certificate, diploma, or associate degree.
*CHOICES Computer Software
: Comprehensive career/college exploration and
information system. Databases include occupations, post-secondary schools and financial aid
awards. Students may access Choices in the counseling office, the library or the computer lab.
*College Board
: A nonprofit organization governed by college and secondary school
members. The College Board is the overseeing agency for many tests and services connected with
the college admissions process.
*College Nights and Fairs
: Programs organized by high schools or local educational
associations to give students and their parents an opportunity to meet and talk with college
representatives.
*College Transfer Courses
: Courses intended for transfer of college credit to bachelor's
degree programs elsewhere.
*College Work-Study Programs
: A federally supported program that provides work
compensation to students who demonstrate need and who are willing to be employed at the college.
*Cooperative Work-Study Education
: A program in which the student alternates between
full-time college studies and full-time paid employment related to the area of study. Under this plan,
the bachelor's degree often requires five years to complete.
*Common Application
: A common application that allows a student to fill out one
application form and photocopy the application and recommendation forms for filing at more than
one college. You should check with the admissions office to see if a college will accept the
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Common Application and if any supplements are required. Check with the counseling office to see
which forms are available.
*Community or Junior College
: A college for students who study for a two-year degree,
which may prepare the student for further study. Some Associate's Degree programs are sufficient
training for certain careers, but many students in two-year colleges intend to complete their studies at
a four-year college.
*Deferred Admission
: The practice of some colleges of allowing an accepted student to
postpone enrollment for one year.
*Early Action
: An admission program used primarily in highly selective colleges. Early
Action follows the same application/notification timetable as Early Decision but allows the accepted
candidates until May 1st to accept or decline the offer of admission. Under Early Action programs,
it is possible for an applicant to be denied admission outright and not automatically deferred for later
consideration. If your junior year credentials are not truly superior, you may be careful about
applying under a plan, which could harm your chance for admission.
**Important Note
: There are several variations of Early Decision and Early Action at
different colleges. Read the literature of each college carefully and ask questions if you do not
understand the program entirely.
*Early Admission
: A college admitting students of superior ability into college courses and
programs before they have completed the standard high school program.
*Early Decision
: An Early Decision (E.D.) is a plan under which a student applies to the
first-choice college early in the fall (usually by November 1st) of the senior year and agrees by
contract to enter that college if offered admission. Decisions are rendered to Early Decision
applications in early December. If not accepted under Early Decision, a student is usually
reconsidered for admission later in the senior year. A student should not apply to more than one
college under an Early Decision plan, since the student is usually required to withdraw any
applications which might have been filed at other colleges while awaiting the decision of the Early
Decision college. Early Decision applicants are judged on the basis of their junior year test scores,
class rank and grades. It is also important to note that if you have a definite first-choice college, you
might apply Early Decision to signify the level of interest in that college.
*Enrollment Deposit
: A non-refundable deposit is required of accepted students at many
colleges and universities to reserve a space in the incoming class.
*Educational Testing Service (ETS)
: A nonprofit agency employed by the College Board
to produce its tests.
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*Family Contribution
: The amount an outside agency estimates that you and your family
should be able to contribute to the costs of your college education, as determined by such factors as
your parent's income, assets and debts; your earnings and savings; and the number of children in
your family currently in college.
*Free Application for Federal Student Aid (FAFSA)
: A Student must file this free
application, distributed in December of the senior year, to obtain any federal assistance (i.e. grants,
loans, work study).
*CCS/Financial Aid Profile
: A form used by the College Scholarship Service to collect
information about the student's total family income, assets, and expenses, and to analyze the family's
potential contribution toward college expenses.
*Grade Point Average (GPA)
: An indicator of the student's overall scholastic
performance. The GPA is computed by totaling the number of grade points earned in each course
(generally, A=4, B=3, C=2, D=1, F=0) and then dividing the sum by the total number of courses
carried.
*Honors Program
: A program offering opportunity for superior students to enrich their
educational experience through independent advanced or accelerated study.
*Independent Study
: An arrangement which allows the student to earn college credit
through individual study, usually planned with and supervised by a faculty advisor.
*January Admission
: A college admission policy, which admits freshmen to begin study in
the middle of the academic year. January admission may be an option worthy of investigation for
students who might graduate a term or semester early from high school.
*Major
: The subject of study in which the student chooses to specialize; a series of related
courses, taken primarily in the junior and senior years.
*Military Schools:
The federal military academics prepare officers for the Army, Navy and
Air Force. These institutions (West Point, Annapolis, and Air Force Academy) require
recommendations and appointments by members of Congress.
*National Merit Scholarships:
The National Merit Scholarships are given to students who
are selected on the basis of PSAT/NMSQT scores and other criteria to be Merit Scholars.
*Nursing Schools
: A nursing school can be categorized as one of three types. At schools
affiliated with hospitals, students receive R.N. degrees upon completion of this training. At two-year
colleges, students receive the R.N. plus an Associate's Degree and has the possibility of transferring
to a four-year program. At schools affiliated with four-year colleges, students receive both a B.S.
degree and an R.N. and have possibilities of entering the field of nursing administration.
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*Open Admissions
: The policy of some colleges of admitting virtually all high school
graduates, regardless of academic qualifications such as high school grades and admission test
scores.
*Pell Grant
t: Financial assistance, awarded by the federal government on the basis of need
designed to provide the basis of any aid package for post-secondary education. The grant may be
used toward tuition, room and board, books or other educational costs and requires no repayment.
*PLAN
: A practice ACT test for sophomores. This program also has an interest inventory
to start student's search into the career field that is well suited to them. A study skills portion also
gives information on the student's present work habits.
*Preliminary Scholastic Aptitude Test (PSAT)
: A program designed to provide a practice
test for juniors as a warm-up for the SAT I.
*Reserve Officers Training Corps (ROTC)
: Air Force, Army and Navy programs on
certain campuses which combine military education with baccalaureate degree study, often with
financial support for those students who commit themselves to future service in the Armed Forces.
*Rolling Admissions
: A process used by most colleges in the country which may vary in
several ways, but the most significant variation follows: A college using rolling admissions will
review applications as the application (and all the supporting data) are completed and will return
decisions within a few weeks after completion. Another variation in the process is that some
colleges send decisions as soon as the application is completed and reviewed, regardless of the time
of year. Other colleges will accumulate applications and send decisions only after a particular date.
*Scholastic Aptitude Test I
:
Reasoning Tests (SAT I)
: Test of verbal and mathematical
abilities given by the College Entrance Examination Board (CEED) at specified test centers
throughout the year. Required or recommended by colleges as part of the admission process.
*Scholastic Aptitude Test II: Subject Tests (SAT II)
: Often taken at the end of the junior
year and possibly in the fall of the senior year. SAT II tests are administered in a variety of
academic subjects and are designed to test the level of knowledge of a student in particular academic
discipline in relation to other students throughout the country. SAT II are scored on the same 200 to
800 basis as the SAT I. Some colleges use the SAT II for placement in various levels of freshman
courses; some use them as an additional indicator in the admissions process. The SAT II is part of
the Admissions Testing Program (ATP) of the College Entrance Examination Board.
*Shadowing Program
: A program, which offers an opportunity for students to spend a day
observing someone in an occupation, which is of interest to the student. Students will get a first-
hand view of a career, which they are exploring. This is viewed as another learning exposure, which
should complement the student's academic experience.
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*Stafford Loan
: The Stafford Loan allows students and parents to borrow through local
lenders and have their loans guaranteed against default by the government.
*State University of New York (SUNY):
A network of 64 public colleges throughout New
York State. The application form for the SUNY schools is available to students in the counseling
office. Students may apply to as many as four colleges on one application form.
*Transcript
: An official record of high school grades generally required as part of the
college application.
*Tuition Assistance Program (TAP)
: A New York State grant program based on net
taxable income, which can only be applied to schools in New York State. TAP applications will
automatically be mailed once you have filled out and sent a FAFSA application, which lists a New
York State College.
*Undergraduate Degrees:
These degrees refer to two-year (Associate's) or four-year
(Bachelor's) degrees.
*University
: An institution, which is called a university, may be the same as a college, but
usually offers graduate degrees in addition to undergraduate degrees.
*Waiting List
: A list of students who were not initially accepted by an institution but who
will be accepted at a later date if space becomes available. In many cases, waiting list candidates are
not notified of the final decision until late in the summer.
BIBLIOGRAPHY
Sources Used in this Handbook:
College Bound. College Bound Publications, Inc. 1992.
Volume 7, Number 4.
College Planning/Search Book. The American College Testing Program.
Making A Difference in College Admission. The Center for Applied Research in
Education. 1989.
Planning for College. Fairport High School Guidance Department.
The Pre-College Planner. Associated Colleges of the Midwest. 1990.
Ripple, Gary.
Admit One!: Your Guide to College Application. Longman Trade, 1987.
State University of New York: A University Viewbook. 1990.